[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.
[34:53] 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.