[0:02] Call the meeting to order.

[0:05] We will pledge allegiance and have a moment of silence.

[0:13] I pledge allegiance to the flag of the United States of America, and to the

[0:18] Republic for which it stands, one nation under God, indivisible, with

[0:23] liberty and justice for all.

[0:32] Okay, folks, you can be seated.

[0:43] Please note that tonight's school board meeting will be streamed live and recorded

[0:47] to the Halifax Area School District website as per school board policy 816.

[0:54] Can I have a roll call, please? Yes. Mr. Biehler?

[0:57] Here.

[0:58] Mr. Bowman?

[0:59] Here.

[0:59] Mr. Corcoran?

[1:00] Here.

[1:00] Mr. Heil?

[1:02] Here.

[1:02] Mrs. Huffman?

[1:03] Here.

[1:03] Mr. Reiner?

[1:06] Mr. Reynolds?

[1:07] Present.

[1:07] Mr. Rowe?

[1:08] Here.

[1:09] Mr. Wilbur? Here. Eight present, one absent.

[1:16] Executive session was held Tuesday, September 22nd,

[1:21] 2026 from 6:30 till 7:30 for discussions of personnel

[1:27] matters and discussions on school security. Public comment.

[1:32] Provision for public comment by district residents, taxpayers, and employees,

[1:38] and students on matters of concern, official action, or deliberation which may be

[1:44] before the board in compliance with law and board policy 903 and district

[1:50] procedure. Per board policy, individuals shall wait to be recognized, and

[1:56] the presiding officer commenting

[2:00] must direct all comments to the board and must preface their comments with

[2:04] announcement of their name and group affiliation, if applicable.

[2:09] The public comment session at the beginning of the meeting shall be limited to no

[2:14] more than 30 minutes, and each statement made by a participant shall be limited to

[2:18] five minutes. Now, I see I have a couple people here.

[2:26] Timothy Wilbur,

[2:28] do you have a comment, or?

[2:31] Student representative.

[2:32] Oh, okay.

[2:32] Yep.

[2:33] Okay.

[2:34] All right then.

[2:37] Kyle Raymond?

[2:38] Yes.

[2:40] You have a comment?

[2:41] I do.

[2:41] Okay.

[2:58] I'm Kyle Raymond. This is my wife, Nicole, my son, Kade.

[3:01] And

[3:05] yesterday afternoon, I received a phone call from the athletic director that

[3:08] blindsided me. I was told that if I commit one more infraction, I'll be banned from

[3:12] attending my son's sporting events here at Halifax.

[3:15] When I asked what I had done wrong, I was given a list of four separate incidents

[3:18] stretching back over three years.

[3:20] Until yesterday, I'd never been informed that any of these incidents were

[3:23] considered issues, let alone official offenses.

[3:26] The athletic director mentioned these rules are in the district handbook.

[3:30] While I respect the need for policy, I was completely unaware that my actions had

[3:33] broken them because no one communicated a problem to me when they occurred.

[3:37] I'm here tonight not to be combative, but to seek clarity and figure out how we can

[3:41] move forward constructively. Nicole and I love this community.

[3:45] I'm a former leader of a youth church plant in our area, former teacher at

[3:48] Cumberland Area Voc-Tech, a former youth leader, and I currently run the Trail Life

[3:52] program in Millersville.

[3:54] I have an unblemished record. I have never once been asked to leave a sporting

[3:58] event. My life is dedicated to mentoring young people, teaching them hard work,

[4:01] integrity, and moral character. The timing of this warning is incredibly confusing.

[4:07] It comes right as I've applied to help coach the middle school basketball teams as

[4:10] an unpaid volunteer. Over the years, I've offered to volunteer to coach for both

[4:14] football and basketball because I love teaching character and working with these

[4:18] young men. My boys have even expressed how much they want me there to coach them.

[4:23] The athletic director explicitly told me that because of these infractions, I would

[4:27] not be considered for the open coaching position.

[4:29] Instead of open conversation about how I can serve, these past misunderstandings

[4:34] are suddenly being used as a permanent barrier to keep me away from these programs.

[4:39] To give you context on what happened.

[4:42] First, three years ago, when my oldest son, Kade, was in seventh grade,

[4:48] I didn't know the proper protocol for taking him home from a basketball game.

[4:51] His first one, in middle school when he was in seventh grade.

[4:56] So I was planning on leaving with him. I didn't know I needed to send an email.

[4:59] As soon as I was informed of that, I sent an email, and he went home with us.

[5:03] That was brought up to me yesterday by the athletic director as an infraction

[5:08] against me.

[5:10] Second, last year, I approached a coach before a basketball practice to discuss why

[5:15] my son didn't start a game. Normally, we'd have our son talk directly to his coach

[5:19] about personal concerns regarding playing time or almost anything else.

[5:23] However, in this case, I thought it was important that I talked to them because

[5:28] the team scheduled practice for a Sunday.

[5:31] That was the seventh consecutive day of practices.

[5:33] That's a violation of the IHAA rules. We can't have it, number one.

[5:37] Number two,

[5:39] I gave them the choice. If they wanted to go to practice or go to their scheduled

[5:42] youth group that happens at church on Sundays. They decided to go to youth group.

[5:48] Monday, the game came, and Kade did not start that game, the only game all year he

[5:53] didn't start. So I went in, I talked to the coach, very important conversation.

[6:00] He told me his philosophy on it, on how he won't start a kid.

[6:04] I don't understand how that's the case if it's not from practice, but that's what

[6:07] he told me. I disagreed with him. The whole conversation was probably five minutes,

[6:12] maybe less than 10. I shook his hand at the end. I left. No incident.

[6:15] We just discussed it.

[6:20] I was never told it was a handbook violation to speak with him, nor did the coach

[6:24] report it.

[6:27] Instead, the athletic director said he uncovered this by reviewing camera footage.

[6:33] Third, a few weeks ago, during a morning football film session, when school was off

[6:38] for a holiday, I came in to pick up my sons.

[6:41] They came out to me and said, "Hey, there's an opportunity for a voluntary extra

[6:45] film session." And I said, "Okay, let me go in and talk to the coach about it and

[6:50] find out how long it's going to be." They let me in the building.

[6:53] I came in, I came to the health room, and when I got there, at the door, the coach

[6:58] said, "Hey, Dad, do you want to watch some film with us?" There was maybe six

[7:03] students in. I watched the film for about an hour.

[7:06] We got up, I talked to the coach for a few minutes, and we

[7:09] left. The coach didn't have an issue with this, but the athletic director

[7:15] says he discovered this incident also by reviewing camera footage,

[7:19] and now tells me that stepping into the building or participating when invited by a

[7:22] coach is a forbidden activity. Finally, during a recent football game, my youngest

[7:28] son

[7:30] was injured and left loudly around with a young wound.

[7:32] He's never stayed down and has worked hard in his life.

[7:36] But he's like, "Just lay me." But he's still.

[7:38] My wife says, "You better go tell." So I come down out of the stands, I walk down

[7:42] there. He was about five yards on the field. I walk out to him.

[7:45] He got up, no incident. We walked over to the athletic trainer.

[7:48] I talked him through, found out what was going on with his knee.

[7:50] He told me he couldn't bend it at the time.

[7:56] I know now parents can stay on the field, and I actually went and talked to Ben

[7:59] Carroll, the football coach, the next day and apologized for that.

[8:03] I said I should have stayed on the sideline.

[8:04] However,

[8:07] I'm being told that that's another one of the four infractions against me.

[8:11] At another game, I saw a different parent come out to the sideline to be with his

[8:14] injured son, so I didn't realize these actions would be logged against me.

[8:19] When you consider what these four incidents actually represent, a father trying to

[8:22] coordinate a ride home, a father standing up for a rule boundary involving church

[8:26] attendance, a father accepting a coach's invitation to sit in a room, and a father

[8:30] rushing to check on his injured son, they represent everyday moments of parental

[8:34] care, not malicious defiance. At no point did I know these were rules, and I

[8:40] was trying to break them.

[8:44] When the athletic director contacted me and told me about these, I tried to explain

[8:47] the situation, but he explicitly told me he was not interested in what happened or

[8:51] why it happened. That throws up a major red flag for me.

[8:57] Nicole and I are left incredibly unsettled by this.

[8:59] What happens if I accidentally make a mistake tomorrow?

[9:02] What if the athletic director reviews more old security camera footage from the

[9:05] past to find out something else he doesn't like or searches for a reason to call

[9:08] something a broken rule? Are my sons going to be punished, or am I going to be

[9:12] banned from watching them play because of minor incidents that no one bothered to

[9:16] talk to me about?

[9:18] My sons desperately want me to be their coach, someone who models these specific

[9:22] qualities, so much so that they even talked about wanting to transfer to a

[9:25] different school so that I can coach them without scrutiny.

[9:30] Excuse me.

[9:31] Yes.

[9:32] Time's up. I actually gave you extra.

[9:34] That's fine.

[9:35] Can we have a copy of your-

[9:40] I can give you this copy. And I have two more paragraphs, and she's not going to be

[9:45] here for that.

[9:45] Okay.

[9:47] Yeah. Are you okay with that?

[9:49] Everybody else okay? Okay. Go ahead.

[9:54] We want to know how to move forward.

[9:56] My goal has always been to help boys grow into men of high character and integrity.

[10:00] If those are not the metrics the athletic department values, I genuinely want to

[10:04] understand what specific benchmarks and qualities the district looks for in its

[10:08] coaching volunteers. I'm speaking tonight not just for myself and my sons, but for

[10:12] any other parent in this district who might find themselves facing a similar

[10:15] situation. Obviously, you guys are all quite surprised by this.

[10:18] Who else is having these same things happen that haven't brought this public

[10:21] attention? I tried, and just so everyone here is clear, I tried for a very long

[10:25] time to work this out individually.

[10:26] It's been three years now that I've been trying to coach, and they won't even

[10:30] accept my application. So,

[10:35] we need a system where families and athletics have to interact with open

[10:38] communications and mutual respect.

[10:40] I ask the board tonight for transparency, clear communication, a fair path forward,

[10:43] where rules are addressed constructively in real time, rather than being stored

[10:47] away for years and used to threaten parents who are volunteering from serving the

[10:50] children of this community. And just one last note.

[10:53] I just want everyone here to know, I've been part of the community for a long time.

[10:57] Like I said, I'm an active member of my church. I lead a program called Trail Life.

[11:01] It's like a Christian Boy Scouts.

[11:05] I don't have these problems anywhere.

[11:06] I don't have problems getting along with people or working with people.

[11:09] So something's happening here, and somebody's not telling me what it is.

[11:14] But someone has something, holding something over me, and then is coming up with

[11:18] the smallest details they can to try to say I've done something wrong and withhold

[11:21] the ability to deal with it, to coach. And I just want to know why. That's it.

[11:25] Thank you for your time.

[11:26] Okay. Thank you.

[11:27] Thank you.

[11:27] Thank you, Richard.

[11:41] Okay.

[11:46] David Cooper?

[11:48] Also student representative.

[11:49] Okay. All right. I already called on you.

[11:50] That's okay. They're new.

[11:54] Jordan Shuman?

[11:55] That's our new rep.

[12:00] Karen,

[12:02] do you have a comment? No. Sorry. No?

[12:06] Nicole Linden?

[12:08] Not a comment.

[12:10] And Keith.

[12:11] No, I was just here to listen to my son.

[12:13] Pardon me?

[12:14] I was just here to listen to my son.

[12:16] Oh, okay.

[12:16] And support my son. Public comment review.

[12:19] What's

[12:21] that?

[12:21] Public comment's everybody.

[12:22] Yeah. Okay. All right. Let's move on.

[12:26] Okay. Student representative will report.

[12:34] Yep. So we have two new student representatives, David Cooper and

[12:39] Timothy Whitmer, TJ. So welcome. Thank you. Don't be nervous. Low-key.

[12:46] So I'll open it up and then I'll turn it over to you guys.

[12:54] Ready? Yeah.

[12:56] Hi, I'm David Cooper. I'm the 12th grade student representative for student

[12:59] council. Student council, my bad.

[13:02] And I'm Tim Whitmer. I'm the student representative for student council.

[13:06] We have a lot of new leadership roles right now in student council, a lot of new

[13:09] switches. We had, I think it was two seniors graduate from last year.

[13:14] So we have a new president, Maggie McGuire. Vice president is Elliot Snyder.

[13:18] Secretary is Yinyi Shin, she. Treasurer is Josh Ara.

[13:24] And then board representatives, and then our quartermaster for quarter one is

[13:28] Daniel Rank.

[13:32] A recap of last year that you guys may or may not have heard.

[13:36] With Mini-THON, it was a pretty good outlook. We actually had to raise our goal.

[13:40] Originally, it was, I think, about $10,000 we were aiming for, and we ended up

[13:45] raising $60,000. And we had a great outlook of about 66 people there, which was

[13:50] amazing because about halfway through our fundraiser, we weren't getting a lot of

[13:54] looks, and we only actually ended up having about 30 people registered to actually

[14:00] come to this event.

[14:05] So this year for homecoming, our theme is

[14:10] ... A lot of people get a little weirded out by this, but trust me, the student's

[14:13] voted for this one. It's medieval. So I know that might sound weird.

[14:17] You might think, "Oh, they're going to come in chain mail suits and swords and

[14:22] shields." No.

[14:24] We're going for more Gen 4 or 5. It's going to be held in the media cafe in the

[14:28] courtyard.

[14:31] And then this year for carnival, we're going to be working with the varsity club,

[14:35] just like we did last year. I don't know if any of you were there.

[14:38] And we're going to be having games out there for kids to play.

[14:41] And I think it's going to be going right before the game all the way up till start

[14:45] time.

[14:51] And then just some upcoming events are obviously Homecoming and Carnival, and then

[14:55] we're going to start the Mini-THON fundraising, which we'll be discussing about

[14:59] next meeting. We'll talk to you guys if we have a theme yet or not.

[15:02] And then we're also going to be starting discussing our winter fun day.

[15:08] Thank you, guys.

[15:08] Thank you, guys. Thanks for participating.

[15:14] Appreciate it. Good job.

[15:15] Lisa.

[15:16] Okay, Lisa

[15:40] London.

[15:41] Nobody wants to be around us now?

[15:48] That's the demo.

[15:48] That's cool.

[15:48] Yeah.

[15:48] That was good.

[15:49] Okay. Hi.

[15:49] Welcome back.

[15:50] Thank you. Welcome back to you, too.

[15:52] We have been busy kicking off the year

[15:56] here at the high school in AP US Government and Politics to help celebrate

[16:00] Constitution Day on Thursday, September 17th.

[16:04] AP Government students participated in a constitutional convention escape room.

[16:09] Students had to move around the different stations that included information about

[16:12] the different parts of the Constitution, including each article and the Bill of

[16:17] Rights. They had to unscramble clues and piece together a phrase from those clues.

[16:22] The students had fun and enjoyed learning more about the Constitution and how it's

[16:26] one of the most important documents in the United States of America.

[16:32] In English 11, 12, and Film, English 11, we're currently reading "The Maze Runner"

[16:38] or "The Hunger Games" as part of our dystopian novel unit.

[16:42] Students are currently immersed into the world of Panem and the Glade.

[16:46] In English 12, we are currently reading "The Perks of Being a Wallflower," where

[16:50] students are understanding Charlie's journey through his first year of high school.

[16:55] In Origins of American Film, we're currently in our sci-fi unit, where we're

[16:59] finishing "Jurassic World." We have watched "The Matrix," "Jurassic Park," and

[17:04] we'll finish with "Interstellar."

[17:08] In Culinary, students learned how to make homemade refrigerator and microwave

[17:13] pickles using ingredients from the community garden.

[17:20] Students used zucchini from the community garden to make muffins, loaf breads, and

[17:25] biscuits. And there are some of the students' products.

[17:33] In high school STEM Lab and High Collaboratory,

[17:37] STEM one completed tool intro height hexagon design/fabrication

[17:43] projects and design process journal critiques.

[17:50] In high school entrepreneurship, they've been working away at writing business

[17:54] plans, developing logos, conducting local school market research, creating

[17:59] prototypes and marketing plans to get the word out about their soon to be for sale

[18:04] goods and services.

[18:08] In Environmental Solutions-

[18:13] There was a garden pot and rover sketch prototyping.

[18:16] STEM lab overhead pulley storage design project with a pirate aesthetic.

[18:22] Reclaimed wood furniture design.

[18:24] Nature plant and aquascaping in the community garden with MVF

[18:30] Nursery stock.

[18:36] In Ms. Glenn's winter class, they were packing food boxes and delivering Meals on

[18:42] Wheels, and the van sign was made by Mrs. Tautcher's students.

[18:50] In Science nine, they're exploring mining, its financial and environmental impacts

[18:56] through our chocolate chip cookie lab.

[18:59] In the first unit, they looked at White Sands National Park.

[19:02] Mineral extraction can be challenging.

[19:05] Reclamation is an important part of the process.

[19:12] At the middle school,

[19:15] the middle school art class had a 2026 Gratz Fair display.

[19:24] In eighth grade ELA, students are moving through their Middle Ages unit.

[19:28] Most recently, students have been working on a project titled Walk In Their Shoes.

[19:32] In this project, student groupings were tasked with reading and annotating

[19:36] informational texts and primary sources to become experts on a specific social

[19:42] class of the Middle Ages. Students use this information to create a presentation

[19:47] that they will use to teach their peers about their assigned social class.

[19:51] Additionally, students are deep into their first novel study of the school year.

[19:56] Each student was assigned one of three novels set in the Middle Ages.

[20:00] They complete weekly assignments to practice finding text evidence and composing

[20:04] professional, academic, written responses to short answer questions.

[20:10] To bridge this unit into our upcoming Shakespeare unit, students will visit School

[20:14] Days at the Pennsylvania Renaissance Fair on September 30th.

[20:21] In eighth grade science, students shared their research findings related to

[20:25] branches of science and material sources derived from the natural world.

[20:34] In fifth grade social studies, they did an all about me color by number.

[20:42] Sixth grade social studies flex, they created a War of 1812 timeline.

[20:50] Fifth grade science, they did a lab, Is Air Really There, where they discovered

[20:55] that air is matter.

[21:02] Also in fifth grade science, they did several other labs.

[21:05] Candy compounds students used M&M's to represent elements and build different

[21:10] compounds. And melting matter, students explore what happens to the mass of matter

[21:15] when it changes state. They will weigh various substances in a solid form, record

[21:20] its mass, melt it, and record and graph the results.

[21:28] They did a lot of labs in fifth grade science. Another lab, sort and stuff.

[21:32] Students will be comparing and grouping materials based on their properties.

[21:37] In an activity, guess which, think headbands, students will guess mystery matter by

[21:42] using properties to describe them.

[21:48] And in eighth grade STEM, they did 3D-printed mazes. Here are some examples.

[21:57] At the elementary school, in elementary art,

[22:01] come check out all the wonderful artwork the students completed for the Gratz Fair.

[22:05] It's already over, but our elementary school did win first place for elementary, so

[22:11] that was pretty awesome.

[22:13] We are starting off the year learning about line, shape, and texture and making

[22:17] abstract art in the style of Mandrian, Picasso, Kusama, and

[22:22] Kandinsky. In kindergarten, we're currently studying the

[22:28] five senses in our CK-LA knowledge unit, and what better way to do that than to

[22:33] explore apples. This week, our classrooms will have a delicious smell as we're

[22:38] enjoying apple treats, as well as using our sense of taste to vote for our favorite

[22:42] type of apple. We hope you enjoy these pictures of us tasting, smelling, touching,

[22:49] seeing, and even hearing the crunch of apples.

[22:54] In first grade, we finished our first knowledge unit on folktales and fables with

[22:58] three fun culminating activities.

[23:02] Number one, the students built a pen to protect the sheep from the wolf since the

[23:06] boy in "The Boy Who Cried Wolf" shouted "Wolf," and no one came to help him.

[23:12] Number two, students balanced a pail of milk, which was actually cotton balls, on

[23:16] their head as the main character did in the story, "The Maid and the Milk Pail."

[23:22] And three, students used tweezers to gather hay, which was actually noodles, for

[23:27] the ox, despite the mean dog who was sitting on the hay, like in the fable, "The

[23:32] Dog in the Manger."

[23:36] In fourth-grade math, students have been learning about place value, reading and

[23:40] writing numbers in different forms, comparing, rounding, and adding multi-digit

[23:45] numbers. Students have been applying what they learned in lessons one to three to

[23:49] help them with adding numbers. In lesson four, students have been using a standard

[23:54] algorithm to add whole numbers but were also shown how to use place value to add

[23:59] whole numbers. Students are using what they previously learned in lesson three on

[24:03] rounding to check if their sum is reasonable.

[24:07] In science, they recently finished a unit on ecosystems, and every student chose an

[24:12] animal and created a book about their animal using Book Creator.

[24:16] They did an amazing job. We're now in a unit called Molecules to Organisms, in

[24:21] which students were able to do hands-on stations to explore plants and animals.

[24:26] We discussed how internal and external structures help the plant or animal with

[24:31] growth, survival, and reproduction.

[24:35] In ELA writing class, we've been writing personal narratives.

[24:39] We're wrapping up the first unit with these concepts.

[24:44] The students have been able to choose one of their favorite memories to write a

[24:47] personal narrative about. Their stories are very interesting.

[24:51] We have topics including interesting vacations, memorable birthday parties,

[24:56] holidays with family, fun professional sports games, and more.

[25:04] In PE, K to one, students continued developing their loco-motor skills this week,

[25:09] practicing walking, running, hopping, jumping, skipping, galloping,

[25:14] shuffling, and leaping through an engaging game called Fishing Hole.

[25:19] The lesson also provided opportunities for students to connect physical education

[25:24] with learning beyond the gym. Students identified different types of fish found in

[25:29] local waterways, counted their catches, and sorted fish by species.

[25:35] This activity reinforced movement skills while incorporating science, math, and

[25:40] teamwork in a fun and meaningful way.

[25:43] And in second to fourth grade, as a lead-up activity to soccer, students continued

[25:47] developing their kicking and gameplay skills through kickball.

[25:51] Students focused on base running rules, decision-making, strategy, teamwork, and

[25:57] safe movement while participating in active game situations.

[26:02] These experiences help build the foundational skills, spatial awareness, and

[26:06] strategic thinking students will apply as we transition into soccer.

[26:13] I think that's covered, though. Third graders. I think that was the last one.

[26:16] All right. Third graders have been learning all about the monarch butterfly in

[26:20] science lab. This has included the life cycle, the 3,000-mile migration to

[26:26] Mexico, facts and details, sustainability, and environmental factors that support

[26:32] or harm the monarch. Students have even cared for monarchs in our classroom,

[26:37] egg, caterpillar, chrysalis, and butterfly stages, and released them at our school.

[26:46] In music, K to two has been exploring steady beat, quarter notes, eighth notes, and

[26:52] rests. We have done simple songs, rhythm play-alongs, and movement activities.

[26:58] Students have used percussion instruments, scarves, and the parachute to experience

[27:03] the music. We have also played fun music games and established the music class

[27:08] routine. In third and fourth grade, they've been working on rhythm and solfège

[27:13] syllables, along with finding their singing voice.

[27:17] They've played percussion instruments and pitched boom whackers, along with games

[27:21] to experience and enjoy musical aspects.

[27:25] Fourth grade also had their choir meeting and learned about different band types

[27:29] and instruments. Band night is on September 20th

[27:34] at 5:00. Choir and band will both begin during homeroom in October.

[27:40] That's all. Thank you, Lisa.

[27:46] Okay, 108, committee of the whole. No more board members.

[27:49] Yes, sir. Committee of a whole,

[27:52] board policy number 246, which is student wellness.

[27:56] And that policy states that myself, superintendent, and also a board member need to

[28:01] be part of the wellness committee.

[28:04] The purpose of the wellness committee

[28:07] is again, to

[28:09] promote student health, proper nutrition within the school.

[28:13] They do a lot of activities and fundraisers within the school.

[28:16] Just to name a few, back-to-school, not back-to-school, in-service days.

[28:20] They do a lot of good. They do

[28:24] potluck breakfast. They also coordinate games for the staff and administration to

[28:30] play, just to open the day off with fun and just to make the

[28:35] beginning

[28:38] meaningful for everybody coming back. So again, this committee meets once a month.

[28:45] Again, we have a policy of 246, which is quite lengthy.

[28:49] I think it's wise that this committee that we look to, just to make sure this

[28:53] policy's in line with current standards and practices of what we are doing.

[28:58] So I just ask for a volunteer of the board, just so we're properly following the

[29:02] policy, right? And we're meeting and they do meet, it is via Zoom, once a month on

[29:08] Monday, I believe. I'll get you those details.

[29:11] But I do need a volunteer then from the board to represent.

[29:16] Anybody want to jump on that?

[29:20] Nope. I'll do it then.

[29:22] Okay, thank you, Sir.

[29:25] Okay, Michael.

[29:27] Motion to approve the consent agenda.

[29:29] Second.

[29:32] Anybody want anything pulled out or discussed?

[29:35] Yes. We need to pull out 4.01.

[29:39] 4.01, okay.

[29:43] Do you want to discuss that right now?

[29:46] There's some questions we had with the revisions to policy 201 by

[29:52] Director 4 information we want to discuss it before we move forward.

[29:56] Let's send it back to committee. If that's okay, guys, let's do next month.

[30:00] Just to clarify those dates so everybody's on the same page.

[30:03] Let's send it back to that committee.

[30:04] So vote to table it to committee at this point.

[30:07] So we'll hold that one out-

[30:08] Yep

[30:09] ... we'll hold everything else. We'll table that. Table that. Yes.

[30:12] Yeah. Then we can bring it back again next quarter. I agree.

[30:16] Yep, that's perfect.

[30:17] Yep. No, that's perfect.

[30:18] Okay.

[30:18] Thank you, guys.

[30:19] Summer, final vote?

[30:21] Yes. Mr. Reiner?

[30:23] Yes.

[30:23] Mr. Reynolds?

[30:24] Yes.

[30:24] Mr. Rowe?

[30:25] Yes.

[30:25] Mr. Wilbur?

[30:26] Yes.

[30:27] Mr. Beaver?

[30:28] Yes.

[30:28] Mr. Bowman?

[30:29] Yes.

[30:30] Mr. Forsman?

[30:30] Yes.

[30:31] Mrs. Huffman?

[30:32] Yes.

[30:33] Mr. Heil?

[30:34] Yes.

[30:35] Motion carries eight, zero.

[30:38] Motion to table 4.01.

[30:41] I'll second that.

[30:43] And for a minute, it's tabled and sent back to committee.

[30:53] Okay, final vote?

[30:54] Yes. Mrs. Huffman?

[30:56] Yes.

[30:56] Mr. Reiner? Mr. Reynolds?

[30:58] Yes.

[30:59] Mr. Rowe?

[31:01] Yes.

[31:01] Mr. Wilbur?

[31:02] Yes.

[31:03] Mr. Beaver?

[31:04] Yes.

[31:04] Mr. Bowman?

[31:05] Yes.

[31:05] Mr. Forsman?

[31:06] Yes.

[31:07] Mr. Heil?

[31:08] Yes.

[31:09] Motion carries eight, zero.

[31:12] Jean, I'd like you to say on 111 the revised 249, which is

[31:18] our bullying and cyberbullying policy. Again, there's some new language in that.

[31:22] Also, some called beefed-up procedures.

[31:25] If there is an incident reported in the investigation process.

[31:29] But also to know that with that policy comes a little more

[31:37] work for administration. What we're going to do to follow the new law and kind of

[31:41] the old law is, we will be posting that bullying and cyberbullying policy in every

[31:46] classroom, which we will start work.

[31:49] Summer graciously is going to start working on that with one of our secretaries to

[31:53] laminate that. But the policy will be posted in each classroom as per the law

[31:57] states. And then also we will be sending out

[32:01] just a refresher on the policy and the revision via ThrillShare to the community,

[32:05] just so they're aware of, again, the policy in whole and then the changes of that

[32:09] policy.

[32:11] That's correct.

[32:12] Okay, thank you, sir.

[32:13] Can I just add a question?

[32:14] Yeah.

[32:15] We vote on 1.10 through 1.12, right?

[32:21] Yes.

[32:23] You got to do these.

[32:24] So I make a motion to act upon through 1.10-

[32:28] Yes

[32:28] ... 1.11 or 1.1 and 1.12.

[32:32] And the only reason why they're not under consent was because they were a committee

[32:35] of the whole. They didn't go to any formal committee. So they need to be voted on.

[32:39] Yes.

[32:40] I'll second.

[32:41] Okay. I'm sorry. We got to back up here.

[32:43] Yeah. So you're going to do

[32:46] 110, 111, and 112.

[32:50] Okay.

[32:51] Not yours.

[32:52] I withdraw.

[32:54] And who made the motion?

[32:56] Mr. Wilbur.

[32:58] And Mr. Reynolds, second.

[33:00] Got it. Thank you.

[33:04] And again, this is the second reading that they'll be voting upon.

[33:06] We did read these last month.

[33:11] Any questions on these policies? Okay.

[33:14] No.

[33:14] Thank you. Perfect.

[33:16] Can I have a vote then?

[33:17] Yes. Mr. Forsman?

[33:18] Yes.

[33:19] Mrs. Huffman?

[33:20] Yes.

[33:20] Mr. Reiner? Mr. Reynolds?

[33:22] Yes.

[33:23] Mr. Rowe?

[33:24] Yes.

[33:25] Mr. Wilbur?

[33:25] Yes.

[33:26] Mr. Beaver?

[33:27] Yes.

[33:27] Mr. Bowman?

[33:28] Yes.

[33:29] Mr. Heil?

[33:29] Yes.

[33:30] Motion carries eight, zero.

[33:33] Okay, seven, unfinished business. The floor is open to the board.

[33:39] You need to do six.

[33:44] Section six.

[33:50] Not according to that one.

[33:51] I'm sorry.

[33:51] Oh, you're good. Yeah, they were on-

[33:53] Yeah, go ahead.

[33:53] Oh, you're right.

[33:55] Never mind.

[33:56] Yeah, because that's the-

[33:57] Yeah

[33:57] ... I know the new layout is a little different.

[34:01] Which we revised the layout, Dean suggested, just to make it flow a little better.

[34:05] Yeah, so we have all the other stuff done.

[34:08] Yep.

[34:08] Okay.

[34:10] We're on eight.

[34:11] What's that?

[34:12] We're on eight.

[34:13] Right. That's right. Halifax Community Representative Report.

[34:16] Okay. I missed tonight's monthly board meeting, but I know that efforts are

[34:21] underway here for the annual pumpkin treat down at the park.

[34:26] Yep.

[34:27] Fedders Pond Park on the 29th, Thursday the 29th of October, 6:00 PM.

[34:34] And we'll see you all there.

[34:38] Okay.

[34:40] Halifax Wildcat Education Foundation Report? Uh, no report. All right.

[34:45] Capital Area Air Raid Unit? No report. No report. HAC Representative Report?

[34:53] No report.

[34:55] Buffalo County HAC?

[34:57] No report.

[35:00] Tax Collection Committee report?

[35:02] No report.

[35:03] Anything else from any of the three reports before the board?

[35:07] Yeah, one thing I have. Under finance, which obviously was ready to approve, was

[35:12] the purchase of the golf cart. Very good feedback from that, from the

[35:17] athletic and the band competition, which we'll get onto that, that was held here

[35:21] Saturday. But the golf cart has been already a tremendous help for the

[35:27] handicapped, people that are having trouble walking.

[35:29] And with the rear seats and the front seats, it's a lot easier to get into.

[35:33] So really good feedback on that from the public, so I think that was a really good

[35:36] purchase.

[35:38] All right. Well, thank you.

[35:40] Mm-hmm.

[35:40] All right. Is there a 10 minutes?

[35:43] Nope. Sir, pension board?

[35:46] Okay, so one item here. This past Saturday, our band director in the band

[35:51] department and various parents and students, and I think probably a touch of

[35:57] every walk of life was at this band competition.

[36:00] But historically, this band competition has caused some trouble, say, and

[36:07] been turbulent, right? It's a big undertaking.

[36:09] Just for example, there were 11 schools from Halifax all the way to Camp Dale,

[36:15] Central Dolphins, some big schools, some smaller schools our size, Lebanon

[36:20] Valley College. So it's a huge, huge undertaking.

[36:23] The campus is completely packed, as you know. The buses are at the elementary.

[36:28] I just want to say that this year was probably the best yet.

[36:31] The feedback received that it was very, very well organized this time.

[36:35] And again, kudos, I want to give to David Eagleson, our band director and also

[36:40] teacher. Summer, who's a band parent, obviously helped organize.

[36:45] And all the other parents that had a hand in this.

[36:50] They did a really nice job and we did receive really good feedback.

[36:53] Just to put it in perspective, 8 to 900 spectators were here.

[36:58] How many hours all day, bud? 10 hours?

[37:01] 8:00 to 8:30.

[37:01] Yeah, so there you go.

[37:03] And 8:00 AM to PM.

[37:05] Yeah. So just a big undertaking. Custodial staff, they were here to help.

[37:10] Drivers for the golf carts, the

[37:13] gator, and just many compliments this time.

[37:17] Again, it was always a nice event and it always was successful, but usually Monday

[37:22] I've had a lot of complaints. Right?

[37:24] All saying, "Oh, this, that, this, that." And this time there was actually no

[37:28] goodness received. And probably summer has a little bit to do with that.

[37:32] So kudos to her.

[37:34] And lots of others.

[37:34] Yeah, and absolutely, lots of others. You're not the only parent.

[37:37] So again, just a shout-out for that undertaking. It's a tremendous undertaking.

[37:42] And obviously good for us, right? It's good publicity and representation of us and

[37:46] our band department, which they do a really nice job. So that's all I have.

[37:50] Thank you.

[37:50] Thank you, sir.

[37:51] Okay. Are you done?

[37:54] Okay.

[37:55] Showdown.

[37:57] What do you say?

[38:08] Yeah.

School Board Meeting

Transcript