001Okay, we'll begin with Ro. Mr. Antonio >> here. >> Mr. Badger. >> Mr. Golson >> here. >> Miss Keranikis >> here. Mr. Kelly >> here. >> Dr. Morris >> here. >> Mr. Strauss >> here. >> Walker >> here. >> Mrs. Ginsburg >> here. >> Isabelle Dcasta >> here. >> Dean Mahendrada >> here. >> Great. Thank you. Now, will everybody join me for the pledge of allegiance? And I did have some student helpers that were going to come up and do it with me. To the government of the stands, one nation under God, indivisible, liberty and >> Thank you so much for that help. And uh welcome everyone this evening to our March 23rd meeting of the WISA Hickens School Board. Uh first in our agenda, we list out our prior meetings. We met on March
0022nd for a regular public board meeting. March 10th, we had facilities and transportation as well as our finance committee meeting. And on March 17th, the board education equity oversight committee community conversation. And then we list out our upcoming meetings. On April se excuse me, April 6th, we'll have our communications committee and our regular public board meeting. April 13th, finance committee and health, wellness, and safety. April 20th, board education equity oversight committee. April 27th will be our next work session. And then May 4th, regular public board meeting. How are we like in May already? That is crazy. All right, so we'll move on to our presentations. And our first one is the Shady Grove Elementary student presentation. Good evening and thank you for the opportunity to share the great work happening at Shady Grove. I am
003Jim Kelly, principal, joined by uh our amazing assistant principal, Miss Jennifer Kennedy, uh and really the star of our show tonight, uh our PBIS fifth grade ambassadors who are just phenomenal young people uh who have done some really good work that we're excited to highlight for everyone tonight. So, uh, at Shady Grove, we believe that students thrive when they feel seen, respected, and valued, and when they're empowered to show care for one another. With that in mind, our goal wasn't to introduce more separate initiatives, but to bring together the important work we already are doing into one clear, cohesive culture. We wanted our students to consistently understand what we uh, excuse me, to understand what we stand for and what we expect. At the core, we're teaching students how to show kindness and respect in
004their daily interactions, how to value differences, and how to take responsibility for building a positive school community. To support this, we aligned our PBIS work, our no place for hate efforts, and our dignity and upstander lessons into one shared framework. This created consistency across classrooms, common spaces, and schoolwide experiences. Uh, this work is truly a collective effort. Our PBIS ambassadors uh are modeling these expectations and helping lead by example for their peers, leading conversations with our younger students. Our PBIS committee and DEI committees have been instrumental in designing and guiding this work, communicating with parents through our monthly uh bulldog uh bulldog buzz monthly highlight sheet uh ensuring it's meaningful and inclusive. And just as importantly, our staff and students, uh, our support staff, our teachers bring this to life every single day through their
005interactions, their instruction, and the relationships they build with students. Uh, and because of that shared commitment, what we're seeing is more than just a framework. It's our culture. Uh, I'd like to turn it over to Mrs. Kennedy, who's going to talk a little bit more about the great work she's been doing with our students. >> Thank you. So when we're thinking about um our community, we're thinking about our unified framework. And it is our unifying framework that is our shared understanding that there's a positive learning environment that exists not just with our students, but with our staff and with our leadership. And it's not just a place where we want to feel like we belong. We want to make sure that we're actively making sure that everyone feels like they belong. And through our connected
006lessons supported by No Place for Hate and our Upstander lessons as well as our PBIS initiatives. It is through these stories, it is through our efforts that we create an environment that we believe that our efforts will do more than just build a community. It will expand our community outside. So, we're creating a space where our students can just make a better difference, a bigger difference, a more impactful difference in our world. Okay. So, how do we do that? If if our uni if our unified framework is our what our grover the upstander stories is our how. It is our way of thinking about how we create positive behaviors, how we create belonging, how we create stories through our initiatives. And so we're thinking about how our Grover stories are intentional. Our Grover stories are
007written to connect our PBIS initiatives. Our Grover stories are written to connect our no place for hate themes and our Grover stories are written to create to connect our upstander initiatives. The stories give concrete examples of what it looks like to be respectful, to be kind, to be supportive of each other each and every day. But not just in our classrooms, in our hallways, at recess, in our cafeterias, on our buses, and all of our school community. Our accountability and fidelity exist because community members use shared language. We use the same expectations and we use our shared stories to make sure that our students understand what it means to be a part of a community. Each one of our stories uses this common vocabulary to reinforce our shared community values. And it is there where
008we connect with one another. It is there where our students have a voice and our teachers are able to guide those students with a voice and our leadership is able to support the students guiding our student voices. Our ambassadors lead the way every step of the way and we could not be more proud. The examples that they set every day just by walking through our halls and being great bring our stories in Grover to life. And so Grover the Upstander, which is the story they will read to you in a little bit, is our first presented story. It was presented um in September as our way to just connect our entire student body. Grover's big idea is our name story. And this was really important for our PBIS ambassadors because they themselves went into classrooms
009with the support of our wonderful classroom teachers and they taught one another about the importance of names, about the importance of identity, about the importance of learning about each other's culture. They learned a lot. They taught and they were seen as the leaders that they are. They celebrated each and every name story and they read their own name stories proudly. They even read Grover's name story which is still hanging our hallway today. Rover takes the wheel is a story. It's a booster lesson. We think about what our students need when our students need it. And we created a booster lesson using this story that supports positive behaviors on our school buses. Grover Lens Hall, which is hot off the press, and will be shared with our students in April. For this story, we went and
010we actually asked our support staff, what is it that you do to help our students? How do you help them be great in these spaces where we're not always present? So, how do you help them in the cafeteria? How do you help them at recess? And this story highlights their contributions and their support. And it also gives the students an in a way to see them in a different light. It helps create our larger positive community. Grover hears a hurtful guest is about bias and our student ambassadors with the guidance of our classroom teachers will go in, they will read a mentor text and they will visit classrooms and ultimately help our entire student body celebrate their identities by creating a whole school. We are proud quilt. So we strengthen our culture. We strengthen our
011community. We think about the expectations that we make and they come alive through stories. Just listen. >> At Shady Grove Elementary and in school in Amboy, Pennsylvania, in the among tall maple cheese and cheerful playgrounds lived a very special bulldog named Gerber. Grimmer wasn't just the school's mascot. He was a student, too. With his with with his little backpack strapped on and his tail wagging, whoever attended class, walking the halls and greeting everyone with a friendly b. Shady Grove was a warm and welcoming place. Colorful murals line the hallways, each painted by students who celebrate kindness, diversity, and learning. One of the most beloved murals was a large portrait of Dr. Martin Luther King. His gentle eyes looking out with hope and wisdom. Surrounding him were hundreds of handprints, each painted in different skin tones,
012representing the multicultural community of Shady Grove. Each student had added their handprints symbolizing unity, dignity, and the dream of a better world. But one day, Grover noticed something troubling. During recess, he saw a group of students using a new kid because they wore glasses and like to read instead of play soccer. The student looked sad and alone. Grover's ears perked up and he could trot it over. "Hey," Grover barked gently. "That's not how we treat friends at Shady Grove." The students paw surprised. Grover sat beside the student and said, "Everyone deserves to be treated with dignity. That means being kind, respectful, and standing up for others, even when it is hard." The students looked at each other ashamed. "We didn't mean to hurt their feelings," one said. "We were just joking." Grover wagged his tail.
013"Jokes are only funny when everyone's laughing. Let's invite them to play something they enjoy." From that day on, Grover became known as the upstander bulldog. He didn't just stop bullying. He taught others how to stand up for what's right. He led assemblies about empathy, helped students write kindness pledges, and even started a dignity patrol where kids looked out for one another. One of this Grover's proudest moment was helping the fifth grade students create the upstander agreement. Together they wrote, "At Shady Grove, we agree to treat everyone with dignity. We will speak out for someone. We will include others, celebrate differences, and lead with kindness. We are upstanders because everyone deserves to feel safe and valued." >> The promise was printed on posters and hung in every classroom. The and students recited it during morning announcements.
014It became a daily reminder of the kind of community they were building. One where sh everyone ma mattered. Soon Shady Grove Elementary began to change. Students started to notice when others were being hurt or harmed. And just like Grover, they used their voices to speak up. They didn't stay silent. They stood beside their classmates, offered help, and reminded others of the upstander promise. Courage and kindness spread through the school like sunshine. The mural of Dr. King became a symbol of their mission. Students often pause in front of it, placing their hands over the painted handprints and remembering Grover's words, "Everyone deserves dignity." And every morning, Grover stood at the front door, wagging his tail as he welcomed students to a place where everyone belonged. That spring, Grover was honored at a schoolwide assembly. The principal
015placed a shiny no place for hate badge on his collar. Grover wore it proudly, a symbol of his courage, compassion, and commitment to making Shady Grove a place where everyone is treated with dignity. Because at Shady Grove Elementary, thanks to Grover, being an upstander wasn't something you did. It was who you were. And that story came to life. Um, Mr. Kelly put the no place for hate badge on Grover during our ceremony. Our beautiful PBIS ambassadors are our dignity patrol. And that Martin Luther King wall students walk past every day and they put their handprint. They put their hand on their handprint and they remember what it means to be part of a beautiful community. And so when we're thinking about our stories and how important that they are, when we're thinking about our stories
016and how important they are, we constantly think about our windows and our mirrors and our sliding glass doors because we understand that stories are powerful. We understand that stories inspire. We understand that stories help shape a community. And so because of our stories, because our students here are part of those stories, we know that those students see themselves in the story. They look at others and they learn perspectives about others. They think about their beauty and how they exist in our space and how they exist outside. and our sliding glass doors where we're thinking about students and taking action. And now it's not just in the walls of Shady Grove. It is out there in the larger community helping to support others. And so it is through our Grover stories and our classroom discussions that
017students begin to recognize their roles in shaping a community and in shaping the lives of many, many people. So, as you've seen tonight, uh, our students at Shady Grove are learning that they're not just members of the school, uh, that they are builders of the community. Through this unified approach and by bringing these lessons to life through Grover stories, students are developing empathy and understanding, recognizing when someone needs support, and learning how to make a difference and uh, positive action as upstanders. More importantly, they're beginning to see that they each play a role in creating a school culture where everyone feels a sense of belonging. And that's really our goal. Together, we're growing a community of upstanders. So, I wanted to share some u some videos of some of our students in grades K to
018four uh who were a part of the different lessons, whether it was their classroom uh classroom teachers, whether it was our schoolwide assembly, and you can just hear their voice uh and really what a difference and impact it has made in their lives as students. But what have the name stories taught you? >> That everybody's name can be difficult and special. >> Yeah. >> So, what have the name stories taught you? >> That every >> Today we have some PBIS upstander questions. >> You remember the Grover's name story, right? How did the name story help you learn about your classmates and about how special their names are? I learned from the gopher name story that um how special my classmates's names are and it helped me learn about my classmates names better. PBIS taught the
019safeties on the bus. >> PBIS has taught the safeties on the bus that you need to be respectful and responsible no matter what. >> For example, safeties use method to keep everyone safe on the bus. >> Today we have some Grover stories taught you about being an upstander and about dignity. It's not nice to be to me to be mean that to other people and if you see anyone getting hurt, go and stand out for them. What do stories teach us? Uh, they teach me to be respectful, responsible, and safe. And, uh, to have kind words to others because it's nice to have kind words. >> So, how do you think our Grover stories have improved Shady Grove so I think Grover taught us that being kind to one another and following the directions and
020rules makes the bus more fun. All right. So, >> we wanted to share uh some of our student voice there. Uh as all of our students, um I think understand and appreciate Grover's wisdom and uh and what he does on a daily basis. So, uh you can see here on the last slide, these are some of the examples we had mentioned earlier. Our upstander agreement uh is posted in all of our classrooms. We redesigned our bulldog buck uh this year to have some different themes to it. Uh whether it's uh no place for hate, uh dignity patrol, uh all sorts of different ones that we can once again get the reminders out to our kids. Uh the three-step response is something that we work on with our teachers and it's also something that we work
021on with our safeties as a way to respond to behavior uh from some of their classmates. So um this is more than just a logo for us. This represents a shared commitment across our entire school community. Uh it reflects the expectations that we build together and serves as a consistent visible reminder that kindness, respect, and standing up for others is not optional. That's who we are at Shady Grove. And we appreciate your time tonight and to share uh the opportunity to share all the work that we've been doing at Shady Grove. Thank you. Thank you so much for that presentation. And uh the students that are here this evening um and any other students that are uh one of the ambassadors, how did they get selected for this uh role? Um, so I wrote an
022essay about someone who is culturally different than me. >> So you applied for the position. You >> Oh, yeah. >> Oh, wonderful. So, there was like an application process and all of your fellow students here, you all applied to have this role and um that's great. And you wrote about somebody that was culturally different. And did you write like what what did you write in your essay? >> Um I wrote about a teacher uh who my family knew who actually taught in Upper Dublin and he was a big part in If you don't remember, that's okay. I know it was probably a few months ago. >> Oh, yeah. >> What mom said, right? So yes um it is an application process. It is available to all students and everyone is encouraged um to apply and
023the students to take a lot of time um to think about what they want to offer. They can um everybody can choose um at least four of the um the options that um I propose and one of them is to write an essay about someone who it might be different than you but has inspired you. Um, one of the essays they could have written as well is to write just about themselves and how they see themselves as a leader. Um, they can also choose to um get a classmate to write a recommendation for them. Um that one is really um valuable to us because um a student another student's taking the time, you know, in addition to their homework, in addition to all of the things that are so important, their athleticism and their music
024and creativity outside the space to take their time to write a recommendation letter um for a friend. And then they also create a one-pager which is a resume where they highlight their skills and they highlight their accomplishments and they slow down to just think about all the wonderful ways that they contribute um to our community. >> That's wonderful. And do any of you want to share like some of the things you do throughout the year to to help in JD growth? So, in the beginning of the year, we first had like a presentation about the Grover stories and like we got everyone from the school. Um, then we did the name stories and right now we're working on a lesson about bias and like a lesson about helping our support staff because they don't get
025as much recognition as they deserve. >> Well, that's great. I'm glad you're working on that. And do do you guys help with developing the Grover stories? >> Um, no. Um, >> yes, that's our PBIS. Sorry, >> thanks. Great job. I our our PBIS committee and our DEI committee, I think, really work on guiding the and and obviously Mrs. Kennedy in guiding like the the crafting of those messages. They're really used to help kind of deliver the messages and and be leaders in the school. I also wanted to highlight quick Oh, Jen, did you want to highlight something else? I was just going to say that part of what we do when we read the stories um we kind of give the background of where this story came from um whether it's connected to our PBIS
026data whether it is um you know the voices of some of our students and then they do give their input they give um we sit down and we talk what do you think you should add what do we think we should take away what are the questions that we can ask um for those lessons so they're very much a part of um the delivery um but also the um the the initial stages where we're just kind of thinking through things. >> We want to take one more second too to highlight their their shirts. Um so they wear their shirts on different occasions throughout the year in addition to their sashes. Uh you will see them frequently uh if you were to come to Shady Grove. Is there a student who wants to share what it
027says on our shirts because the message is powerful. >> Dear person behind me at Shady Grove is a better place because of you. You belong here. You will do great things here. We will support each other. Love your friendly PBIS student ambassador. I love that. Oh, did you guys who came up with the messaging? >> That would be >> That was Jen. >> Jen, I just ordered the shirts. >> You ordered them. I love it. And I love like the delivery is so important. So, how you deliver that message to your fellow students and how you help create that message that you're going to deliver, that's all so important. So, I'm so like impressed that you guys were able to come up here this evening and share this with us and, you know, answer questions
028for us. Does anyone else have any comments or questions for them? >> No, I can tell they're really great leaders. >> Yeah, you you asked all the questions, but great job, guys. Really great to see or girls, I should say. Really great to see you all. Thanks for coming. >> Joe has a question. Hey, ju just one question. Um, can you can one of you tell us the difference between an upstander and a bystander? >> An upstander will stand up for someone who's getting bullied or getting hurt by someone else. A bystander will just stand by and watch and won't do anything about it. Wow, that was great. Good answer. Anyone else? Any other tough questions? No. All right. Well, our tradition is always we have to get a picture. So, let me see. Who
029will I pick this evening? Jean. Let's do it. Make sure you take some cookies on the way out. >> Yes. Thank you. And the rest of the meeting will be exciting, so please feel free to stay. No takers. Okay. All right. Well, now we're going to move on to our Wissa Hickin High School monthly highlights. >> And your partner abandoned you. >> He did. Um, so I can start. And um, so this week, the week before spring break, student council is doing some spirit weeks just to try to get everyone, you know, get through this week and to spring break. So today was pajama day. uh which was really exciting, a really comfy way to start out the week. And then I think my favorite spirit week day is going to be when teachers dress
030like students and students dress like teachers. I feel like that's always a good one for the teachers to kind of have a dress down day. Uh Minithon is actually having a stall day in the upcoming future. So on a block day, this is basically going to be when students can bring in loose change to their teachers and if they choose to participate, the teacher cannot start class until they have counted all of the loose change. And this is actually a great way for them to fund raise and for them to, you know, collect funds for everything the causes that they're doing, which is a great way. It's really exciting on both ends, the students and the teachers. So I'm really looking forward to that. Next Friday, we have the student teach uh student faculty basketball
031game and Minithon will also be hosting a wing eating contest. So, you can nominate a teacher that you would like to see participate in that. Um, another update is Color Guard actually placed first place at their um most recent competition, which was really exciting. Yeah, really proud of them. And on April 15th, we have futures day, which is something new. And Dr. Blair was kind of explaining to us that each grade is going to split up into four different rotation activities. Um, some are about media, financial literacy, etc. And we're just going to be exposed to different kinds of um activities as a grade. So, we'll go through each one of those. There will be four different stations and eventually we'll each get to experience each station. So, kind of looking forward to that. I've
032never done that before. So, and then also, oh wow, continuing on the streak of successes our district has. Shout out to fellow board member Reed who won his swimming competition. So, yeah, that is definitely worth mentioning. And then I also have this neat medal because uh the first robotics team that school has actually won the most prestigious award in the entire competition known as the first impact award. So we actually won the event as well at Centennial, not to brag, which this is our first time in our season, in our history that we're undefeated. Um technically the last time was like 2012, but we tied. So like depending if you count that essentially it's just team history. This is also the first time we won impact since 2010 which we won at the well competition
033which was known as a chairman's award. So they just renamed it same award and it's usually harder for teams to win it previously especially if they won it at such a high level event because it's usually an award that newer teams or teams who haven't won it yet want to win. And this is an an award that automatically qualifies you for the district competition. So, we're really excited and proud of our impact team and also like all the efforts the member has have done. And uh we also have like this national like walk and bike to school day on May 27th that is a little more popular amongst our middle schoolers, but we're excited to see some participation amongst the high schoolers, too. Awesome. Great. Thank you for those updates and I love that. Wow.
034So, we have so many things to be proud of. the color guard read robotics team. Yeah, a lot of great uh awards there. So awesome. And also why don't we have theme days over here at like our board meetings like pajama meeting? Yeah, we should have pajama meeting. That would be great. You're like no. All right, so no to theme nights. So no. All right, I tried. Sorry, null. >> All right, well, any other comments or questions about the report, Steve? >> Wait, I just have a question. How did you know about like to school day? Was that from Dr. Blair or like the announcements? >> So, yeah, that was actually related to me via se via Dr. Blair. >> Yes. >> Okay. That's my event that I organized and it's been very popular at
035Laura Gwen, less popular with the older grades. But I really would love to see some middle schoolers and high schoolers participate this year um because the police are out there at I think you know early in the morning. I don't know exactly what time but in time for the high school commute and the middle school commute. So I'd love to see some excitement. I don't know there's like outdoor club or something that maybe wants to help get involved. >> Yes. So I think this event is going to be in the newsletter for the high school. So, we it's definitely going to I hope to see more involvement with it. >> I'm so excited. Thank you so much for plugging that. And I'm also going to say so Reed was the state champion, the 200 free
036and the 500 free and won the PIAA swimmer of the meet, which is like such a huge deal. I'm just going to say that and then next time when he's here, I'm going to make him talk about himself a little bit, I think, >> and his accomplishments. So, >> but Deian, for the for the bike to school day, can we get that on the digital signs in front of the schools, the high school and the middle school? So, it's not a district sponsored event. It's the police basic LG and Amler Police kind of helped me put it on and um part they changed their name partnership for transportation in Montgomery County they used to be called and I forget now. But yeah, so these organizations do it. It's not but maybe we could anyway. Would
037that be an option or no? We'll explore. Okay, we'll see if we can do it better advertising somehow. Steve, uh, >> just to again on the robotics, if if no one has seen the Daisy video, it's pretty impressive. So, I recommend uh checking that out. >> To add on to that, we hit over a million views on Instagram and about 25,000 likes, like more though, and we've get a lot of comments. And this general sentiment is that we're all super proud of this because we've never gotten this much engagement online before. So, it's it's really exciting for all our team members. Can you monetize the account? >> Well, no. To fund raise for robotics. Yes, that's what I mean. So, we we've explored that question and unfortunately it's too late. We cannot do that. Through
038YouTube, maybe, but it was Instagram. >> Congratulations. I have one quick thing. Congratulations. Lots of amazing things. I love it. One question. The marching not the marching band. the the color guard. Isn't that a newer um I'm going to say team, but it's not a team. It's >> a team. >> Okay. >> Um I don't know necessarily about newer. I know they were a team last year. I don't know before that, but they do have a limited number of students. So, they are definitely like they put a lot of hard work. They're there while we're at robotics. We see them all the time at night in the gyms practicing. So they yeah I think relatively they are a newer team that was the hicken has had but >> yeah I want to say it's like
039five years old or newer so that's pretty cool. >> Yeah very exciting for them. >> Great stuff. Thank you for sharing. >> Additionally to put Simmy on the spot. She's part of our operator so on the drive team. Um I know she might not want this public statement but you know here she is. Well, thank you so much for that presentation. No other comments or questions, right? All right. Thank you again. All right. So, we'll move to the first public comment period. Um, the board does value public input and provides opportunities for community members to share comments during our meetings. Uh, there are two public comment per comment periods during our regular board meeting. The first one is limited to agenda items only and the second comment period is open to comments on any school
040related topic. Uh we are encouraging members of the community to use our electronic uh public comment form. I don't think we had anyone this time. Okay. And we don't have anyone in person that registered either. So we'll move on then from public comment um to the board president report. And I only have one item this evening and that is the proposed work session and regular public comment, excuse me, the public board meetings uh for the 2627 school year. Um so you'll see those listed. So those are our meeting dates for next year and we'll be voting on those uh next meeting uh superintendent report. >> Thank you. This evening I am pleased to share an update on the district goals. Uh so you may recall earlier this year we established the goal framework overview that
041I shared and just test here make sure we're good to go. Yes. Um and so for this evening's update I will be sharing um the status of the key performance indicators. Uh so this slide is the same slide from the beginning of the school year, but you'll see at the bottom a key and um as I move through the presentation, you'll see a check mark to indicate that that performance indicator is completed or you'll see a little target symbol and that will show that the key performance indicator is on target and moving toward completion. So as you know we have the four district goals in terms of the overview of the goals. uh one is focusing on fostering safe and supportive school environments. Goal number two centers strengthening communication and transparency. Goal three focuses on
042advancing academic excellence and educational equity. And goal four focuses on long-term facilities and sustainability. And as you may recall, for each goal, we provided a more targeted um set of language around the specific goal. So starting with goal number one here, focusing on our consistent schoolwide positive behavior expectations and restorative approaches. The focus is of course on promoting safety, respect, care, and belonging in our school environment. And then for each goal, we have key performance indicators. And so on the left of the screen, you'll see the smart goal related to this goal number one um along with the list of key performance indicators associated with this goal. So I'll just give a brief update for each of the goals as it relates to the key performance indicators in terms of the status. Uh for the
043first key performance indicator, we have met um this with 100% of our schools um all being um on board and having posted their schoolwide behavior expectations. um they've been they're written, they're communicated, they're visible as you move through the schools and they are being um uh reminded students are being reminded of of those expectations. There are lessons around the expectations. So, a lot of work is happening. Um but that is with with 100% of our schools. Uh the second key performance indicator we have met 90% of our staff have now been trained in restorative practices. So, we are um really advancing far before June 2026. Um in fact we have additional trainings happening this year so by the end of the year we'll be very close to 100%. Um but that key performance indicator has
044been met. The next key performance indicator related to decreasing in office discipline referrals when compared to the 2425 baseline. And so the update we have at this time was looking at the time frame from August to February of 2425 as a baseline and looking at the time frame of August to February of 2026 of this school year and we've seen a decrease in 2%. And so we are not there yet. Um we're on target though and and really pleased to say that we do see a decrease in those office discipline referrals. The next key performance indicator, actually the next two key performance indicators are related to the family satisfaction survey and that'll be administered in May of this year. So we look forward to providing an update um at our third and final update on
045the goals. We'll take a look go at goal two which focuses on strengthening communication and transparency. Here you see our intention to develop and implement consistent and timely communication protocols um and making sure that our families and students and staff have pathways for resolving concerns. And as we look at the key performance indicators for this goal, we see the first has been met. Uh we did develop the safety incident protocols and we had a a pretty comprehensive process uh throughout the fall. We engaged with many stakeholder groups to ensure that we were getting input and feedback on the safety protocols throughout the fall um from various settings. We engaged our planning committee, our district equity planning committee, our social emotional learning steering committee. We worked with our central office leaders, our school leaders. We engaged
046our um home and school parent association leaders in our um home and school association group. Um we also engaged with our student services team. Our uh protocols were established and uh in by November those uh protocols were established. Um and then our safe schools committee was also engaged in December around those same protocols. So that key performance indicator was met. And the second in terms of the training of our district and school leaders that was also met. We had our administrative um training session in January and um our families may have recalled receiving information about those safety incident protocols in our February with safety newsletter. Um we actually checked back in with our home and school leaders um to check and see what they've heard in the community around some of the changes they may
047have noticed in terms of our communication around incidents. Um and we've received positive feedback on the changes that they've noticed and noted. So that was good to hear. Um, the third key performance indicator here, again, we don't have an update at this time because this is related to the family satisfaction survey. And so, we look forward to seeing the results of that survey later this spring. So, we'll move on to goal number three, and this is centering on our efforts to um establish the district-wide portrait of a student. Um, and so we'll share an update here. Each of the key performance indicators for this goal are on target. Um we've been engaging with a variety of potential partners for this work and we've selected um the opportunity to move forward with the organization professional learning
048partnerships. They have significant experience in supporting school districts in facilitating and developing a portrait of a student frameworks and um really it makes them an excellent fit for the work in our district. Um, we are going to be working with professional learning partnerships to develop the stakeholder engagement plan. So, that's work that'll be done this spring and we'll look forward to sharing an update with the board. Um, we also are going to be sharing an update with the board around what the resources are that will be needed as we are looking ahead um for year two of engagement. Um, and so these are all on target. The work is being done in terms of progressing with establishing the partnership. Um, and we look forward to sharing an update that our third update to the board
049in the community. As you may recall, this goal has two years and so year two is not here yet and so there's no updates for us to share around year two. Um, and we look forward to engaging our team around year two in year two. So there are no updates in terms of met or on target because that's for next year. So we'll move on to our fourth goal uh focusing on our long-term facility sustainability and the efforts to develop and adopt a comprehensive 10ear capital improvement plan. Our key performance indicators around this goal um four out of five of those key performance indicators have been met. And the last indicator, which is the adoption of a 10-year capital improvement plan, is actually being was presented to the board at the most recent facilities committee
050meeting and is on the agenda for this evening's board meeting for review tonight and for approval on April 6th. And so, at this time, we'll open up for any questions. I have a question for the first one. You said there's a d 2% decrease in behavioral referrals to get to the goal of 10%. What or maybe I should ask even this year what have we done to try to get us to that goal other than just the posting of expectations? >> Thank you for that. Um with our positive behavior intervention and supports effort, it's the te it's more than just posting. So I'm glad you said that. It's not just about making those expectations visible. It's about teaching and retaching and reminding and also acknowledging and reinforcing. Um, a lot of times when we hear
051positive behavior interventions and supports, sometimes people think that the primary focus is on rewarding positive behaviors. And I like to make sure that we frame it as reinforcing positive behaviors. Um, because but rewards are a part of that. Absolutely. But it's not just about the extra external rewards. It's also about the int intrinsic motivation toward um making good decisions and being a good um member of your school community, supporting your peers, being kind to one another. Um and so all of that is our efforts that are underway in our in all of our schools. And because this year this year we have been um last year the sort of installation year of year one for PBIS. This is the true implementation year where across all six of those schools that work has be beyond um
052just been introduced to students and staff but it really has become a part of um the culture in the schools. We saw this evening Shady Grove sharing about their efforts um with their PBIS leaders and how they're having those conversations in classrooms with students and supported by staff of course. Um but it's really becoming a part of the culture of the schools which is where we expect to see a greater impact. And so we continue with the work. Um we're we're hopeful. We're excited to see what the the next data set that we look at will show. Um we know that it's ongoing work. It's not once and done. It'll be a continued effort um to support our students and help to build a positive school culture. >> Any other questions or comments? >> Oh,
053go ahead. >> Are we going to see like a larger presentation about portrait of a learner? And then the other question I had about that is like is it is it a K to2 goal or is it mostly um like focused in on high school like 9 to 12 students? >> Good question. Thank you. So it's it's a K to2 effort. Absolutely. And one of the things Dr. gardener and I've been talking about is as we're developing that portrait of a student, making sure that we are recognizing those specifically around the transitions um from lower elementary to upper elementary, from elementary to middle school, from middle school to high school. What does that look like? Because those are really important touch points um for our our staff and our community and our students uh to
054know what what that should look like in terms of a portrait of a student. So, that's an important part of it. We will see more of a presentation around it. not likely this year because this year we're building the relationship and establishing the partnership um and making sure that we are developing a plan for engaging our community. Next year you'll likely to see more of a presentation that will broaden the scope of understanding around the portrait of a student. Yeah. Thank you. Thank you. Um and before we just transition, I just this is an opportune time for me to give a shout out to our administrative team because all the work that's being done around these goals are being done by our incredible leaders. Um, so thank you to our administrative team for all the
055effort that that you all are doing um to support our district's efforts toward these goals. It takes a lot of a lot of leadership and a lot of effort and of course our our staff who are working really hard in all of the elements and our students who continue to rise and shine and make us very proud. So thank you. Yes, I would echo that. Thank you so much for all the work you put into these. All right. Well, then we'll move on to our assistant superintendent. And I don't think you have anything, right? >> Thank you. No report tonight. Thank you. >> All right. Then we'll move on to our board solicitor report. >> Thank you. The uh board has in front of it for consideration at the next voting meeting a settlement agreement
056between the district and a family in an amount not to exceed $765. >> Thank you. Any questions or comments? All right, then we'll move on to the board secretary report. Tim, >> this month for approval, there are six items. The February finance committee meeting, policy committee meeting, board equity ed board educational equity oversight committee, the February 18th special meeting, and the work session on February 23rd and finally the March 2nd regular meeting. >> Great. Thank you. Any comments or questions? All right. for treasur report. >> There's only one only one item for this month which is the February treasures report. >> Thank you. Any comments or questions? All right, seeing none, we'll move on then. Thank you, Danielle. >> Good evening. Uh for your review tonight are five items under the section 13 of the
057human resources report. The first two action items include resignations, retirements, appointments, changes of status, leaves of absence, and volunteers. Section 13.3 is for a mentor for a newly hired teacher. And finally, 13.4 and 13.5 are classroom assistance on special assignment agreements. Uh these are support staff staff stepping up into the role of a teacher uh to cover longer term absences for special education. >> Thank you. And this concludes my report. >> Great. Thank you. Are there any comments or questions concerning this report? >> Sorry, I have a quick question. I should have asked you this earlier. Can you just tell me what the qualifications or what you need to do to earn a sbatical? Can you just tell me quickly what >> to earn a sbatical? It is school code. uh you need to have
05810 years of public uh education experience. Five of those have to be um in the in this district um in order to qualify. Um and then you can only take one every seven years. Uh there's two types. There's an educational and a and a medical. Uh medical sobatical is obviously uh you need a a doctor's a physician's order. Um and then for um educational uh you have to take um 18 credits if you're taking a full year or nine credits if you're taking uh a semester at a time. So that's not part of like contract stuff. That's literally school code that we follow by state law. Is that correct? >> Yes, it's school code. >> Okay. Yeah. Thank you. >> And uh Dr. H McCloskkey her retirement coming up this July. It's big role to
059fill. Um what are our plans like when do we start when will we you know start that process? >> We already began. So we have the advertisement out right now. It's going to uh stay out through April 8th. Um, and then we have a a whole uh plan for first rounds and seconds and including um including some input from uh the special education community as well as um having some you know uh professionals and support staff on the team uh in the first round interviews. And um yeah, it the time goes by pretty quickly. So especially if you have a 90 uh a 60-day hold uh that takes us right to July. So, >> as far as the special education community, what does that look like as far as uh getting input from that community?
060>> So, there is a survey uh that we put out uh that we solicited um asked for some feedback um when the announcement went out. >> Great. I just wanted to make sure that information was out there to the community about what we were doing to um replace that position. So, great. Thank you. All right. So, we're going to move on now to our committee reports, communications committee. Zephy, >> no items for this evening, but I will put a plug that we have our next communications meeting on April 6. See you there. >> Great. Thank you. Uh, curriculum and technology DM. Thank Thank you, Amy. Um, for your review, there are four items under curriculum and technology committee section. The first item 151 is anformational item. We would like to announce the start of a
06130-day public review period for the recommended additions to our board approved list of planned courses and instructional resources. The information about additions was previously shared at the board curriculum and technology committee meeting on January 12th, which involved a discussion about additions. The curriculum documents and materials will be available for public review in the office of teaching and learning here in this building between March 24th um and the board's approval on May 4th. Anyone interested can call the office of teaching and learning to schedule an appointment. It's 2156198000 extension 1510. Is that posted on the website somewhere? It is. Yeah. Okay. The second item 15.2. It is an action um review action item of an outplace educational service and tuition costs for one student for the 2526 school year in the amount not to exceed $30,500.
062The board received a memo on March 17th with information about this outplacement. The third item 15.3 is a review action item that includes our annual approval of the 2026 summer programs which provide academic enrichment and support um opportunities for students enga in grades K through 12 including the WHS camp for success extended school year servicesmies and other specialized offerings. The fourth item 15.4 4 is a review action item that authorizes um awarding a bid to K12 computers in the amount of $19,190 for the purchase of a surplus and obsolete technology equipment. On March 3rd, the board received an um email update outlining the rationale for awarding the bid to K12 computers. Thank you. Any questions? Um I did just want to clarify with regard to 15.4, we are going to be changing that procedure going
063forward. Correct. Okay. What did I mess it up? >> No, no, no. So, you're fine. Uh, yes, we will be changing that procedure moving forward where we will follow the business office protocols where we'll present it to the board uh as an obsolete uh approval or obsolete or surplus equipment approval and you'll approve that one time and then if this does happen again, we will not have to come back to the board because we will move to the next one per the traditional practice of the business department. Thank you. >> Great. Thank you. All right. Any other questions or comments? All right. Great. We'll move on then to uh facilities and transportation. Joe, >> thanks Amy. Um so, first off, we have a recap of the facilities and transportation committee meeting that was on March
06410th. Uh we covered quite a lot of ground at that meeting. I'll provide a a brief overview. First off, we had some facilities updates uh starting with a high school stadium project which is currently underway. And on although that project is on track for completion in May, uh the administration is putting together contingency plans in case um unforeseen delays push the completion date for that project into June. Again, this is just uh just in case and hopefully it doesn't come to pass because it's currently on track for completion in May. Second, we um spent a good bit of time uh with a capital improvement plan presentation which was led by Arie from CHA and that presentation included a discussion of the facilities condition assessments which were done by Bureau of Veraritoss for each district building
065and then we also had a capital project plan which uh prioritized capital projects over the next 5 to 10 years. Then we took a look at projected costs associated with the plan and potential borrowing scenarios to fund that plan. And then uh the third item under facilities, we took a look at or discussed the administration's recommendation to do two targeted roof replacement projects, one at Blue Bell Elementary and one at Stony Creek for uh this coming summer. Uh on the transportation side, the administration highlighted their efforts to improve the efficiency of our school bus operations, including the use of an online bus stop request form, efforts to consolidate bus stops, and the implementation of Stopfinder, a parent notification app. Um the materials from that committee meeting were also made available to board members. So, uh,
066at that this point, I'll just pause, see if you have any questions about any of the content for, uh, me or more likely Tim to expand on >> the contingency plans. What What are we looking at in terms of contingency plans for the graduation? What would we do? >> I'll take that. Well, first, let me say um that the high school stadium project is on track for completion in May. The high school stadium construction project is on track for completion in May. The high school stadium construction project is on track for completion in May. I'm saying it three times because I want to re reassure our community that it is on track for completion in May. Um, and while that is the case, as any leader should do, um, in a case such as this,
067because we want to make sure our high school students, our graduating seniors, have the most amazing and positive experience, we have been discreetly planning a contingency planning for a contingency plan. Um, in such event that we might not be on track at some point, we can't control what the weather does between now and May. Um and so while we are on track, our team is discreetly establishing a contingency plan. We want to reassure families that the contingency plan is not to be indoors as the automatic default and we want and we know that families want that outdoor experience. So we're working diligently. We will not share any plan right now at this point publicly because we're far from needing to enact a contingency plan. Why? because the high school stadium construction project is what? On
068track for completion in May. Thank you for the question so that we had this opportunity to to reassure our community >> and I appreciate that reassurance. I feel much better knowing we are on track for May. All right. Any other questions? >> For the No worries. No worries. For the completion in May, is it late May or is it going to be as vague as in May? Because I understand that the high school stadium is on track for completion in May. I I've seen that. Trust me. I'm I'm out in track practice. I'm seeing the work done. It's extremely slow, but I believe that's the weather. Um, but as again, the weather can be unprecedented. So, assuming all goes to plan, in a perfect world, would it be late May, early May, or is it
069just May? >> For tonight, it's just May, but I, you know, I can't I can't give you the actual date off the top of my head that it's supposed to be done, but I can check with Mr. Russell. He's been there monitoring it. He's been on site almost every single day and he knows how big of a project this is and how important it is. So, he's on top of it. >> I'll take that. Thank you. >> Plus, you have till June 4th, so a 4-day cushion. You're fine. >> Tim, if there are days where say weather prevents them from working on a Wednesday, Thursday, can we try and pick up Saturdays and Sundays just to keep it on track? So, they actually have been talking to the company that's doing the installation or talking
070about adding second shifts and stuff like that and potential weekend work. Yes. >> So, we will keep it on track for May. >> I'm going to say God help me. Yes. I can't underscore enough the facilities team uh the director of facilities um Brian has been on top of this project and um has been checking in as as Mr. Bricker mentioned has been checking in with the construction team has been um requesting weekly conversations weekly updates for him so that he can reassure Mr. Bricker so that Mr. Bricker can reassure the superintendent and the high school principal. So, the communication has really um increased over these last few weeks because, you know, now we're nearing the end of March. Um but um but they they truly are. Mr. Russell has been on top of it
071um and making sure that that construction team is remaining on track. So, thank you. Uh kudos to to the facilities team. Kudos to Mr. Russell and Mr. Pricker. Thank you. >> All right. Any other questions? Steve. Um and uh we will be making the Bureau of Veritas um reports publicly available. >> So they're currently in draft until the board votes to accept them and once the board accepts them, we'll go through them, make sure there's nothing that needs to be redacted for security purposes and then they'll be posted. >> Thank you. Um and I apologize, Joe, but did you mention the part about the uh architectural assessment of Shady Grove and the high school? >> I did not. Um but so within the facilities condition assessments um taking a look at all the data CHA
072put together a facilities condition index which is a rating um essentially it boils down to a comparison of the ongoing or annual maintenance costs for each building compared to the replacement cost of that building. Right? And so between the two uh you get FCI which is essentially the a percentage of the ongoing maintenance versus just full out replacement of the building. The theory being that if the ongoing maintenance of the building is like close to the cost of replacing it, then you're probably better off just replacing it, right? Um, so taking a look at that and coming up with that index for all of our buildings, Shady Grove and West Hagen High School were, I guess, the highest in terms of their FCI or facilities condition index. Um overall our buildings I think are in
073decent operable and functional shape but again relatively speaking with the buildings that we do have Shady Grove and uh high school were the ones that scored lowest um on the FCI. The details are in the presentation as well as in the individual reports um that Bureaus put together. So Joe, for 164 the Breerland Architects feasibility study for Shady Grove in the high school, >> what what would those fees include like architectural plans for >> or just the master plan in general of what to do with the building? >> Yeah. So 16.4 is related to the fact that um with the relative FCI scores of the buildings, Shady Grove and Waken High School were our lowest ranking or or rated. Um and so 16.4 for is um for Breeslin to do a feasibility study for major
074construction or major renovation work at each of those buildings. >> Okay. Thank you. >> For 16.3 that this table, can you just explain the the priority numbers 747475 like how how are we >> Yeah. So 7 um that is action 16.3. Yep. the five-year capital plan that uh Dan's referring to. So, within this um five-year capital plan, you'll see a bunch of columns. Uh the priority column represents a priority rating. The higher number uh being higher priority. The scale is um I believe like 1 to 10. Um you see the first few that are seven to four. It's actually because it's a range. Um CHA in their estimation or I guess yeah CHA maybe working with the Bureau of Veraritoss folks. Um I guess there was some options about which route you would go. I
075think if you did the project sooner versus versus um later um it could influence the priority that they assigned to each of those projects. So that's why it wasn't one number but it's a it's a range of numbers. Uh Tim, I'm curious about 16.5 and 16.6 um for these uh roof replacements. like both of these have fairly new additions. Is this for the entire roof or just the older part of the schools? >> So ultimately the plan which will bring back as we go through the planning process which was discussed at the fin at the uh facilities committee will bring back the plans for which ones we want to do in September and represent the plans that we want to move forward for next summer. In that current list are the roofs, the existing roofs,
076not the new roofs of the uh Stony Creek and Blue Belt. When looking at them, we have a wing and Blue Bell currently has roofing issues that we're constantly fixing and it makes sense to do that now versus wait because it is a lot of leaks and we're spending a lot of money just patching it. It'll be a full roof replacement and Stony Creek. there's three elevated roofs that it makes sense to take care of them now so that the process for future year if we decide to go with it uh will also be more streamlined again on the older section not the newer section that's one of the ones that we also apply for the grant >> right thank you any other questions >> yeah so I was a little confused about these as
077well because I thought we had put in a grant for these so are we initiating these projects prior to hearing back on the grants. Is that why this is here? >> The grant is for the much larger project, which would be the rest of the roof at Stony Creek. These are just three elevated sections. We're still looking at a large scale roofing renovation in 2027. >> Again, confused. Stony Creek has just done a major refurbished like brand new section. Why are we redoing the >> the old section as far as they have? It's all roofing. The new sections are still in good shape, but they have to phase the rest of these renovations period summer. So, what they've done was they've identified certain sections of the old roofs and kind of bundled them together to
078fit in a three-month project plan. But none of this is a complete roof of the existing the older roofs. >> The new additions are not being touched. >> It's the existing stuff that still remains. >> So what did we apply for for the grant >> to replace the existing stuff at Steny Creek, not not the three, it would be the entire project. It's a large project. There's three elevated and then there's the main section. not the new addition area, but the main section that is going to be well over $2 million. We applied for a million dollar grant. This is just the three I mean we're talking 42 square feet on one. It's not a large section of the building. >> It's like over the gym, library, those areas. Okay. >> Gym, I should say.
079>> Thank you. That wasn't clear at all um until you just explained it. Thank you. Any other questions or comments? Okay, then we'll move on. Thank you, Joe. Finance committees. Do you >> uh we had a finance committee meeting on the 10th of March. Um we have uh received approval from the state for our requested exception uh to go to 5.18% and a tax increase which is over the act one index of 3.5%. Uh the finance committee has requested that the administration uh budget to below 5%. Um so that request has been made. We do have a um proposed balance budget at the 5.18%. Um, we also uh reviewed um what is hopefully going to be a request for additional debt service. And that debt service is directly related to what Joe just mentioned, the
080five-year capital plan. That without the increased debt service, it's going to be difficult for us to uh reach the capital needs that we have to maintain our buildings uh in their current state. Um so uh that's going to be part of uh the upcoming um 26 27-year budget and moving forward we will need to increase our uh amount put into the capital budget. Um right now our debt service uh in Wy Hicken is very low compared to other districts. Uh in some cases we are uh second to lowest in our debt service. In some cases, like the per student debt service, we are the lowest of the Montgomery County districts. Um, so this is not um a odd request uh to improve our debt service in order to meet our capital needs. Um that's uh
081the report from the finance committee meeting. Just a note that the end of this month uh on the 27th, we will look at a uh proposed final budget. um as a group and then uh the expectation is that uh I'm sorry, go ahead. >> That'll be April 27th. >> Didn't I say April 27th >> at the end of this? >> Oh, sorry. I'm thinking I'm thinking it's already April. I apologize. My mistake. Um and that uh sorry and that the June uh and that the June meeting uh we will be voting on the final budget. Sorry, didn't mean to scare you there. Um uh finally and and again we really appreciate public input at the finance committee meetings. Uh it's very helpful as we're putting the budget together. Um the other items uh that we'll
082have for a vote on the April 6th meeting is uh approval of our regular monthly finance report. Our list of payments uh we'll be approving the retainer for McNees Wallace and Nerk. Um and finally, uh to wave the field usage fees, um for the Quantis Club Carnival, uh that occurs every year around the 4th of July. >> Great. Thank you, Steve. Any questions or comments? >> All right, seeing none, we'll move on then. Thank you. Policy. >> Hi. Um so, tonight we want to look at 18 items 18.1 through 18.10. Uh this represents the 10 policies that are being presented for review. Um the 10 policies related uh presentations including a presentation outlining the policy review process are available in the February 9th board policy committee agenda materials and board docs. These policies address board
083uh committee structure, curriculum, instructional exemptions, extracurricular activities, attendance, health ma management, weapons offenses, law enforcement relations, school security personnel, and public comment during board meetings. Um the 10 policies were presented at the board policy committee meeting on February 9th and they were presented discussed and approved for the first reading during the public board meeting on March 2nd. Tonight items 18.1 through 18.10 represent the second and final reading of these policies. No changes have been made since the first reading of these policies. At the board meeting on April 6, we will be seeking approval of the second and final reading for these 10 policies. >> Great. Thank you. Any comments or questions? All right. Thank you. We'll move on then to our board education equity oversight committee. Paul, >> thank you, Amy. Um, so we had
084a board equity uh educational equity oversight committee listening session on March 17th. It was held at the Penland Woods Community Building. Um, we engaged in small group discussions to gather feedback on two community selected topics. Uh the first was belongingness and district responses to racial disparities and discipline and uh the second was oh yes they were the two belongings was the first and district responses responses to disparities and discipline was the second. Uh small group participants contributed thoughtful discussion on these two topics providing insights that were and perspectives that were meaningful um and will help inform our next steps. The conversations will help and guide help to guide our ongoing equity planning and strengthen our partnership within the community. Um so I want to thank everyone who attended. Um a special thank you to uh
085Dr. to Miss Kaziah Lour the who's the dire director of equity cultural responsiveness for her leadership in coordinating this session. Also want to thank the board members who attended the board educational equity oversight committee, the district equity planning committee members and and that includes the dedicated high school student participants, district staff, administrators and the community members who continue to support and engage in this important work. Um so it was very well attended. We had a great uh a great set of of discussions and um we look forward to the ongoing work with the community. >> Great. Thank you. Any questions or comments? Steph, >> uh just as a board member, really appreciated the feedback from the student attendees at the uh at the event. >> Yeah, I was going to shout out Isabelle. Thank you
086so much for being there. the students um I just think add invaluable information to the discussion. You guys are in the high school experiencing life every day there and it's just um really great to hear your perspective. So, thank you. >> Thank you very much. Any other comments or questions? All right. Then, uh health, wellness, and safety. >> Uh yes, there are no items uh for this evening. Uh we will be having a meeting Monday, April 13th. Everyone's invited. Thank you. >> Great. Thank you. All right. Then we'll move on to our report of board representatives. Extracurricular. >> Uh nothing to report. >> All right. Um MCIU, we have a a meeting this week, so I'll have something for next week. Uh North Marco, a couple of updates. one um there was an approval of
087the new administrative director who will be taking over Beth uh Bethan Hass who's retiring. His name is Dr. Darren Van Norman. Hopefully I didn't kill that. Um in addition um Dr. uh David Zerby who is the Mthactton superintendent will be the acting superintendent for North Monco for the school year. Um, and then the two other kind of big items that were discussed were uh we voted for the general contractor uh FW Hower um to be our general contractor for the health sciences program expansion and renovation that this renovation project. Steve, keep me honest. I think we'll add another two sections to uh to that uh to that uh health systems health sciences curriculum which is one of the most demanded uh kind of programs at North Monco so that we can have less people on
088that weight list. And then um we also approved CM3 um which is an ESCO Energy Savings Company that will help with some of the bigger uh renovation projects that are underway at North Monco. Did I miss anything, Steve? >> Uh just an item that they're looking at two um offerings. one is the graphic arts and the other is recreational power equipment because uh there's low requests for that. Um they'll just go through the process of evaluating those programs to see if they continue. >> Any questions or comments? >> All right, thank you for that report. Uh PSBA, >> I have nothing tonight. Thank you. >> All right, thank you. All right, then that brings us to our second public comment period and the p the uh school board does value uh public input and provides
089this does provide opportunities for community members to share comments during our public board meetings. Um in accordance with board policy 903, there are two public board uh comment periods. Uh the first one is for agenda items only. Second is for uh any school related topic. Community members are encouraged to uh fill out our new form online and um comments are limited to three minutes and a maximum of five speakers will be heard on the same topic. In the interest of fairness, the board does not engage in dialogue with speakers, but we will when appropriate follow up with responses on board docs. All right, we have one person uh registered online or excuse me uh in person and that is Carina Taylor. I have bronchitis. So, I'm not going to talk very long. I just wanted
090to point out that on March 10th, um March 10th of this year, it um became 77 years since the Pennsylvania Public School Code was established. And so when you think about where we are 77 years when they tried to formulize the structure of schoolboard governance um even community engagement you have to ask yourselves where are you today and I just wanted to um I've done a lot of reflecting recently um about the time in which I came here as a parent in 2006 when my son um graduated in 2012 and everything that I've done since then. I really have thought about um you this board being an example and a reason why we need to present a case study to the state as to why um the public school code needs to be amended in
091terms of section five the 500 series that relates to school boards. Um, right now across the Commonwealth, school boards have broad authority and power. And like I've always said to other people, once you get elected, there's absolutely nothing that we can do as community members to hold you accountable to your decisions but to get up and speak. Um, I really thought it was interesting that Noel still did not expand on all of the intricacies that you're changing to policy 9003. um the powers of the presiding officer. um the reference to the Marshall versus um Amuso uh lawsuit on first amendment rights and um when I think about the fact that you've changed the process to do an electronic um form to fill out, who knows that no one's dissecting a policy committee meeting to look
092at the attachments or look how you formatted um in in a much better way. I'm a geek. I do that. You know, today I learned about the new contract for the solicitor. I called around. Nobody knew about that. And so when I think about you having the responsibility to lead this school district um and to lead be an example for other school districts, we have to take snippets of your type of schoolboard governance um to use uh as a means to look at is it really effective the way the law stands today. Uh, lastly, I just want to go on record saying that I could really care less when you vote next time to take out the alumni language. There's not much more I can say. I've been talking here for 20 years and I've
093been disrespected for 20 years and I'm okay with that. And so, even though I have bronchitis, I wanted to make directly. I may not be here on April 6, but I want you to see me and hear my sentiments and I have resigned myself to let God handle anything that happens here. So lastly, whatever decision you make on April 6, it will be an indictment on you. >> All right. Thank you, Carina, for your comments. >> I'm the only person here, Amy. I realize that but we do limit speakers to three minutes as I noted the beginning >> and right now the policy is just just register >> I'm aware of what the policy is there anyone register it online >> I have no hands raised online >> right >> all right then we will
094go close the public comment period at this time >> people say that you are so rude to me by cutting me off and I say >> everyone is limited to three minutes and I do that for fairness we do that for fairness that other here the rest of the board is here Carmina thank Yes. >> That's outrageous. >> All right. So, we're going to move on now to board comments. Do any of my fellow board members have any comments this evening? >> All right. And do I have a motion to adjourn? >> No. I just had a quick >> Yes, of course. Stephie, go ahead. Um, the Regional Adolescent Sleep Needs Coalition is having their next meeting on April 7th via Zoom at 12. If anyone's interested, I can send you that information. Great. Thank
095you. Any other comments? All right. Now, I'll ask for the motion to adjurnn. Second. Second. >> All right. All in favor? I >> We're adjourned. Thank you.