School Board Meeting - 9/2/2025

001like to call the meeting to order. Um, roll call, shall we? We do a roll call on this. No, I forget that. Okay. Um, there was an executive session this evening on a personnel matter. Don't see anyone for a public comment. Um I think we go all the way down to curriculum which is me and for board members although uh your agendas say that um Ashley Freed is going to make a presentation this evening she is ill. So that is going to happen at our next committee meeting not this evening. So that takes us to the um secondary assistant principal discussion and um should we have Beth and Shane would you like to come up and sit at the table? Maybe that would be better than having you in the back row. And you're going

002to take this? Yeah. I'm going to throw this over to Mr. Alvin for >> uh Mrs. Hobs has some information about the presentation this evening. Some of you may have already received this electronically, but there's a paper copy around >> and this is what's uploaded into agenda manager. Nothing different. So, and if I could just if I could just chime in. So, I mean, I know this kind of like all started like back like in the spring, I believe it was. And uh I think there was what what triggered I think the discussion was Mr. Mlan was stepping down from the dean of students to to go back to the classroom. So, I think there were some discussions around what does that mean? What does that look like? And uh I think the idea of

003the AP was presented that uh that role it's not uh it's not a new role but it would be replacing the dean in essence and then it would be uh have more duties for that role. You could do more as opposed to um a teach a teacher in a contract position with within the association so that the the assistant principal would be able to do more rules. So, it's not uh it's not uh creating a new position, but it would be actually taking on kind of upgrading, I guess you could say, retitling the dean to an AP position. I think those conversations were had with everybody and then I think summertime happened and then as a result of summertime, it led into two back-to-back board meetings when we were going to have discussions around it

004and uh we had just low turnout for those meetings. So they got table and then we moved on into finally coming to be able to get together to actually have the discussion around uh what would be a a better option. So that's kind of where we're at discussing what would be a better option. Would it be a better option to keep the dean um to move it or uh retitle it to an assistant principal where we get more you can pass. Yeah. I'm sorry. Yeah. Sorry. Yeah. And then you guys had wanted us to provide you with those options. Uh which we put together I think five options and then also I know Mrs. Jal asked about uh Mr. Brewer and Mrs. Graham coming to the table too to have some discussions around the topic.

005So, I know you guys have had the uh the options before you um to look over and consider and talks about the pros and cons of those and uh I mean we're just going to kind of open it up for question discussion and uh I mean I we're we're certainly making a recommendation for option one, but uh certainly have conversations around the pros and cons of each each of these. And again, uh Mr. Brewer and uh Mrs. Graham are here to to fill questions, discuss or just have a have a discussion around the topic. >> I mean, I can start off with my questions and I I think I I voiced um concern before and we were given and I guess it was by Dr. Bell initially. We were given some information um which I

006think Mr. Wigel had asked for comparing the other schools and what they do. And I think it's a little misleading the way it was presented because I think it we should be clear and that when we're talking about our middle school here, we're talking about seventh and eighth grade. That is not the case at some of these other schools that we're comparing to for Bermudian. I mean, that's the first one on the list. So, their middle school is 5 to 8. So, we're talking about four grades there. So when you're talking about them having an assistant and a principal at their middle school, I think you're not really comparing apples to apples when you're comparing it to here again because we're talking about two grades. So >> sure, >> and we're not talking about two

007separate buildings either. So, one of my concerns is that when you compare to a school like Bermudian, because they're structured differently, you have an elementary school that's K4, middle school 5 to 8, high school 9 to 12, three separate buildings. So, they have six administrators because they have a principal and assistant in each of those buildings. So, when I look at that and I compare K to 12 here, I realize our structure is different obviously because our middle school is different. We already have seven administrators because of our structure. Now, we're being asked to add another one because the dean of students position is not an administrative position. So, when I say being asked to add another one, we're asking for an administrative position, not a dean of students position. So, I struggle with the

008fact that we have a little bit less enrollment than they do, but we're talking about a comparable school. So that what they can do with six, now we're being asked to do with eight. I mean, I don't I don't understand that because when we're talking about an assistant principal position, we're not asking our assistant principal or our principles to do something the other ones are not. So all of these things are listed on here when you're talking about teacher evaluations or discipline. It's not unique to upper Adams. So, I struggle with how a district our size needs eight when a comparable school district can do it with six. Cuz I don't feel like seventh and eighth with roughly the last enrollment we had, you're talking about 239 students. Do we need an assistant principal for

009239 students? I mean, so my recommendation would be to absorb dean students position, not have an assistant principal at the middle school because two grades and simply have the high school covered by Mrs. Graham and Mr. Mer. We're still going to have an extra administrator because of our structure. We do have um upcoming uh the issue of raising taxes and uh we do need to save or demonstrate that we're concerned about saving money as we can and so if um if we zero in on this issue um we need to keep that that fiscal issue also in mind. >> Sure. I mean, we should always be doing that. I mean, if the opportunity presents itself where we can save money, I think we should do that. And a lot of times what happens with things

010like this is, okay, well, the the Dina students position is already in the budget. So, you know, you say, oh, well, we're only adding I don't know what the numbers are because the position was already in the budget. But in my opinion, okay, we could save that. We could save that entire position and we already have more administration than these other districts. I think we have to be careful comparing our district to other districts. I mean, it's very easy to imagine what things are like elsewhere, but we don't know. We don't know um if it's working well for them. We don't know if administration and faculty is happy with the way it's working, what their what their stats, their testing, and so forth of any other district. Uh, I just think we have to be

011careful not to compare to another district. I also think that a a district or a business or what have you is only as good as those at the top. And I think that by um diluting our tops, um, I think it's been said before, things start slipping through the cracks and, oh, I have 20 things to do now, but I can only get 16. Well, what happens to those other four and what students are impacted by those other four items? Um, I I I just it's a different world than it was in education, you know, years ago. And the the requirements of our administrative team are are crazy in my very humble opinion. what what all you have to the hoops you have to jump through um for the good of the district. And I

012I just think that I like option one. >> I um going back to to what you said about we had four principles and three assistant principles up until two weeks ago. We also had a dean of students that was working in part of that framework. So right now we're down that person Um, and one of the things when when Mr. Brewer and Mrs. Brown get a chance to talk, I'd like to ask, you know, what what have you seen you've had to cover lacking that person right now? But, um, and I'll go back to Mrs. Hobs. If I could just check the difference right now between the salary for the dean of students and an assistant principal, how much? So if you look at option one um what I did was I used the salary

013matrix that's in our collective bargaining agreement and look at instructional two um because that's currently the column that this individual was in but I did the average salary between steps six and 11 um because if we would replace would be right within that realm and factored in the extra so if we're looking at a full year once again this is using a full fiscal year obviously we are pass the full fiscal year at this time. But if we look at the full fiscal year right now, it would be an additional about $2,700. Once again, that's using the average of that instructional two column steps 6 through 11. >> So get an additional 2700, right, to pay the assistant principal. >> Correct. And that's based upon a full year. Obviously, that would be prrated for this

014year. And that information is all listed on the bottom of option one in the chart. >> So do the other schools Verian have Athena students? >> I mean so that's I you understand like it it's hard to make sense of it. It's hard to make sense of why we already have more. And I realize it's based on our structure, but the fact that our middle school and high school is combined and you're not asking someone to go to another building. They're combined. And I do feel like because you are responsible for two grades, you know, we're talking 239 students. Does that necessitate uh an assistant? I mean I don't I don't think so based on the ratio that was apparently okay on on this analysis when we're saying 327 to one but again my struggle

015is I feel like it's a nice to have a nice to have is if we had unlimited resources we didn't have budget constraints we're not in that position I don't think we're going to be in that position ever and you know if you came to me in my role and said, "Okay, we got to talk about headcount. Okay, justify another position." Well, I could do that. Obviously, I could do that. I mean, I want to distribute the work. My salary is not going to go down, but now I can distribute the work. Well, yeah, it's a nice to have. Okay. But I'm of the opinion that at the administrative level are some of the highest paid people in the district. I feel like those are the individuals who should be doing more with less. Okay?

016Because I'm and I'll be honest with everybody who's sitting here. I'm not going to be an advocate for another administrative position. I think we're topheavy on administration as it is. I just made that point. And I am more going to be always more inclined and more open to have a conversation about adding classroom resources. If you need a teacher to reduce class size, we need to focus on math. We need another math teacher. I am always going to be more open to that because I feel like that affects the kids directly. I struggle with this. >> Would this new position would it only be 78 or it be like a 79? Like what I guess what is the structure that we could potentially be looking at? >> I mean the position right now is I

017I think was a 712 uh Mr. Li. So it was it wasn't specific uh to Mr. Brewer. It was for the whole it was for the whole gamut of 7 through 12 which gives uh more flexibility in that position role and helping with supervision uh attendance uh discipline uh looking at bus I mean all these things. So what we're what we're looking at doing what we're saying is we're going to take what was a full-time position eliminate what somebody did for 10 months that was full and then take that and put it on folks who already have full plates. Now what's that worth and how what does that impact? Well, first of all, it's not about necessarily distributing the the workload amongst it's actually really impacts our students and our learners. Um so um I

018had a conversation with Mr. Mlan and the things he told me he did again and being proactive and meeting with the students and a lot of times it's those that population that does take up a lot of our time. It's the students that attendance, family, discipline and I think we talked I I I know Mr. Alban had did a a presentation uh last uh last month regarding uh student you know regarding the uh um evaluation process and just the time uh the time factor that that took. Um, and again, I I want to just challenge and encourage everyone until you walk around those shoes within the walls of a school and understand that a discipline or attendance issue, what that takes to actually investigate situations, calling parents, families, playing phone tag, getting back to people,

019uh, talking with all the variety of kids. That that's just one thing. Add to the t add to the table the evaluation process. Add covering duties when we have teachers out. we have people covering and needing to do that and that leaves other rooms empty and again the whole maneuvering around that. So ultimately what this does it doesn't necessarily impact uh it impacts our students. That's that's where the bottom line is at when we take away quality folks and add to the add to the plate of other people. Yes, it's going to impact uh students. I did talk with our association also. Our association is very much they're like, "What are we doing with this role? What are we doing with this position? Are we going to have a dean? Are we going to have

020an AP?" Because they know that at their level, at the classroom level that it's going to impact them as teachers because we're not going to have that response time necessarily all all the time just between Shane and or Beth or Mr. Mard. And that's what that dean was there for was able to take take that and take on those challenges. Um by adding that to other people's plate, things will fall through the cracks and we won't be able to be as proactive um uh with the issues with our students as we need to be. And yes, there are a variety of schools that have a variety of different setups from lead teachers to deans to APS and so on and so forth. But um I believe for us and our situation uh that this would

021be our our our best the option what would be best for our students uh here in the district. >> What does an AP do for discipline versus a dean? That's I think I'm I don't fully understand the the dean the AP like what is that role and what does it do for discipline in the schools? You guys want to speak to that? >> Well, I think the biggest the biggest difference between the dean and the AP is that the the dean would have to have an approval from the principal to make a serious discipline disciplinary action. So, if they were going to suspend and put in, they would have to have our approval where an AP would not. They would be able to act on their own and they'd have the ability to do that.

022I think that's the biggest difference. I think the other thing that an AP affords too is um they're able to come come to games. We're not active within the teacher contract. Um uh the assistant principal can cover sports events, after school events, and different things along that line, too. The other thought uh we we were we were discussing too is how that individual also could be a real uh an outreach to our cyber charter families also to to be reaching out and connecting and and recruiting them to come back, you know, uh to our building. So just it's just a variety of things that that that would be a benefit uh to our stu to our students. >> I don't want to put you on the spot, but Beth or Shane, would you like to

023make any comments since this is going to directly impact you? >> I think while it will impact us, it really is about student learning and it's about the kids because it will filter down to the kids um and filter down to teachers. Um, we're not asking to have our workloads lightened. We do what we do. We know what we signed up for. Um, and we're not going to sit here and start listing everything and that we do. That's not what we're here for. Um, we would share the position. It wouldn't be just dedicated to the middle school. Um, there is a lot like Shane is in the cafeteria every day from >> 10:30 to 11:45. An hour. So if something happens between that, like we're finding people to cover, he's unable to meet with parents.

024Um it would just offer more flexibility having an assistant principal if we're out of the building and both of us are out of the building. Um it's another person on with the kids, with the teachers that can help support >> along with that. Right now I have my my school uh counselor. It's she and I every day for lunch, Judy. and that's time that she could be meeting with kids, but unfortunately there we need two eyes in the cafeteria. So right now it's it's she and I every day. Um so it's a good place and I like doing it. It's a great time to meet with kids and talk with kids. But I think for her she could be doing other things that would be more impactful for kids during that lunchtime. So that's just

025one of the small things since she mentioned lunch duty. That's that's something that we do every day. >> Is a resource officer at lunch duty? >> He is not. Last year we he was more um this year his schedule has changed. We don't see him as consistently. He's now spreading his time amongst the other buildings more so than last year. >> And I shared um Dr. Shong shared actually there are two sheets and they're both the same thing. It's just what your preference is to look at and to understand but it's over time our structure at the secondary campus and we've had different combinations. Um as you can see after 2001 we went to four um personnel at the secondary campus and then we had some needs and went to five um and again different

026combinations from one principal for both campuses. Then that split out to a principal um at both campuses and Shane was a dean of students and then we had two dean of students at the high school when there was a time that discipline referrals we could not keep up with um and we were picking and choosing like okay like what what's really a priority what can fall off of our plates. We have worked really hard um to get us to a point where we can be proactive with kids. Um we can work with kids. We still have discipline, but not to the level that we did. And I just would we'll still work hard regardless of of what the decision is. We're here. We're going to work hard every day. >> And I would say with

027that, our response time has gotten to the point where we can be more immediate with >> with our communications with parents uh in the moment. We are, you know, trying to frontend a lot of the problems because our our kids are really good at coming to us with with issues. um we rely on those those types of relationships to keep us informed so that we can front end some of those those things that come up um before they get serious. Um a lot of what we do requires two people really in best practice. Uh if we have to search someone, we should always have two people there. Um if we have to have conversations with kids, we should always have two people there. And sometimes with our our current setup, it's just not able to

028happen. So best practice is you know to involve uh two people when especially in a disciplinary situation and and for you know we not only have our daily disciplinary issues but we also have discipline in athletics uh we have discipline on buses. So um again not unique to us and I understand that but just kind of giving you an overall picture of of the time that it takes um you know I think after the discipline then the work comes with paperwork and communicating with parents and situating a room or you know whatever meetings have to take place after that and trying to do that in a timely fashion while also meeting the needs of our teachers with meetings um or IEPs for 504s uh you know all of those things. It just it does play

029a lot of time and take a lot of time. >> I'm personally still thinking about uh your comments, sir. Uh and I took very close notice of them. The one that that I'm referring to is when you said there will be things that fall through the cracks. Now, you could have chosen the words there might be things that fall through the cracks, but to be definitive that that that uh was a threshold that I um took notice of. There will be things. So, um you know, I'm concerned about that. I don't like uh that eventuality. Uh I find that to be a weakness and I so I'm concerned in that regard. >> Well, I appreciate that, Mr. Lust and thanks for sharing your thinking. I think too I I think it's important and as uh

030I think Beth and Shane shared uh we're going to I think someone else mentioned it. If we have 50 things on our plate and then we're given another 50 things to do, something's not going to get done as well as it could have been. Okay? And I'll rephrase it that way. Um whereas if we had the 50, we could do them really well. So and and and for me I I I know Mr. for like I shared last week or the the other other last month uh with the the minimum the minimum for teacher evaluation is two to four times a year especially our new teachers I don't want to just do the minimum because a core function of our administrators really should be in the classroom spending time in classrooms observing being a part

031of the classroom being in with kids seeing what's happening going on so they can help lead professional learning uh they can provide feedback because that to to me is the most valuable thing that our building administrators can be doing is to go and see into the classroom and be there. We're not going to be able to be in the classroom like that if we're losing a dean or what could be an AP to having to do uh discipline and attendance and attendance. We have a policy on attendance, but attendance in itself is a huge task to stay up on top of with connecting with families, doing SATE programs, uh, or doing SATE plans, which which are attendance plans, getting kids to come to school and making sure they're here, uh, setting up those meetings, and

032again, I think Mr. Brewer mentioned it too, uh, the increase in our special education that has risen, too. going to IEP meetings at depending on when the parents could be there whether it's at the end of the day during the day in the morning that's taking away or our building principles being able to be in classrooms and spending time with kids. So again 50 100 things yes we're not going to be able to probably do them as well as we could um if we lo lose that position and then add that what was a full-time position on the people that already have full roles. So does because Mr. Alban was director of curriculum and now assistant superintendent. Does that change anything regarding discipline or oversight? Does that change your role a little bit? >> I

033supervise the principles and assistant principles. Now that's the I would say the largest supervisory change. >> But you're still doing basically your director of curriculum. in addition to supervising. >> Correct. >> Right. >> And the dean of students before wasn't doing teacher evaluations. >> Mr. Leustic, I always appreciate when you say, "I heard you say," you looked at Dr. Shong and Desan and said, "I heard you say this." When I asked if Beth or Shane had anything to say, I was really curious how they would respond to that. And the first words out of Beth's mouths were We need to take care of our students. We need to take care of our students. And isn't that what our role is here as this board um to look out for our students? Then she went on

034to say the teachers. You have to look out for the teachers. I just view this as an opportunity. I hear what you're saying, Trish, about you know, all this administration. It's not the same world as it used to be. And just hearing you talk about discipline, I can't even imagine. I know what the buses sound like when they roll into our business. I cannot even imagine, you know, what what you're dealing with each day, but I I think I I maintain that we need to look out for our administrators who in turn are looking out for our faculty and ultimately our students which is our number one charge. So I I just view this as an opportunity. This is very helpful. This is all the different things that has happened over the years. It hasn't

035been, you know, a straight arrow. We've been all over the place. And I just view this as an opportunity. I did speak with Mr. McClean some about the dean and um the negatives for him being a dean that by 3:00 done and he said that's often when students would want to talk with him. And you know, I just I view this um this AP as as something essential for the year 2025. >> But you know, when you say things are different, my guess is is is when we had all of this, we didn't have what 339 students who aren't even in our building. I mean, those numbers aren't going down. I mean, when you're talking about the number of students that are homeschooled or in cyber school or charter school, >> I was actually gratified

036to see that as one of the, you know, charter cyber outreach as one of the tasks and I think that is essential. We need to get that money back in our district. We absolutely do. >> We've been battling that for how long now? I mean, >> how long as we've been talking about how long has Mr. lady been saying what the cost is related to cyber ter again it's not a unique position everybody's in the same >> position I still have trouble sitting here justifying that we need eight administrators >> I would say when you're comparing school district to school district like that you got to look at the personnel and the infrastructure as well I've worked in small districts larger districts this is a smaller one of course uh you have to look do

037they have uh school safety safety officer designated for that. Do they have an attendance officer? Uh some of districts have IAS which are uh teachers that can perform as an LEA at a special ed meeting. So they go and they do all the special ed meetings. The principles do not have to attend those. Uh you know there's a variety of roles that teachers fill. uh a department may be eight deep instead of four deep like we have which allows then some flexibility in assigning duties and coverages at lunch or buses or even some unique roles I've seen uh duties such as meeting with students uh advisory type uh u meetings. So there's creativity, I think, in every school district. And at the and if they have the personnel and the flexibility to do so, they're

038able to maybe not have as many administrators at the top, but they're still fulfilling the back um feeding or >> Sure. And obviously, we weren't given all that information. So given the information that we have doing the comparison based on student enrollment, buildings, um the grades, it doesn't make sense to me. It does not I can't justify that. And you should also keep in mind that there was what we outsourced the PIM's role, right? So we took some work out of or away from the administration. Um, >> I mean, are there other creative ways versus spending this money for a assistant principal that maybe hire like a part-time lunch, you know, um, observer or whatever that you could save money and at least maybe for a year try, you know, because sometimes necessity breeds creativity

039and you can come up with some really creative ways to fill a need um and still be, you know, not spending, you know, saving money as well. I know as a business owner, we always look for ways that you can save but also not, you know, diminish your quality of work, you know, and I've gotten really good at that, you know, and um I don't increase my I don't increase my customers prices to do that unless it's absolutely necessary because and that's where I am kind of looking at it is we're not a wealthy district. like there's people in this district that really struggle and property taxes are maybe just a little bit higher than school taxes or school taxes in some cases may even be higher than people's property taxes. So I feel like

040before we would just flippantly, you know, spend $100,000, you know, we should maybe look at other options for people who pay property tax or school taxes. Yeah, I appreciate your comments, Heather. Thanks very much. And I do think it's important to remember though, too, we're not adding a position. So, we're not like adding that that that's uh the it's retitling the position. So, the position is there. Uh and the money essentially is budgeted for that position. So, it's not we're not creating a new position. Um >> but it's going to an admin position versus what you what it is now. >> Correct. Yeah. and and there the the the reasons we gave you is because of all you can get for that >> from retitling it. So >> I do think >> can I chime

041in after when whenever Go ahead Sue. >> Oh thank you. Um, I I realized this whole conversation didn't start until after the science position was made available, but as I've thought of this over the last couple weeks, it's it's a discussion that probably needs to start in January for the next year. I I don't feel right now that we can leave this position unfilled when school has just started. I mean, I think You know, it's not giving Beth, Shane, everybody else opportunities to meet out the duties that a dean of students would have had or an assistant principal. And you know, I'm I'm not in favor of leaving it sit empty, whether it's dean of students or assistant principal for this year. I think, you know, it's it's timing that it you know, the discussion

042couldn't start until what? May, April, May, but now is I feel too late to try on the fly to to solve all the job assignments. >> So, one thing I think Mr. Brewer, you had mentioned about one-on-one discipline or ideally, have you ever had to do one-on-one discipline? >> Yes. >> As a as a coach and a actually a former coach here in the district, I think that's a huge red flag, right? Like if somebody needed a ride home from school, I made sure there's always somebody waiting around, never one-on-one. Um if they needed a ride, had to be with other students. Like I think that there could be a and we have coaches, right? That's a red flag to have one-on-one meetings with students. >> Maria, thanks. Uh a question, this could be either

043for both or Dr. for the song or Mr. Alvin. Uh I'm wondering about the teacher crisis in nationwide but in Pennsylvania and how that would impact this position that if you could speak to that a little bit like how much how much turnover how many teachers are we losing and not replacing and how much extra accompanyment teachers might need as they are on boarding. I've just been reading the statistics about uh the teachers leaving the profession and not enough joining and then the pool, you know, we're having to hire um hire teachers while they're still in the process of getting certification, emergency certification, and what kind of burden that puts on uh you know the extra evaluations and uh instructional coaching and things like that. would you be able to speak to that please? >>

044Yeah, sure. I I I would say uh certainly in recent years uh it the landscape has changed in education significantly since I started. Um you know when I applied for my position at the elementary there were probably well over 200 applications. I was lucky to even had to fight to get an interview let alone get hired. Nowadays, it's uh a handful a lot of times for most positions. And a lot of the applicants are not even education majors. They're coming to us from a private sector with the bachelor's degree knowing that we will pay for them to um get their intern cert certification and eventually get an instructional one so they can be a certified teacher. So, that takes uh a lot of and you've you've seen that firsthand. tremendous board has experienced it with

045uh the world language department recently over the years. You've known u how we've had some turnover in that area. We've had some interns there as well. Uh sometimes it works out, sometimes it doesn't because they don't know quite what they're getting into. Um sometimes and sometimes they do. Uh but it requires the principles and assistant principles to go into the classrooms at usually four plus times a year. As far as formal observations, we have to work with Wilson College. Uh typically that's the college of choice for the intern program. There are other schools we do work with for that. But that's typically the one u most being in this area most of our interns go to. Uh and we are in touch with those folks. They have to come in for observations. We have to

046participate in conferences, mentoring and and those types of things. Uh the principles, assistant principles help out generally with mentoring. So where I had when I first started here three or four new teachers a year, now I'm getting anywhere between 15 and 20 every year that are new. Um so that requires the principles and assistant principles also to uh meet with those those new teachers and provide those mentorships. So I would say yes, it's definitely has increased the bar for our um our principles and assistant principles and administration at large uh and just changed the landscape of what we were used to dealing with with some new challenges uh with the new crew of uh applicants that we were getting recently. >> And may I add just >> just with the state budget, there are mandates

047that come out for the principles and assistant principles. mentoring used to only be a one-year program and now it's two. So that extra year is being passed on to the principles and assistant principles. So there are things that come out of the state budget that then become unfounded mandates that happen to us that we don't have a say like right now we still don't have a state budget. >> What is going to come out of the state budget that we don't know about that we're not preparing for? I also >> yeah just I just follow if I could just just follow up on just that thought there. I remember going to Cumberland Perry and asking the director there, you know, what what was the key to the success? Why is it functioning? And one of

048the key things he said, you know, is that they hired an instructional coach. Um so that that is such an important element in success of our teachers and the and the students. So that's just something that I've been keeping in mind that that really does need to be shored up in one way or another. And >> that's an excellent point. As I mentioned in previously, other districts have a variety of different personnel. There are instructional coaches, technology coaches, uh data coaches that may be employed full-time in a district. Um we do not have that here. And our principles fill those roles. We have tech, you know, they may be called out to uh show a teacher how to work an iPad. They may be in a in a classroom working with a teacher co-eing um

049to uh help them with an assessment that they're giving it, you know, a variety of tests. It's not just the the principal duty per se or assistant principal duty. >> And Mr. Jal, I I think just to piggyback on that too, uh if our if our building principles are just strictly dealing with discipline, uh with buses, with covering lunch duty and these other types of things, uh they can't be in the classrooms providing support and feedback. That's where we grow by giving people feedback. And so again, I I think I've said this before, it's not about gotcha, but it's like, hey, we got you. And I think when we have that additional that not not an additional position but the retitling of that it's able to to give the opportunity for us to get into

050classrooms on a more regular basis to support and provide feedback. And to your point about instructional coaching I 100% agree with you. Um, but along those lines too, I I can see where our principles can actually take on that role also as an instructional coach by getting in the classrooms, by providing feedback, by helping uh with the craft of teaching with those new people. And to Joe's point, yes, it's a handful of people nowadays when we're getting positions, some not even that much. It used to be uh yeah it used to be a hund like you know you get a pile of people and and just the the the teaching population in of itself has become more transient. People move from one place to another. When we come into a place where we actually build

051those relationships establish those with our administrators with one another and we're on the same team working for our students and our learners that's where people are going to stay because of the community and the culture that we have built and established here. >> Mrs. Graham, you were trying to say something. >> Um, Mrs. Jalal brought up a point about teacher burnout and I also think um, if you read a lot of teacher burnout is because um, teachers don't feel supported. Um, and that is one of the things that I do think that we are good at. If a teacher calls and I have one sitting right behind me um, if a teacher calls, we're there like we and if we're doing anything or if it's a middle school teacher, he's tied up like we make

052it work. And that is one of the things that we do for our teachers because they have to be supported to to be able to um teach and for students to learn. >> And one thing that I I really think is important is if we get called to a classroom and there's a students being disruptive, it's not just take them out in the hall, have a conversation, send them back. >> We're taking them with us. And that means now we have that child with us so they're not disrupting the other 25 students in that classroom. And sometimes that that happens. So um you know a second person that would allow another option um because at at what cost do we we put on the others in that classroom where the destruction is taking place. So

053that's something that we've done and we continue to do. It's not we have conversations but it's not just send them back after five minutes with a piece of candy and say behave. We're taking them out having a conversation removing from that classroom so they're not disrupting those other kids. I have been thinking uh about my own personal work uh career. I worked 49 years full-time in conservation and natural resources mainly because I loved my job and you know I worked really hard because I really loved it. But I I do recall a supervisor coming to me one time and saying uh I've got some additional duties for you. Can you handle in a in a sense he was saying over 100%. And I I thought about it carefully and I said, you know, yes, I

054can I can do there a certain addition, but if you pile on too much, you'll actually get less because then I'll sort of freeze up. And uh you know, maybe instead of 100% of effort, you'll get 90% because uh I'm just overwhelmed with uh the the variables. So, uh, thinking about what I've heard tonight, you know, I don't want to see, um, people, uh, having to, um, deal with that kind of extra pressure, honestly. And if I if I'm right, you know, if if what you guys are telling me is is true and accurate, then I'm tending to lean toward um uh voting in in a way that would tend to support this, even though, you know, I'm also very concerned about finances. Very concerned. Uh I really um am. But uh you know I'm

055sure there'll be more more um discussion of this but that's that's one of my uh considerations >> because as you've seen once you create the position it's really difficult to get rid of it >> and I keep hearing discipline. I keep hearing discipline is an issue. Do the discipline policies need to be reviewed? >> I think discipline comes in many forms. Discipline can be >> Hold on a second. Do the consequences not deter the behavior? I mean, we've heard from some bus drivers that maybe they don't get the support from the administration. So, are you telling me that if discipline is a large part of what you deal with, do we need to review discipline? Do we need to look at discipline differently? >> I don't have a complete answer for that. What I can

056say is right now we're doing the best with what we can in terms of getting out to the buses. if there's an issue, we're going out, we're dealing with that, we're responding, we're filling out paperwork, we're calling parents. So, um I don't think it's the policies per se. I think it's just us being able to get out and what else is going on at the time that again I go back to I think we've really tried to improve our timing of response to whatever issues are going on. Trying to be immediate with um our consequences, trying to be immediate with our connection with parents if something is happening. it's not happening two days, three days later. Um because we feel that if you're going to give a consequence, it needs to be immediate. You know,

0573 days down the road, it's not as effective. So, trying to maintain that um for all that we do, sometimes it is a struggle, but we're doing it and I think we do a pretty good job of it. >> Does anyone else around the table have any comments, questions, concerns? >> I was just wondering if like this money could be spent. You say it's already budgeted in, but instead of it just filling one position, you know, maybe if buses are an issue, we could I'm just, you know, trying to think outside the box a little bit and have maybe multiple positions that are part-time or whatever, like allow the bus contractors to put additional help on the buses to help with discipline because it does seem like the biggest issue is maybe discipline, you you

058know, when you're speaking about needing extra help. Um, I mean, those are just thoughts that pop in my head, you know, cuz instead of just filling one position, could there be multiple positions that would be filled that would ultimately possibly save the district money in the long run, you know, but and actually create a more efficient wheel, so to speak. I mean, those are just some thoughts I was thinking. >> Jerry, did you have something you wanted to say? >> Well, yeah. One thing that's been running through my head and I was very happy to hear Mr. Lustik mention it is the the human factor of all this. And you know I don't a lot of times I don't focus on the human factor. It's the finances and so forth. But what what I'll say

059is that originally when this position was open I think anytime you have a position open it's wise to look can we fill the void with what we have? And I think we did that. I think that was done. There was some discussion on that. And and what I keep reminding myself is that we're not adding a new position. We're filling a position that's been budgeted. It's essentially a wash. We'll call it a wash. Plus, the school's getting additional services from this potential new position. That's teacher uh evaluations and so forth. But to get back to what uh Lauren said, um you know, I think this happens a lot of times. It's happened to me in previous jobs where I'm very busy, you know, constantly busy. I have a ton of stuff to do. I don't

060know how I'm going to handle all that all of what I already have to do. The boss comes to you and says, "Well, so and so left. You're going to take over their position." I say, "Okay, well that's fine. I'll take over their position. I can do it." and I can do it. Oftentimes you step up. But I think with a lot of people in their head in in the back of their head, I don't think this is just me. It's it's that thought that I'm still getting paid the same, but I'm doing two people's jobs and this is a a human at the human level beyond finances. Um, so I think, you know, with with all that said, I think that it does make sense to get an assistant principal. Uh and again, we're

061not creating a new position. We're filling an empty position. Uh so that's where I stand on it. And thanks you for bringing up the human issue, which applies to to these two at the end here. And I think that's an important thing to remember. I hope that disciplinary issues go down. Now maybe maybe we can tie some metrics to this. Look, we got an assistant principal. They do teacher evaluations. They're doing discipline. look how good discipline is a year from now when I'm gone and you're gone and you're gone. So that's where I stand on the on the issue. Let's see some metrics. Let's see discipline go down >> and we got our money's worth. So that's what I had to say. >> Thank you, Jerry. Anyone else have any >> I just was going

062to say I think I've heard the word Dr. Deshawn K used opportunity. It's just an opportunity. The position's already here. It's been here for a lot of years. The opportunity is just to make that position better with an AP. Give them more ability to do more in school. We have the opportunity to make it better for the students, for the admin, everybody above. Take advantage of the opportunity. >> Anyone else? Um, I would just like to close by thanking both of you for being here this evening. I hope you don't feel like you were we were throwing darts at you. um appreciated very much your input that we needed to hear that we think we know but we don't know. So, thank you very much both of you for being here. >> Thank you for

063the opportunity. >> And that's it. We are adjourned. This portion of the meeting is adjourned. You want to switch seats or >> I can run it from there. If >> we can send them out. >> Here's my opportunity. >> Careful. I bring to order the business and operations committee meeting and we'll go to um >> Mrs. Hobs for roll call. >> But it wasn't just me. >> It says >> I was >> It does say roll disappoint. >> We we will change that for the for the next meeting. Okay. Well, we won't do a roll call, but we will go to Miss Mrs. Heather Young for report. >> For um property, we have um the following items are listed as surplus. There are two May tag ovens at the Ringler High School um that are

064old and burners are not working on them. Uh new ovens are going to be paid for by the Caner Foundation grant. Um the plan would be to discard both of those but save the plugs and cords for the new stoves. Um there's also French text books um that are outdated in poor condition and the uh technology smartboards as per the attached document which I actually wanted to ask Josh. I didn't see anything listed on them. Are they in like working condition or is there a plan? That must have been a miss. They they are malfunctioning. >> Okay. >> That that that was the reason why they were replaced. >> So, and then what would be the um plan for them as far as surplusing them? >> They would be recycled. >> Recycle. Okay. And that

065is the report for property. >> Okay. Thank you, Mr. Lady. Nothing under transportation. So, we'll go to finance and we have eight items tonight. First item is informational regarding girls wrestling. Uh Mr. Graham, >> good evening. Uh I know I've talked to you at least two other times at two other meetings. What I did for you this time is there's an attachment. Hopefully you all got to read that sort of outline what was discussed uh at the previous meetings that I that I have attended. Uh that being said, I did ask Coach Newberry and Coach Mitchell to attend. And I do have a student athlete here tonight, Tory Baker, who had reached out to me uh leading up to this to see if we uh if I needed any help obviously moving forward with girls

066wrestling. So what I suggested is that she could come to this meeting and if I would say if you had any questions uh for her from the student athlete perspective, I think she'd be a pretty good barometer for that. So uh same thing with the coaches. If there's any questions you have based on the information I provided, it's pretty thorough information. Uh some changes from the information I gave you the last time, I think I documented on the form. Uh there are now 15 teams in New York Adams League that have and that's the league that we play in that have girls wrestling. Now, not all of those teams have full Bulls teams, but uh they do uh recognize and sponsor girls wrestling. the number of district teams has gone up and the number of

067teams across the state has gone up again. So with that being said, if there are any questions, we'd be happy to answer those for you tonight. >> Do they need a certain number of girls to have a team or there isn't a requirement to have a certain number? >> That's a good question. Per our league, we actually just passed this a DS team, there is a certain amount we need. We need at least half I think it's six six wrestlers, six weight classes filled to be built into a dual or the league schedule. Now that being said, you don't need that to be able to compete in competition such as invitational wrestling invitational individual wrestling tournaments. The other thing that uh schools are doing to be creative, they're having uh not so much even if

068we do have five or six school uh girls, we could match up with another school that has similar amount of kids, bring them together, have five matches, and then send them home. So, there are creative ways that we could provide opportunities for for uh girls wrestling. The one thing I will add too when I did the survey, I did a survey at the end of last year. Uh basically what it was is I listed a ton of schools one to six kids had the number one to six. The hard part was going through and if somebody picked let's say volleyball and then they also picked so let's say uh field hockey was one and volleyball was two. Well, you can't do both of those. And so you had to go through and root all of

069those out. What I will say is girls wrestling ended up with I think about 20 kids in that which mirrors what I told you what signups were last year and I think a big reason we didn't get those numbers is because they had to wrestle with boys. Um, but what you see in that survey is is when you look at those, it's either one or two and there's no other sport in the in the winter other than basketball and and cheerleading and those don't necessarily correlate to the rest. So, you're not pulling those. So, a girl that picked basketball isn't picking wrestling number two. Does that make sense? Or a girl that does winter cheerleading isn't picking. It's it's the girl that or the female athlete that maybe does field hockey and now wants to

070do wrestling in the winter or or girls soccer that maybe wants to to do girls wrestling in the winter. So, the good thing about that is that helps your female student athlete numbers when you're talking about title nine and participation and closing that gap of of of fairness and equality as it pertains to sports and title N. For example, with that comment that you were just making. So you had said volleyball was very popular, but in that case, volleyball was in the fall. >> Volleyball is in the fall. Girls volleyball pull from >> they would pull from tennis, cross country, soccer, field hockey, and cheerleading. >> That's the downside of being a small school for females in the fall because >> and what happens is and I know everybody's been in tune and and I'm

071not I'm not talking I don't want I like Fairfield. I think what they're doing is great, but you can see what spreading yourself thin does. It you end up not having JV teams or you canceling seasons. You're co-oping with other schools and you lose the identity of your athletic program. >> So, you said last year you had 20 girls that were interested. >> We had I think on the sheet 13 girls that signed up for middle school and I think we had nine girls sign up for high school. >> What? >> Only four came out for high school. Only three or four came out for middle school. And a lot of that was just because they didn't have a girls team, >> right? >> Do you think when they filled out that survey though, when

072you had 20, they were thinking that there was going to be a girls team, which is why they showed that interest, >> which is why they showed that interest, >> which leads me to believe that if girls had their separate team and knew they didn't have to wrestle boys, you'll have the numbers, more girls would come out for girls wrestling. >> How many schools in the county have girls wrestling? >> Not Not in York, but in Adams County. Adams County, Burm Gettysburg. I think that's it. >> Adams County, I just think it's those three. I think the bulk of those teams are in your county. >> I know when you and I talked live about this because I wasn't convinced about this until I talked and with you had read this. Um, can you explain

073again why and maybe the young lady behind you went out for wrestling with the boys team. What percentage of those girls who are on that boys wrestling team never get to wrestle or rarely get to wrestle? And why is that? You explain to me, but I don't remember. There's like three or four girls that don't get to wrestle because like we have to wrestle for a spot which means they have to wrestle a guy to start >> and it's a disadvantage because guys have more than >> right >> so they suit up. I mean they go and they're ready would never get to wrestle. And here's the caveat of that, too. Being that we don't have a girls team and girls that want to wrestle, they can, but we have to roster them on our

074boys team. So, what that means is that we roster them on our boys team. I can't go out and find girls competitions because that will then count at as points against our boys competition because they're rostered on the boys team. >> Okay? >> So, a full schedule for wrestling is 22 points. That's a combination of dual matches and and and tournaments, whether it's dual tournaments, individual tournaments, but it all adds up to 22. And then one day, maybe Tori comes to me and says, "Hey, can we wrestle in this girls tournament?" And I send them, "Well, we're in violation of PIAA and the maximum number of competitions because I now send girls that are rostered on our boys team to a girls competition." >> Okay. Thank you. >> And to add on to that point,

075wrestling isn't like a sport like basketball where they have AAOU and different travel teams and this and that. Once you're in the P boy season, there's no open tournaments for non school participating athletes, you know what I mean? So, it would be counted against those athletes. So, we can't even send our girls to open tournaments during the season to get extra matches in. So, it does hold our girls back a lot even being rostered on our high school wrestling team right now. So what you're saying then, what I'm understanding is regardless of how many girls would come out for the team, you would have unique situations where they would be able to wrestle more than they're able to wrestle now being on the boys team. >> Absolutely. >> Have you considered a co-op? We've reached

076out to other schools in the county that may not have that would allow our girls and let's say handover or something. I don't think handover has one. I'm sick of those. We consider it like as a co-op an option to give our girls. >> I I wouldn't consider it because with the nature I do believe that we'll have a good amount of females that will wrestle with >> the only thing that held them back I do believe is because they knew that they would have to work out with the boys. I think we're in a position now if you do approve it, it obviously since it's so new, it'll give us some time and some data to look at that over the course of time to see that growth if it's there and then maybe

077maybe to your point then we start investigating if the numbers just aren't there or maybe it dropped off or something like that. I know we've had situations in the past where I'm going to use tennis as an example. There's been some seasons where we only had two or three girls come out. uh we got creative in how we did that schedule, but also provided our comp our opponents opportunities to go find somebody else if needed and things like that. Um I would be careful with the co-op too because a lot of times when you and maybe not so much for wrestling because it's so new, that's why I'm saying wait and see it, but whenever let's say it is established and you co-op, a lot of times I don't know that you necessarily get that

078back all the time because of that co-op. >> So how quickly do they get to wrestle? Let's say let's say board decides to approve it >> this year when we find the competitions this year. The hard part well sort of the hard part is going to be putting the staff together but uh I think I think we have a a plan moving forward that with obviously our boys coaches uh to provide that opportunity but we are the window is shrinking. Uh September's here, October's coming, wrestling starts in November. So >> what girls wrestling is definitely I'm sorry. I say what is that plan then for coaches like if the board would approve it >> what would be the plan would be >> the conversation that we had right now just the situation Bill Mitchell who's

079who spent a lot of time obviously with our program even previous to coach Newberry he was here some years ago with Bob GO uh he would step in and as as our head girls coach for the time being uh I know Newberry has put a staff together and has had a staff at the high school level that can accommodate those assistant positions with Lake Gardner I have an interview with Mr. Brewer next Tuesday for a middle school position with Blake Showers. Um, so I think we're in a good spot to obviously get us started. I think once the season we get through it and we live it, we can re evaluate it, re-evaluate, and then make those changes and we'll have plenty of time in the offseason to do that. >> Now, I don't want

080to put Tori on the spot, but I'd really like to hear um how she feels about wrestling. I mean, what does wrestling mean to you? It's my passion and I'm really trying to go to college and it's hard to get looked at whenever I don't have much competition against girls. >> I think Tori was able to have five matches before another person moved into her spot this year. So, not having those, it's very hard to stay, you know, on the your game and when you're not getting those real live feels like we can practice all day long, but until you go out there and actually wrestle, it's a very hands-on sport where you're getting mat awareness and you're getting match awareness. So, not having those reps for our girls is a disservice for them who

081train for three months without going out there and actually competing, it's like you're practicing for nothing and then it's like here you're at sectionals and now it's time to compete and be a star or whatever. You don't have those reps under your belt. It's very hard. The big thing is is she would be a very big role model for the girls here because of her experience and what she accomplished over the summer. She wrestled a lot with us over the summer. We took her to freestyle tournaments and she's first girl from Bigville to qualify for nationals. She went to Fargo and wrestled freestyle nationals 16 years. So that's a big big accomplishment in wrestling world. USA wrestling. big accomplishment to make it to nationals. So, with that being said, that'd be a big should be

082a big factor in this program with that. >> Hey, I have a soft spot for girls sports. I get it. I totally get it. I'm with you. >> I think that I think that girls wrestling has definitely grown in popularity in the last several years. I mean, as the father of a past wrestler, I can also say that as a him being a boy and there was girls on the team and there were several times where he was had to wrestle a girl. It's a tough spot at a teen teenage years, you know, for boys and girls when they have to walk out there and whether it's the girl or the boy, they're both, it's a tough spot to be in. So, when you're 14 years old or 15 years old. So, uh, I if

083you had the interest last year, I can't see why we would not get behind this, you know, especially if the interest is there. That's my opinion. >> To add on to that, we with opening another position, we could get a female role involved and that puts us in a much better spot because we can't go into locker rooms, especially away matches. we have to ask for designated lockers and then we're run running thin and um obviously there's girl things that pop up that we don't want to take care of. So, and obviously wrestling is a very hands-on sport and some girls aren't comfortable with, you know, male instruction. So, it's a field sport. Um to have another girl in the room that could get down on the mat with these athletes would make a much

084better cohesive program rather than what we're providing right now without that female aspect in the room. I will say besides pickle ball, girls wrestling is the fastest growing sport in the country. Correct. >> I mean pickle ball is like pickle ball. >> Girls is fabulous for people over 65. Perfect. >> So I So regarding I think last time you spoke regarding finances. So let's say we approve it, right? And we have four girls Russ like what's the cost impact to the district? I think you had mentioned 30 or 35 grand. >> Yeah. That >> for the cost like what realistically what we look at we look at 10 grand for the first year like what is that number? >> Well you got to provide coaches now obviously got to work towards that. I can't miracle

085coaches but one thing that we do have to provide them with the same number of coaches. Um so that in itself at the varsity level you're looking at probably five and 35. So 85 I'd say minimum you're looking at probably anywhere from 15 18,000 to start. That's what coaches pay. Tournament uh registration fees. Uh wouldn't worry about any type of game help or or officials or or things like that because we're not going to have dual matches. We're going to be looking for these individual tournaments with that number of girls to be able to send those kids to. And then transportation costs. So I'd say anywhere from I'm going to raise that now, but I said transportation. So 15 to 20,000 is where I would say the 35,000 would be as if if tomorrow or

086November the Friday before Thanksgiving we had 30 girls show up to wrestling and I start looking for gold matches and we start having competitions here and bringing other schools in during the week and and doing those types of things. That's where your costs start to come up. The positive is we have the wrestling mat, we have the gym. Uh there's nothing really uh equipment wise that we're needing to add. We we've got all that stuff. You guys were gracious enough to approve the update to the wrestling room which has been ordered and and then that's moving forward. So, um all of that it's just the the the stuff that changes every year. It's it's the game. It's the transportation. It's the supplies. the coaches. >> Let's see, Miss Hall. What's the opportunity? I guess you

087know that's a pretty hefty number. You know, 15 15 to 20. I don't think >> it's Jerry. >> Yeah. No, but on the Caner funds, the Caner Foundation, none of our 501c3 or the Caner Foundation. Is there >> opportunity there to raise, you know, some donations to help offset that? Certainly there are opportunities to go after money, but we're a kind of a fledgling organization right now and we're talking in two months. He needs to be up and running. Give give me give me a little time on that. Neil, >> I know I know this is Mr. Walmart, but can Foundation >> or the booster club? I don't know if the booster club is an option to help. >> When we originally talked about the budget though, did did we not already include that? >>

088Yes. The 35,000 is included in the 2526 budget. Put that in the budget. >> And going back to one comment that Mr. Graham made about the wrestling mats, there was a $11,000 donation that came from the youth >> coming from youth wrestling. >> Yes. To help with the offset of those mats. >> So, we already had this conversation. We talked about putting that amount in the budget. And he's saying initially we're not talking 35,000 potentially. We're talking >> if you go based on signups, 20 girls, half of the middle school, half of the high school, you're going to tournaments. You're not you're not running dual matches. >> Bulk of that being coaches. >> When this is approved, Tori will not sign up for boys wrestling. She'll sign up for girls wrestling. In other words, no

089no female can sign up for Okay. And the beauty of that is is what what what PIAA and District 3 has always allowed was even though when you were rostered on your boys team, you you'd have to wrestle boys competitions, but in the postseason they did open it up for everybody to participate in in girls. So Tori was able to participate in girls in the postseason. The problem with that is everything is based on seating. So, even though she made it to the PL uh postseason, she other than a league tournament, she didn't have any matches that helped her in her seating. And quite honestly, Tori doesn't know this. Tori, I don't think was in last year and I had to make some phone calls and they were going to put a pigtail in until

090somebody dropped out. So, we got Tori in, but the the thing that wasn't good was that she ended up as the 16th seat. Correct. >> Yeah. And Tori was actually I don't know if any of you I put it in my board report but she was the 107 pound champion at the York Adams League girls wrestling tournament last year. So >> congratulations. >> But that got her a 16 seat in the district tournament. >> Good. >> So >> which is she should have been probably five, six or seven which would have gave her a better run. So again, adding girls wrestling is going to benefit her in that aspect as well to provide her and put her in a better position to do better in those situations. Do we have an option? Again, I'm the

091same through a coaching. Obviously, your fear programs are what drives a lot, you know, success. Admissionally, we have the option of just doing a varsity only girls with no middle school. Is that an option to help minimize some of those costs or like what's I know it's not ideal but >> you know instead of jumping fully in can we just take two steps in with a varsity team and then >> not a middle school. >> I would say you could but you know as well as I do being a coach and coaching your your your feeder program is the middle >> Yeah. And I think if you do that I would almost want to do it the other way. Sorry Tori, but >> I I would agree with you, but Tori is sitting there, so

092I can't say. >> Sorry, Tori. Not this year, but we're gonna do middle school. So, so no. Um I think you I think you really hamstring yourself or handcuff yourself for what we're trying to establish moving forward. uh if you don't obviously promote both and give them the opportunity to to grow and and I think you know I don't think we forgot this but I you know I was never a wrestler but in my time spent here this is a wrestling community and and by adding girls wrestling I think you're just going to promote that and I think even though there's a boys team and hopefully a girls team that's going to perpetuate into those girls to want to be a part of that and be a part of what obviously is in a lot

093of ways in women is wrestling and to be a part of that is saying something >> right >> any more comments >> I say my my concern is I'm all about girls sports you know I have a daughter who is playing my concern is if we approve it and we have three or four and we're three years down the road and now we have to cut a program to try to cut an extracurricular program that's going to be a lot of issues. I think we can eliminate an AP position faster than we can eliminate next year quickly. So that's I think that's where I struggle like >> I guess what >> it's great now but you know down the road how do we cut a program that we added that's looking forward looking forward that's

094>> I think at that point we can look at cooperative sponsorships and things like that. I don't think you necessarily have to cut it. I just think you look for alternative ways to be able to provide those those opportunities. The other thing I will say about wrestling is even if you you have one girl or 15 girls, you're going to be able to find because it's wrestling and the way it's structured, you're going to be able to find however many an opportunity to wrestle. >> We we spend a lot of times at all levels. So, we go down to the elementary a lot and there is women's interest down in the elementary as well. I think we started around eight girls down in the elementary this year who wrestled throughout the season. So, We do

095have an upgrade of girls coming up through and um I think the biggest barrier right now and girls ask me this all the time whenever signups start coming out is do I have to wrestle another guy and whenever I have to tell them you're in the room with the guys so there's a possibility that's the biggest deterrent for these athletes they don't they don't want to wrestle the kid that's benching 250 pounds you know what I mean so it's I think that's the biggest det speak to that as well. We've been talking amongst your friends. >> Yeah. We have to wrestle guys and guys practices and I just want to add there's a couple girls in middle school that contributed to wrestling this year. from middle school that was supposed to be in high school.

096And there's there was another girl that came up from middle school now. And there's a girl that came from a different school was asking. >> Okay. Any more comments? Okay, hearing none, I'll move to the next item and Mr. Graham will we'll stay with you uh if you don't mind. >> Thank you. >> Talking to us a little bit about the >> Yes. Thanks for coming >> about the middle school lift. There's Oh, yeah. >> Oh, did I skip the turf? >> I'm not good at this turf. >> Maybe you have three of them. >> Okay, Mr. Wagel, >> tell us about the turf field. >> So, turf field and Mr. Graham, I'll help jump in or Mrs. Hopson also jump in. So, as you all know, we have voted, you know, over the last

097couple months u for some items. One of them being the permitting process which I believe is has been completed. We're almost there. We did some >> soil testing. I don't know if you saw the whole field was dug up or you know some of that has been done. So um we're taking those steps moving forward. Um as you all know there was a a donor that was that has stepped forward as of two weeks ago. That money has been deposited to the Adams County Foundation. Um we as a school I think has set up an account. So, that money is donated and I think will be on the agenda. >> Yeah, we're hoping it's going to be on the 9:16 agenda. >> I think that money came in at 1.1. >> Um, so very very

098very generous donation. So, that's kicked it off. Um we are meeting on Monday to start a fundraising campaign which ties into the whole Caner Foundation which now we're 501c3 gives us a lot more opportunities to start those discussions and donations to the campaign and I believe the total for turf just the turf field is 1.6 roughly >> roughly 1617 um to do the turf plus the track plus the fencing comes in like 21 22. >> Um so what the committee has been doing is we're going to phase it. There's a phase 1 A phase 1 B which would be turf field track and then the fencing around around the track would be phase one phase B. Phase one would be the turf only. 1B would be the the track and the fencing. And then phase

099two gets into an entirely new kind of fieldhouse, clubhouse, storage, upgraded um concessions, bathrooms, all that stuff would be phase two, >> lighting >> and lighting and updating. And then phase three is fundraising to cover the cost of replacement of the turf in >> 12 years or 10 12 years. >> So the goal is again the money has been donated. It's going to be fundraising and to hopefully cover all those costs. >> Is there maintenance to it as well? >> There is. Uh it's it's it's a fraction of what you'd obviously spend to maintain grass. There's combing and possibly adding of chrome rubber and then there's impact attenuation testing to test the what they call impact attenuation to the surface to make sure it's safe. Anything that ages like that will lose its uh ability

100to absorb over the course of time which is why those fields need to be replaced eventually as well. >> How do we maintain the track now? Like I know there's some issues on the track. I mean, obviously, we don't want to spend a lot of money on the track if we're gonna >> Well, we we actually it was supposed to the track was to be resurfaced two years ago. We put that on hold because of the conversations we've been having. So, about every 10 years, we try to have that resurfaced. But two years ago, that was to the tune of about $85,000 to have them come in, fix the repairs, and then go over top of it, repaint the lines, and we had that done about 10 to 12 years prior to two years ago.

101So, we're due we're due for the track. The idea, too, is when they do the work of the field, obviously they're going to be going over that track and then they have to put a curve in which tears up lane one of the track. So you do all that before you come back and do the trade. It would be ideal to do the track and field at the same time so that it's all complete. Um but with depending on how donations go and we're almost there. I think the idea the goal was for next hopefully next summer was this breakground for for the turf field and then that phase 1B would be to keep raising money to incorporate that track which shouldn't be an issue uh due to the fact that we already had done

102permitting. I think the only thing we would probably have to do is go out to date for it. So, are there current issues with the track that needs >> It's not bad. I I last year I had them in and I know the where like the long jump just because of that constant that gets thin and you got to calm in and and they put they basically glue patches in is what they do which holds up for a little bit but eventually you need to get it fixed again. Ideally, what you want to have done is everything fixed and then overlay it. So, you fix the foundation and then overlay it again. Um, but we're we're doing what we can with the track to get by. It's not a perfect situation, but under the circumstances

103we're in, we're we're getting >> I think the business turn like this is safe, you know. >> It's safe. Yes. >> The the official would tell us otherwise if it was >> the goal is to have a new track hopefully in the next >> year and a half to two years max have a a new a completed new track. Yeah. >> So, a million dollars is the goal for the capital campaign. Bring it up to 2.1. >> that's to do the tracks in >> the field as I think I think once we get to like 1.5 1.6 we I think the idea of is to pull the trigger on on the field >> while we're still raising monies to get to phase 1b and then once we reach that milestone or goal. So, you raised

104the 1.6 Now you need another 500,000 to get the track done. >> We're one of three schools in the county without a field. >> Yeah. >> And the girls field hockey are going to play on the on the football field. Is that right? >> So you'll line it for field hockey, soccer, football. >> Anything else? Track? No. No. They'll be on the track. It >> won't be on the field. >> Unless it will be used every night, I guess. >> Practices. Is there an issue that relates to uh leg injury uh in uh concerns uh with the use of artificial turf? >> I think you could find those studies. I think Brian Bigamman said it best whenever he spoke to to you guys probably about a year ago. Whatever you're looking for on the internet,

105you could probably find. Uh I think there's there's both sides to it. I think you'll you'll find studies that say that maybe it does and then I think you'll find studies from doctors that say maybe it doesn't. I know what all I can tell you is it's been a while but I was at State College for they called it an academic athletics conference. It was a one-day conference up there. Dr. Mc Mcnit who is the foremost expert on turf. Um those guys do testing and studies on that all the time. I don't know that you can directly link uh turf injuries to to more turf injuries or injuries due to turf than than you can natural grass because depending on I can tell you right now that boy soccer field up top is because of

106the lack of rain that practice field is hard as a rock. Um, so, so to be able to pinpoint that, the same thing I know that there were some issues years ago that came out that they were linking I guess the crumb rubber to maybe some health conditions and health issues and stuff like that. But then again, there's studies that say that that that it doesn't. I don't know again that you can directly uh pinpoint that to turf fields if that makes sense to you. >> And one thing to your point, you started thinking about it. So the football team currently plays on five or six turf fields away. Most of their away games are already on. They used to play D Catholic on Friday as a turf field. So, our teams are already playing

107on >> Yeah. >> turf fields. >> We probably play more games on turf fields than we don't anymore. >> And that's just within the last 10 years. >> If you're playing the BWI, just look down. Every county field in Howard County and everything else is nothing but everything. >> I think what you find too with those studies everything tends to trickle down for professional sports. And then I'm not I'm not being facitious in any way, but I don't know that you can you can compare and its athletic department to maybe the Atlanta Falcons or or I think it's a different game. I think I think there are things that happen at those levels, but whenever they make decisions at those levels, they tend to trickle down. Whether it's concussions, whether it's turf fields, going back

108to grass, I think again you can an argument for or against. Uh, but I think what does matter is the level you're playing at. And I don't know that there's a way that you can actually pin that. >> It would seem to me there would be an advantage or less injury if they're practicing on the same type of footing that they're playing on. So if you're practicing always on real turf and then playing on artificial turf, your chances of injury would seem to me would be potentially higher because you're not used to that type of surface >> or just you don't know what the >> I mean that even just the level the level of play like watching field hockey. I mean field hockey is a different game compared to grass. I mean the ball

109flies a lot rolls a lot faster. It's it's quicker. Don't you have the ability too with the turf field to host >> other events to bring in more more money to >> correct? So yeah, so we were the soccer like field hockey first round districts you have to have turf >> or you have to be away and then I think soccer is second round >> second round like I remember I think it was our first year back in the district our soccer or boys soccer played at Peridian in the second round because we have the turf. >> So is that how that works? Is it how do they decide? So let's say we have turf. They have turf. >> Where's the game plan? >> No, we were not playing them. We were playing so we

110were playing a different school, but we couldn't host it here, >> right? >> We had to go to Bermudian and play there where we could have kept. >> But if we had the turf, we could have played notion. It wouldn't have been one, >> right? What happened was we were the higher seed. If we had turf, we would have hosted. But because we didn't, I had to secure a place somewhere else. >> It was either Birmingham or Oxford as close as I could get. and I know the field hockey team the last couple years before districts would go with the handover which was additional bus costs just to practice on turf because they were planning on it the next couple >> where does where does the income from the games go like where do the

111like when you host a game >> a district game I think the in the ticket sales go back to the district right >> yeah all regular season >> concessions let's say with us >> okay >> postseason admission goes to district three and then and then uh >> concession questions go to us. And what I will say about district 3, what they do do is they do pay all of district 3 schools, this is just answer, they do pay their dues and fees. So des $800 all district schools. So that >> I believe we heard that the life expectancy might be uh say 15 years. Uh the replacement cost would it be the be at >> about half? Oh about 500,000. Yeah. >> Oh, that's interesting. >> Less than half >> because all you're doing is

112replacing the carpet or the turf. Everything else is already in place. You're just replacing >> and a big cost of that replacement is the recycling existing. >> So you got to pay for that, too. So you're seeing all these companies now that have >> used turf for sale >> and put it in your mow grass >> for years. I don't know if you remember outside for years. I don't know if you guys remember that turf that was sitting in there. Did you do you guys remember that? >> That was from that stadium. >> All right. If there's any more comments, please speak now. If not, we'll move on. And I I skipped two items, it looks like. So, now we'll go to number three. This is the van contract discussion. Um, Mrs. Hobbs is, I

113think, wondering if it's been four years since the van contracts have been signed. Uh, we're just looking to kind of get a feel from the board, uh, how the board feels about putting an RFP out for, uh, van contract. Right now it's Weaver's Jacobe transportation. >> So for vans it's um rolling hills and Jacobe. So we have about 50 students that are transported with Jacobe throughout the county and to different placements even to Franklin Learning Center, Marakei and Newtory which is in New Cumberland, Carlile and then we have about a dozen or so students that are transported by Rolling Hills that goes to Fairfield and Littletown. Last time when we did the RFP, we had three respondents for that RFP and in the end the district chose to go with the remaining two that we

114had which was Welling Hills and um Jacobe. So >> just looking if you want an RFP or not because that factors into a timeline with the RFP and if so I would like to do the RFP sooner than later to once again secure that but also get that done before the teacher negotiations in January. >> So how does the board feel about that? Is it is the board's thought to put out an RFP and see what kind of responses come back and what kind of figures come back or is the board comfortable with renewing uh for another four years with our current contractors? >> If we did an RFP, does that result sometimes uh in lowered cost? >> Sometimes can't guarantee it. Um but I don't think we'll have lower cost from what we have

115now. If anything, there will be an increase because of fuel and the mileage increase of cost and you know them securing vans as well. >> Do we expect a significant increase to sign another four-year contract with >> I haven't had any conversations yet. >> Maybe that's something you you can uh talk to the current contractors and see what kind of increases they might project for the next four years. I think there's some intangible benefits. Maybe you can speak to this better, Miss Hobs, about having local companies uh fulfill these contracts. >> In my opinion, local companies have been what has service our community. They are within our community. They are taxpayers. They have students that go here between the vans and our bus drivers. The majority of our bus drivers, our residents have students in

116here. I can speak on the bus side because I hear all the conversations that happen on the radios. If one bus is running late, another bus will pick up that student to help that driver and you can't tell on the radio that it may be a Weaver's driver helping a Jacobe driver or vice versa. They just all pitch in. It's seamless. They have worked together. We are very lucky to have um zero turnover right now with our bus drivers where you have some districts having to close because they don't have bus drivers. So, I'm very thankful for what we have with our drivers and our contractors >> and the relationships we have. Yes, >> they are very very local. Um, just, you know, with the incident that happened over the spring, you know, you had

117the contractor, you know, Matt Diodorf that came in and hopped in a bus to take students home. Well, the driver was able to deal what they needed to deal with. We've had administrators taking stu, you know, you know, getting in a van, helping with to get students home because of fire trucks being in the way. That is amazing. You know, it's just all seamless. And, you know, if we have to evacuate, they're Johnny on the spot for buses. And the vans work the same way because they have to deal with the schools that they're commuting to and what their schedules are because they may be on a different schedule than what we are. You know, delays. If we need to close early first, no delays. basically they're on call, you know, to drop and go

118and pick up students. So, I value our relationships that we have with our partners. >> It sounds like it might be simpler just to reach out to see like what kind of increase are we talking about? >> And if any, if they're not going to go crazy, I would say >> not go to RFP, >> right? Because we I mean there's a cost that we're going to incur. >> Yeah. But are there other options out there or there >> vans? I mean, so I put the RFP out and we have to advertise it for a matter of two weeks and we or three weeks, I'm sorry. And we have to post it at least in two places. So, usually I do like Pen Live and Gettysburg Times. So, once again, I'm not sure how much

119of exposure it gets. I just know with the responses that I receive by that due date. >> And that was have other options options. >> And that was zero responses from the advertising you did. I think I maybe had one from the last time, >> but you sent out to three different contractors. >> Okay. So, four total. >> And and it is the case, too, that the other contractors who you would potentially send an RFP to, they're outside the county. They're not in our backyard down here. So, response times to emergencies. >> Um, you know, anything else that could happen is longer because they're not right here with us. >> I think I would, Mr. Lady. I They're doing a great job. I don't foresee unless their increases are going to be drastic. I don't

120foresee >> we are very fortunate. I mean >> they've been great for us or struggling with buses. I mean pretty close with drivers. >> Yeah. We've had none of that. >> We're fortunate in that respect. Yeah. So unless any potential increase is you know astronomical then may sounds like the board is okay with status quo for another four years. >> Okay. Thanks everybody. Uh do the wheelchair lift. Uh Mr. Graham, is this in your in your Bailey Wick or >> Okay. >> Yeah. Basically what you're looking at is a contract price. What we found out uh apparently the state changed uh as it pertains to these wheelchair lifts that design cannot be included in the Keystep emergency network which is what Gordian has run through and the way we price this project out. So what

121you're looking at is a contracted price from Dillow uh for those design services. There has to be design on file before this project can take place. So that's what transpired. the the wheelchair lift has already been approved and again it's just been brought to our attention that design was not included cannot be concluded anymore. It was on the last one but I guess in the past however many years design cannot be included anymore by the state. I did not know that. >> So the $4,800 listed here is his services. That's not the cost of the wheelchair lift. >> That's not the cost of the wheelch the wheelchair >> design services. >> Right. >> Yeah. What what was the cost of 60? >> Yeah. >> And that's still on hold or did we order that already?

122>> Well, it's I submitted the signed document to him to which he replied back, "This doesn't include design." >> Okay. And then we move forward with Dillo is somebody that works with Lobar who is the company that submitted the proposal under the Gordian group and the Keystone purchasing network to be able to do this project. So that's why we can follow those >> and that's all because of the state >> that doesn't have a budget. Yes. >> Well, >> excellent point. So the design cost is being dictated by the state or is that right or no? >> The added cost the added cost for design is being dictated by the state. >> Who did the design on the last lift? Was that >> that was included with local? So it was a it was a

123turnkey project from beginning to end >> through the Gordian group and we got it done. That was all included. >> And this is with who? >> Same >> with Lobar. Gordian who is outsourcing to Lowbar through the Keystone purchasing network. >> I almost want to say Gordian missed it. Like >> that sounds like a contractual issue. >> That's a right like >> Well, >> sorry you missed it. >> Yeah, this is your bid. This you can't install something that's not designed. >> I'm just dealing with it at work where we may have missed it and sorry it's our fault because we missed it in the bid. If he missed it and his cost, why are we eating it? It's it's up to him. >> But that's my opinion. Well, I tell you what we can

124do is is I can see where we're at. I don't Shel, please advise. I mean, is that too late? >> Too late for which? >> I've submitted the We've submitted the signed document to >> we it probably is. We would maybe have to get Gareth involved to confirm. >> Were we given that cost before we submitted the signed documents? >> Yeah, we approved the wheelchair. No, I submitted the signed documents to which again I got this email right after I submitted it. Hang on here. >> Good morning, Anthony. I wanted to let you know that this proposal does not include design and that would have to be picked up outside of the KPN program. >> But he had never made you aware of that cost. >> No. And those were questions that I asked him

125and I even asked Loar and they both told me it wasn't included that the state had changed the way they do things and they couldn't include design which moving we did think through the entire process that it was included. So when you look at it we got it approved thinking it was included sent them the copy to which he sent me an email saying it's not included. >> So did that change between I guess the initial bid like I guess when did it change like >> did we think it was originally and they thought it was originally but after they submit the bid to us and the state come back and said oh by the way it's not included after the fact or did they just >> what does the state have to do with

126it? Does the states mandating how the >> go? Shelley, correct me if I'm wrong, but even with that roofing project when we were trying to submit, there was a lot of questions about professional services and whether or not they were bid out or included or had to be bid out. >> So, I think there was something that changed that unbeknownst to us through the state that didn't include that something to do with design services and what that looks like. I think long story short, the way this sounds um because I did have questions, but they they were adamant that the design is not included in this. Now, Shel, maybe we need to talk to Gareth to see uh what steps need to be taken here to maybe rectify that >> because I feel like how

127would they have known? I mean, if they didn't know, how would we even know? We approved it, right? >> But you didn't even know. Halloween like >> I don't know. >> That's probably worth a question at least. >> We can follow up. >> Let me see what I can >> put it out for bid again. >> Oh, that was my next slide. >> Okay, thanks for that information. Uh, we'll go to the inkind contribution of a classroom at the elementary school and the value of that classroom is $4,157. And again, this is an inind donation to the Adams County Head Start program. >> I'd like to ask a question that's sort of tied to this. Um our our Head Start program is active and working, but our K prek counts is still in limbo. Those

128students are still not on campus. >> They actually had their first day of school today. >> And how how are we making that work? >> So Mrs. Hobbs and I and Dr. Dong and the Head Start folks, we were on a conference call with the state and our concern was >> wrong. Yeah. Financial piece. are we guaranteed that money? And then we got we had re assurance from the now they can't 100% guarantee but there's been no discussions that that program is going to be impacted in any way as far as budget's concerned. So that made us feel more confident that we could provide that uh funding until the budget gets passed. >> So prek started today. >> Yes. >> And we had that confirmation from Pasville. We had that confirmation from the state side

129with our liaison and then also right after we had our initial meeting with the folks from prek counts um they are also doing like interest free loans like so if we would not be able to then we could apply for this loan >> okay >> from the state to fund prek >> so we had like all this coming in at the end hour >> when we were discussing it >> that they were excited to go to school In short, prek has been prepaid. Mrs. Brown, there go. >> Good job. >> Okay, thanks. Okay, we'll go on to the next item. Number six. This is the new story contract carile agreement for special ed placement. Um, move on to number seven, consultant contract with Annne Corwell and the document is attached in your agenda. Is there

130any comments or questions about this? Okay. Hearing none, the final item is the um letter for agreement with Pennsylvania Counseling Service. This is a three-year agreement and the actual agreement is attached in your agenda. Okay. Okay. There's no questions or comments. Uh, I believe that's that's all I had. Mr. President, >> it's you're up the whole time. It's >> right. >> I was about to Thank you, Mr. Walmer, for turning our attention to personnel. >> Okay, Mr. Lustic. >> Thank you, Mr. Walmer. Uh, as we turn our attention to personnel, uh, follow along if you wish on your computer. Notice please under uh administration 1A relates to the resignation of Dr. Brian Bur, director of student services. Uh effective 95205. 1B relates to the transfer of Ryan Gerber, assistant principal, Upper Adams and Intermediate School

131to director of student services, etc. 1 C uh relates to the post and advertisement. I advertised uh requirement for the assistant principal at Upper Adams Intermediate School. 1D uh relates to the revised job description and if you're interested in that, it is in indeed in the attached document. You can uh pull that up if you'd like. Turn your attention to professionals under 2A notice resignation of Lisa Coons ELLL teacher Upper Atomus Middle School and uh that of course leads to 2B which is to post an advertise for that position for Upper uh Adams Middle School. 2C relates to uh Justin Groover, eighth grade teacher, Upper Adams Intermediate School, uh replacing Carter Klene uh effective 2025 2026 school year. Um we don't have anything under uh three cabinet or four support, but we do have some

132information uh under five supplemental contracts. You'll notice uh 5A through 5F with information about the um the recommended person and their uh duties and their reimbursement. under uh six, please notice uh uh we have um other contracted and volunteer services and I'm really always pleased to announce uh additional volunteers. Uh notice them under 6A and you see five people, excuse me, six people listed there for which we are grateful for their uh interest and service. under uh 6B, a notice uh translator and 6C relates to Kelly education listing. And uh as we look at C C1 relates to teacher substitutes and notice uh three people listed. Uh C2 support staff uh one person listed and C3 permanent staff. Two people um to be seen there. That takes us then down to uh to uh six

133F which relates to the G force and notice three substitutes uh for our consideration. And that concludes my report. Yeah, he's >> No, he's gonna do it the >> Thank you. Thanks for >> Sorry, John. Sorry about that. >> Thank you, Mr. Lustig. Uh the final item is number six and it's also in your agenda. It's PSBA officer election and vote. Uh so I would encourage any everybody to complete this and >> we'll take a vote at the next meeting and I submit one vote. >> It's always been done. >> Somebody has to make a nomination for a unanimous vote and they all vote. There's one vote for the whole board. >> Okay. And it looks like we have one one option for president, one option for vice president unless you include abstaining. So, it

134shouldn't be too tough is what you're saying. >> Yeah, I think it'll be pretty unique. >> Okay. And the last item is adjournment. >> Meeting a journ. See, I'll be sure. [Music] Yeah. Yeah. >> Okay. Good. I can't make the same process. >> All right. 8:19. We'll call the meeting to order. Please stand for the pledge of >> allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. May we have a roll call, please? >> Mrs. Krauss >> here. Miss Jal >> here. >> Mrs. Hollow >> here. >> Mr. Ley, >> present. >> Mr. Leic, >> here. >> Mrs. Plank >> here. >> Mr. Walmer >> here. >> Miss John Cobber >> here. >> Mr. Wel

135>> here. >> Thank you. >> All right. The uh Approval of agenda. We have a motion. >> Senator >> second. >> Mr. Lustik. >> Yes. Uh I do have uh an amendment to propose to the agenda. I make a motion to amend the agenda to accept a transfer of Crystal Richie uh from administrative assistant big uh Biglerville Elementary to administrative assistant cabinet support student services uh at a rate of effective upon mutual agreeable transfer date. We also need to add on to that to uh remove the chair lift that is underneath the business as well since that did not pass through at the committee meeting. >> So, Mr. W, can you make that? >> Yeah, I'll I'll make that motion. Uh, so in addition to Mr. Lustic's motion. I'm going to motion to remove the

136chairlift from the agenda pending more information in an upcoming meeting. >> Second. >> I think that's it for thems. All right. Any comments, questions on on the agenda? So, we have the addendum for Miss Richie and then for the removal of the chair. Roll call. >> Mrs. Cross. >> Yes. More. >> Yes. >> Mrs. Hollow. >> Yes. >> Mr. Lady. >> Hi. >> Mr. Leic. >> Yes. >> Mrs. Plank. >> Yes. >> Mr. Wmer? >> Yes. >> Mover? >> Yes. >> Mr. Wall? >> Yes. >> Thank you. >> All right. Nothing under um public comment or correspondence. Moving on to finance. And Mr. Waller. Um, we just have one item tonight which we just discussed and that's the approval of the contract for and Corwell documents attached. I'll make a motion to approve that. >>

137Second. >> Any comments, questions on Dr. Corwell's contract? >> I appreciate Dr. Corwell's willing to rejoin us for a short time. Yeah, I think it's a good move for continuity in that department. So, we appreciate it. >> I think it's a great job by Mr. Alva and Dr. Deson and Shelly to coordinate to get all that. So, thank you for doing. >> All right, roll call. >> Miss Javal, >> yes. >> Mrs. Hollow, >> yes. >> Mr. Lady, >> hi. >> Mr. Leic, >> yes. >> Mrs. Plank, >> yes. >> Mr. Long, >> yes. >> Miss Young Cobber, >> yes. >> Mrs. Cross, >> yes. Mr. Mr. W. >> Yes. >> Thank you. >> Okay, that's all I had. Thank you, Mr. Wner. Moving on to personnel. Mr. Lost. >> Yes. Thank you, Mr. President.

138As we turn our attention to personnel, uh please notice the following uh under one administration 1A, resignation of Dr. Brian Boher, director of student services, effective 95205. 1B, transfer of Ryan Gerber, assistant principal, Upper Adams Intermediate School to director of student services administration. And you can see additional information there on your screen. 1 C, post and advertise assistant principal, Upper Adams Intermediate School. Uh 1 D, revise job description for the director of student services as per the attached document. You'll see that on the bottom of the screen. Then under uh professional uh 2A resignation of Lisa Coons ELLL teacher Upper Adams Middle School upon the release of her contract from the district and then 2B posting advertise for an ELLL teacher Upper Adams Middle School. and to see Justin Ger Groover, uh, sixth grade teacher,

139Upper Adams Intermediate School, and see information about, uh, that um, that consideration replacing Carter Klene effective the 2025 2026 school year uh, pending receipt of all required documents. Then in addition to that uh recommend to accept a transfer of Crystal Richie from administrative assistant at Bigville Elementary to administrative assistant cabinet support student services at a rate of $19.90 effective upon a mutually agreeable transfer date. And that concludes my report. >> Need a second? >> Yep. Need a second. >> Second. Any comments on any questions on personnel? >> All right, roll call, please. >> Mrs. Hollow, >> yes. >> Mr. Ley, >> hi. >> Mr. Lik, >> yes. >> Mrs. Plank, >> yes. >> Mr. Wmer, >> yes. >> Miss Young, >> yes. >> Mrs. Krauss, yes. Miss Jalong, >> yes. >> Mr. Ry, >> yes.

140>> Thank you. Okay. Um, nothing under any other reports. Moving on to items of general information. Uh the next policy committee meeting will be on this Thursday 94205 at 9:00 am. Curriculum and extracurricular committee meeting will be on 107205 at 6:30 p.m. And the business and operations committee will be on 107205 upon completion of the curriculum and extracurricular committee meeting. and the regular schoolboard meeting um still scheduled for 9:16 2025 at 700 p.m.