001Please rise for the um pledge of >> allegiance to the flag of the United States of America and to the stands nation indivisible. Meeting is called to order. Roll call. >> Mrs. Bibla >> here. >> Mrs. Mr. Champy >> here. >> Mrs. Chaittor Zagoric >> here. >> Mr. Webbby >> here. >> Mrs. McCertie >> here. >> Mrs. Campbell >> here. >> Mr. Nordome >> here. >> Mr. Boon here. >> Mr. McCri here. >> Nine members present. Executive sessions were held after the board meeting of August 21st regarding contracts, personnel actions, and pending litigations. We'll be seeking the approval of the treasures report for July 2025. I make a motion that for voting on that. Do I have a second? Second roll call. >> Mrs. Baba, >> yes. >> Mr. Champy, >> yes. >> Mr. Ch
002Mrs. Chaur Zagoric, >> yes. >> Mr. Webbby, >> yes. >> Mrs. McCertie, >> yes. >> Mrs. Campbell, >> yes. >> Mr. Nardone, >> yes. M >> Mr. Boon, >> yes. >> Mr. McCary, >> yes. >> Motion carry. >> Thank you. We'll be moving into the voting session. I want to remind the public um your testimony is limited to three minutes. This is a special meeting. So, questions, comments regarding agenda items only. Please come to the podium. State your name and address before doing so. Financial planning. Mr. Nardone. >> Thanks. I'll be uh seeking a motion to approve items one through five. >> Do I have a motion, >> Rick? There's a there is a typo on that. Um item >> I meant to bring it up. The typo on the FNCB >> versus people's >>
003people's Yes. >> People's Banks. >> Oh, yeah. Any questions from the board except for that? None. Any questions from the public on items one through five? There being none, I'll seek a motion. >> Motion. Second. >> Mrs. Bibla. >> Yes. >> Mr. Champy. >> Yes. Mrs. Chait Zoric. >> Yes. >> Mr. Webbby. >> Yes. >> Mrs. McCertie. >> Yes. >> Mrs. Campbell. >> Yes. >> Mr. Nardone. >> Yes. >> Mr. Boon. >> Yes. >> Mr. McCary. >> Yes. >> Motion carry. >> Human resources. Mr. Bibla. >> I'll be seeking a motion of items 1 through 13. Any questions from the board? questions from the public. >> I'm sorry, just an agenda item here. I'm Bill Kane, Presswood Education Association. Um, I just want to clarify item number five. Is that I'm I'm thinking thisou was
004already approved. Is this approving the check or is this a differentou than the one approved at the last meeting? >> No. >> Are you talking under financial planning? >> Yes. I'm sorry. Yes. >> No, that's okay. Um, that is the one that we discussed regarding volleyball. >> Gotcha. Okay. Thank you. >> You're welcome. Uh, Matthew Van Stone, 13 Schmidz wrote him upin. Uh, I'd like to inquire with the board about the procedural perhaps misstep here to forego a working session regarding the job descriptions, role changes, and org charts on today's agenda. It was only upon public concern at the last meeting that these documents were made available to the public. And now a board with several lame duck members is attempting to call a special meeting today with the bare minimum public notice to try
005and force these position and pay changes without the appropriate public review. Upon reviewing these job descriptions that were posted, there appears to be significant redundancy between the assistant to the superintendent and principal roles as well as potentially with the superintendent position. And when assessed in tandem with the ORC chart, this would also open a vacancy for the Fairview principal. So in looking at all this, if you combine the $105,000 raises for both individuals at the current and the current Fairview principal and another $5,000 for the Title N coordinator, we're looking at more than $140,000 of administrative salaries alone. That will be changing immediately before the school year. Without the proper working session, there's not appropriate input on how these funds are being spent. For example, the redundancy and responsibilities for these roles among the principles
006and the the superintendents would spur questions about whether this admin additional administrative spend is truly necessary for the function of the district this school year. Meanwhile, on today's agenda, there's a proposal to hire a PAR professional for 1949 an hour. That's not to exceed five hours a day at 162 school days. That's an annual salary of $15,786.90. So, one can only question whether 130,000 of administrative salary funding would be better spent on hiring more paras or maybe offering premium rates for paras to improve an area lacking like special education by improving turnover. I think public opinion would largely agree that a wiser spend of administrative salary funds in a budget challenge district would be provide that would be a wiser spend than providing raises to people who makeund1,000 a year $101,000 a year and $97,000
007a year without the proper process of a working session. Appropriate input cannot be solicited to answer these types of questions. It contributes to the lack of transparency that's frustrating taxpayers and only appears as if a lame duck board is trying to give certain people raises under the guise of newly creative redundant positions. So with that, I have two questions for the board and I would like the board to answer. Can you provide an explanation on why there was no working session on these positions? I I'll answer. I do. >> It's just >> I I don't find any of this funny. I got to be honest with you. I don't find any of it funny. >> If you can address me in the other >> I'll be honest. I feel this should have been discussed in
008a work session. I think this should have been brought up and the flowchart and the addition of these positions. I I do agree with you and I'm not arguing with you one bit and that's something we discussed. I know we've had I have discussed it with Miss Malazo. I feel it should have been discussed. I've asked that even though we are all agreeing to vote on today, I still think it should be discussed in the future. As far as adding a different another administrator, we have discussed this for months, if not years. Um, it was even brought up during the tax vote that agreement of us coming together on a tax number was that we wanted another administrator brought on to this school. We are way too short in administrative staff and I think things
009are falling through the cracks. So as far as should there be a work session as far as breaking up these duties and discussed I agree with you. You're right. But this is not slipping in that we wanted another administrator. This has been discussed for a very long time >> and you could look back. I know the tax videos it was brought up very specifically. >> I'll add to that commentary. The last board meeting Nancy remission brought some information to view into our view. So recognizing you know it's good to challenge it's good to have another set of eyes look at stuff but those work sessions historically did not I I was not involved in the level of detail because as a board member I'm looking from an overview and oversight perspective not an operational perspective
010so fundamentally I recognize that we are short staff there's a lot of people that wear a lot of hats in this organization things do fall through the cracks, but there is absolutely no intention or desire to be anything less than transparent. And you can see we're having a special meeting because of some information that Nancy brought up at the last meeting. So, yeah, let's get it out there. No issue there. And I find it hard to understand why anyone would think that as a lame board We're looking to get people more money or salaries if they're not justified and not needed. We want to have the kind of spirited discussion we have at executive meetings about this. >> So I I really I you know I think it's I I think it's unfortunate that the
011perception is that somebody wants somebody else to make more money than they deserve. The salaries are discussed, the positions are discussed, and as a board we agree on whatever we decide to agree on and let it up to the, you know, the administrative staff, the superintendent, the principles to really figure out who needs to be adjusted, what should the org chart look like, and when should it be implemented? And this hoopla about the org chart, I agree it should be up there, but that's just the plan. During the course of any year, things happen and or charts change. It's nothing but kind of a direction. It's not cast in concrete or locked in stone. So, I I really have a hard time understanding and and I made this analogy to one of the board members.
012I said, if you're going to Florida, you get the airplane in a vulca, you're flying to Orlando, and you're supposed to go through Virginia and North Carolina, South Carolina, and they're having storms, the pilot gets to direction even though we had a flight plan. That org chart is nothing but kind of a overview of what we would like to do. But somebody quits, somebody dies, it changes. It can change as can the job descriptions. So I I'm not going to answer the job description specifically because you know his question is there might be some overlap and that's that's true but enough of people put enough of thought into that to design it the way it's designed and if there's issues bring them up. I mean it's that's why we're posting it. You know I was
013very happy to see Nancy comment on transparency last at the last meeting. >> Thank you. >> But we're trying but we're trying to you know address that and fix it now. >> Thank you. And I think that is a good lead into the second question. So policy 301 for new positions states that uh for new positions it requires supporting rationale and data. Can anyone on the board share if that rationale and data was shared with you? >> As we looked at it, we do know the administration is very lean. We asked many things of very few people and we're trying to make sure that all the responsibilities are covered to make sure the students are getting the best outcome and that's what's put forth. Again, we're not managing the day-to-day. We had a recommendation brought
014to us. That's what we're voting on today. >> It was a yes or no question though. Has anyone on the board seen the data and rationale for these new positions in accordance with policy 301? I'm sorry, M. McCertie, could you speak to the microphone? >> I'm just I have not seen it. >> Thank you. >> Can you describe what data that you're referring to? Because the board received the organizational chart, the board has received the job descriptions, they know the reasoning. And so I'm not I I would hope that the other board members would share that this discussions that specifically I've had with the HR committee discussing the needs for the district and that's all I can say because you asked the board that question and they have to answer it. But I can say
015that I have provided them the information and the reasoning behind why we need to focus on education for our students. And this path and plan yes is my recommendation. But the board has been involved specifically HR committee and every board member has received the same packet that was put online about the reasoning and why the district needs to focus on education for our students. >> Thank you. I addressed the question to the board and I think we got an answer. The HR committee has discussed this at length. >> Have you seen data and rationale to justify the positions? >> I've seen the overwork of people. I've seen the organizational chart change over year to year. We keep getting smaller. Um when we decided what tax increase to do, this was the plan to relieve some
016of the duties to make principles be able to be principles and the admin higher admin be able to do some of those higher level jobs. >> So still not a yes or no answer. So >> the answer to your question is yes because what was described is the data pertaining to the expanse on a new role or not. We looked at what our current administration was required to do and the time they had to do it and that was explained to us. And when the current administration couldn't be in three places at one time, but we were asking them of it, we knew that's the data that says we need to expand our administration at this point. and the district's on much better financial ground than it was two years ago when we asked our
017administration to be very lean and wear many hats because we did not have the money to expand or replace people. >> So, I appreciate the responses. I think you can understand why the lack of a working session raises these questions. These are things that should be available to the public and the fact that they're not is disappointing. So, I I appreciate the feedback. I don't think you can criticize the public for asking these questions if the proper procedure is not followed. So, thank you. >> Thank you. >> Hi, I am Stephanie Weber. Uh 10 Chelsea Drive in Mountaintop. >> It's okay. Um we are allowed to have our own opinions. Um, I do laugh at some of this because I have been in the district for eight years and there has been a lack of
018transparency the entire eight years. Um, following up on Matthew's questions, um, I work in healthcare and we have to have data, plain and simple. Where is the data? >> What do you mean by data? Data >> physical numbers, papers to show us >> a budget >> like a budget. Where are >> this is going to cost >> actual no where are actual numbers to say that >> the superintendent needs assistance the vice principles cannot do their job over time >> what numbers show >> that's not my job that's your job >> I don't understand how a number shows that someone's having difficulty getting work done that that's what I'm asking >> for instance if you're in healthcare and it says that you need then to hide x amount hire x amount of physicians to come
019in because you're needing additional staff They can run metrics numbers to show that information. That's what you should be able to run that the metrics run the amount of money the doctors will then bring in to cover their salary. That's what you can also show it that you need more >> principles. Our principles do not bring in money. They do better care for our students. We have more paperwork that needs to be done by the state. If you look at the amount of paperwork that needs to be done just for a student to graduate that needs to be brought into a state. Have I seen all that? that I have I sat for over an hour. >> Then it should be made available to the public. >> Okay. >> Where is it? >> That's what
020we as the public deserve to know. >> And and I I do agree there should have been a work session and I think a lot of this could be broken down. But as far as you asking to see numbers, I I don't see how numbers fit into education >> because we can then as the public also say and come to this meeting and show, hey, this doesn't make sense. Right. It does. Otherwise, you telling us you have the information, what does that ultimately mean? Us as stakeholders paying taxes. >> But all those months we've talked about that were too lenient. >> Where I listened to almost every board meeting, this has never been discussed. Then you are not listening close enough. We have discussed neither. >> It wasn't discussed in a committee meeting. It was
021session. This is M. The LA. This is my time. This was not discussed at the last committee meeting. This randomly showed up on last week's board meeting. >> I'm talking about our need for another more administration. >> Correct. This was not on last week, last committee meeting. >> But no, you're right. And I'm not arguing that. I'm saying but we've discussed it for months if not years that we need Yes, we have. >> But you haven't. >> So the next question I have, >> you could pull up the tax >> for each individual board member. I would like to know what input you had about these additional assistance to the superintendent. I would like each board member to answer this question. >> I'll answer it. I've called I've called Natasha a number of times. I
022met with Barry Boone. I met with Anna and I met with Miss McCordi. And I I have a thought that this organization is so understaffed that we need probably $300,000 over the next probably two to three years to get it up to a reasonable amount where administrators can spend the time they need doing their job rather than running from point to point to point because they got to get this document in, they have to attend this meeting, they have to meet with this parent, they don't have the time to do it. So you ask yourself which one of all of these tasks do you want to fail because nobody can do it all. I don't remember but aren't we lower administrator per student in the 504 school districts? Aren't we way down the bottom? We're
023pretty skinny on that. Right. >> Administrative cost per um ADM which is is uh enrollment we're very low. >> So in terms of numbers we've seen that. >> Yes. And that data has been presented. Is that my at our request? You said no, you had said it was 498 out of 500. >> No, the 498 out of 500 was total cost per um for ADM the the admin and that dropped actually to 480 over the last couple years. >> I actually asked every board member. Thank you. >> Um I've talked to just about every board member about this. I've talked to Mrs. Malazo. Um I I agree with this recommendation. I've spoken with several board members, Miss Malazo about this is something I've approached her on as well. I did feel the need that folks
024are stretched too thin even some of the comments from the public asking how many hats is Jack Dean wearing for for instance. That's kind of where that thought spurred. So yes, we've I've spoken as well >> to to have our superintendent act as head of building and grounds. I don't know of another school district in the state that asked their superintendent to do that. That's how short-handed we are and we have to take some of those duties off of her make it through the day. Just to add on to all the comments that have already been made, we've all experienced all these things. During one of our last safety meetings, we were also talking to one of the principles and we asked what do they need? One of the primary things they said was they
025need help in administration because they're overwhelmed. So we want our principles to be able to focus on the good of the students take care of what they need to take care of as being student oriented. So if they if they're overburdened with an administrative aspect, it takes away from their capability to do that. So that was that was one of his leading things that he wanted. >> Having a leanest administration is not a bragging point. These people have way too much on their plate. Stuff is going to fall off. You chase too many rabbits, you're going to lose them all. It's not effective. It's not a thing to be proud of. We need more administrators in order to be effective. >> Still have two left. >> I've talked to >> three left. >> Seven other
026board members individually. I've been here for almost four years. We've talked about how lean our administration is. Mr. Nardone for at least six months brought up how he wanted to make sure it was budgeted for. We certainly tasked our administration to bring recommendations to us. From my perspective, it's certainly important to have the new structure in place for the beginning of the school year so we're not switching midstream. I think the data has been out there. It's been discussed over several meetings, many, many meetings over several years. So, I'd say yes. I I and I'm not one to support spending more money. I am certainly the one that would fight for the lower taxes or less spending, but this is a need. So, I agree with this. >> Um, well, I do agree that our
027administration is thin and we um could be doing better for our students if we had more. Um, and I I have had some brief conversations with other board members about this. Um, I I would like to have more conversation on on these uh items before we vote on them. >> I agree, Lauren. Thank you. And one more, please. >> Um, >> two more. Sorry. >> What What I thought I answered. What did you need? What are you missing? >> Um, my apologies. Yes. Okay. Thank you. Steph Diver, um 716 Ice House Drive in Mountaintop or in New Angola. Um so I did want to point out that your job description that you're voting on just for the job description, you have some errors. So you might want to check that in the um Fairview Elementary
028description. So you just might want to review that because >> thank yeah actually Miss McCertie mentioned that to Miss OT and that's been corrected. So thank you for that. >> Great because that still said Rice Elementary on the one that was posted. >> Thank you. And I'm not going to beat a dead horse, but I agree with the sentiments of everything that has been said. Um I guess my question is if you say that you need that you've been discussing um needing another administrator. Um why are we doing two administrators at the same time? Like why aren't we, you know, why didn't we just hire uh the grounds, you know, somebody who's the director of grounds? Um and I also just have questions. I guess I'm just really trying to understand why school districts that
029are of similar size do not have as many administrators as as we are now suggesting in the organization. >> You're backwards. We have the lowest number for schools in our classification. >> I understand that you are saying that but I talked to school board members from Abington. I've talked to school board members um from Dallas, from Central Colombia. um from Hazelton and I got an idea of the the numbers and the amount of administrators that they have and the roles that they're doing and I just I understand that we need administration to help. Um, but for parents who have children whose needs are not being met in the classroom, it's very hard to see you spend money on more administrative roles and not on the people that need to help our kids in the classroom.
030So, I love the people um that you're hiring or that you know are moving into these roles and I think that they're um wonderful, effective people and the the two uh Mr. Mr. Sarah and Mr. Gorm have been the only principles that have made a difference in my kids' lives. So, I think that, you know, they are great and I don't want to take anything away from them, but administrative roles are not helping the kids in the classroom. You don't have programs to support children with dyslexia. You don't have programs to support children with auditory processing disorders. You don't have that here in Crestwood. you don't have paras to help them. Every time I go to a meeting, I'm told we don't have the resources to do that. We can't do that. My children, the
031teachers in the classroom are supposed to somehow figure out a way to do a five minute read and that's supposed to help my child with dyslexia. A five minute read a day with a teacher. And normally it ends up not even being that teacher because they don't have time and it's another student. And that is what my tax dollars are being paid for. You know that. And and then I see you spending money on administrative positions, which I understand that you might need them, but I just feel like this feels I know it doesn't feel rushed for you because you feel like you've been having a lot of work sessions on it, but it feels very rushed to me when the needs of the kids in the classroom are not being met. Elementary kids don't
032have library. There's, you know, music. Nobody has language anymore. Like when my son was in elementary school, he had language, you know, introduction to languages from the high school that would come down. That's that's not happening anymore. His language was taken away in eighth grade. It's no longer offered in middle school. These are things that kids in the students or in the in the district really would benefit from. And I feel like adding more money to administration in general, when you look at health care organizations or anything, they just It's adding fat. It's adding a lot of extra layers of roles and things don't get done if you if you research organizations and making them nimble. It is to trim the fat and have less levels of administration and you're adding levels of administration. And
033that might be helpful and they might be overwhelmed and I understand that. But from the taxpaying parents in the district, our kids are not getting what they need on a day-to-day basis. So just I don't understand why you couldn't have a work session on this to involve the community and help the community understand and come to agreement like like help us to help you know to support you instead of having this you know bite and argument every single time there's a meeting like we want I hope everybody wants the best for their kids and for the kids in this district and for our kids to be successful. So, I guess I mean I don't you can answer the questions. I feel like most of the answers that I get are going to be the same
034as that I've already heard, but I just I wanted to share how it feels for kids that are have needs that are not being met in the district while you guys are spending more money on administrative positions. Miss Dyiver, um I want to thank you for sharing your um your feeling or what's going on with your student with dyslexia. And that's, you know, a powerful thing for you to be vulnerable to share what's going on with your student. Um if I may have your phone number or an email, Miss Otto, if you can leave it with her, I'd like to talk to you more and hear about what resources your student needs. um >> a Wilson's program. Any kind of a Wilson's program. >> Yeah. So um and anyone that >> my student, it's every
035student in the district with dyslexia. >> Okay. And I' I'd love to hear more about that. Um, so if you want to share information with her, um, anyone that's here tonight, I did mention at the last meeting that I am doing a, uh, seeking applications from the community to hear more about things like you just mentioned so I can um, hear more about that, learn more about it, and and understand what's going on. Um, and I just started that um, and it's applications are due September 15th. I can get that to you uh, because I I am I want to hear more about it. Um, we did share recently with the language. I just want to share that with you that elementary will be starting um an exploratory language in all of our elementary students
036K through six. I did a whole presentation about the the foreign language and then progressively into 2627. You are 100% correct. In 8th grade they had the world language. Part of my plan in 2627 is to bring that back. So I hear what so that I'm not sure if you're aware of that or not. >> Yeah. I just it my children missed out on it >> and I understand >> my children missed out on it >> and I'm sorry for that but the budget and the cuts that we had to make >> you know their their learning time for their brain when they really should have had an introduction to language they did not have it because school district let them down >> and I'm so sorry for that with the budget and some cuts
037had to be made you know and that's some of those tough dis decisions um but we are correcting those as funds become available and I just wanted to share that with you that I hear you and that is the direction that we are going to be looking into that in 2627, but for this school year, elementary is going to start that exploratory language K through six. >> And I'm sorry to take up time, but you did mention the budget. Um, and I I just have a lot of uneasiness. um like you guys feel good about like the teacher contracts are going to happen and like you you're able to make all these decisions without having the teacher contract settled and and without having money from the state. You guys feel good about moving forward with
038all of these changes still. >> I'm I'm not going to comment on contract negotiation. I don't think it would be appropriate for me to do that. >> But I just I mean you're you're making decisions. You're making financial decisions for the organization. and you say you're in a good place for money and I just feel like there's a lot up in the air as far as money goes right now because nobody knows what they're going to get from the state. >> I will share that the items on here um are not affecting any kind of contract negotiations for our teachers. >> Would they be affected by the amount of money that we would get from the state? >> Sure. forget nothing but every every decision relative at least to this topic matter is a function
039of we have to you have to move forward you can't wait and not move forward >> you have to do a riskreward >> 50% of the districts in the state have decided not to >> something there's something to be said about making decisions that need to be made and not waiting until it's convenient to make them because dynamics in in the meantime. So, we looked at all that. We looked at, you know, should we make the decision now? Should should we call the shot? Should we wait? I think that's a reasonable question. I think it's a reasonable response to recognize >> that we don't work in a perfect world. There's always going to be we should have waited, we shouldn't have done this. But you do the best you can with what you have at
040the time. You have to call a shot. And you call the best shot you can after reasonable discussion with everybody. So, we have your word that there's not going to be a tax increase because of these decisions today if the state decides not to give us the money that we thought we were going to get. >> We're not. Not. No. The tax done. >> It's done. We're locked in on that. >> Okay. >> Hello, Justin Miralovich. Uh, 504 Fairview Parkway. So, it sounds like from the board's responses on everything that these changes to the organizational chart and the new positions are pretty much finalized. So, under number six, uh since this was probably discussed many months ago, if not years of having uh additional personnel with Mr. Ser moving up into this position with a
041new appointment, how is the district and Mr. Ser uh plan to support teachers in regards to the new arts and humanities class that was presented in August uh 14th meeting to meet the state standards. >> So I will say that Natash Malazo me that is my passion that is my new program that I instituted for uh the elementary and of course with the board here support. So, um, we've had meetings already, Mr. Ser and actually Mr. Mangini has sat with the art teachers that are teaching those classes going over those standards. And I briefly talked about that presentation. Was that June? What month are we in now? No, August. It was just last meeting that we I'm sorry, all the days kind of go together, but I shared a little bit about what the program
042and already what the planning has done. Um, they are required to meet the arts and humanities standards. Um they will be provided professional development. Um some of our inservice day agenda is allowing for PLC time uh where all of the staff including Miss Love it and Miss Sinoski where they're able to talk about the language piece, the art piece, going over the standards, who's doing what, where are we at, because it's important to me that continuity between Rice Elementary and Fairview Elementary. I want to make sure that both groups of students are receiving the same type of education. granted, you know, let the teachers have freedom, you know, within their classroom. Um, but they've already started those conversations. Um, happy to say that Rice Elementary didn't have a kiln. They now have a kiln. We
043are looking into uh getting that hooked up with the union uh with with the maintenance to see if that's something that they can do. But now that equity between both buildings, they'll be able to both use the kiln, which is very exciting. So to answer your question, it is something I'm very passionate about, which Mr. Ser's passionate about, but also Mr. Mangini is passionate about that there's going to be a lot of focus to ensure that that class is uh ready to go and supported. >> I I appreciate that and I reviewed the video multiple times and there are four areas. Um when will we be able to see the curriculum for that? because I would like to know what my son is being taught in these classes and I haven't seen anything yet. >>
044Yeah. So, um the the guidance that we give to our teachers is here's the uh the standards. I'll be happy to email you the standards that they're required. Um but as far as like the lesson plans, the details, things like that, that's pushed out from the teacher. Um I I don't I I don't have access to that. I haven't asked for it. Um, all I have is the highlevel detail when they all sat together. You know, what quarter they're going to go over with this, how many days is that going to take? That's been shared with me. Um, and I can ask the teachers if that's something that they're comfortable me sharing because it's their information between the two of them. Um, but I have no I can email you the the standards that they're
045going to be following. >> I would appreciate that. >> If could you leave your information with Miss Otter? >> I will do that. Yes. Um, next uh question is for number eight uh with the organizational chart. So, as a concerned parent um and by the administration's uh lack of personnel or man-hour, however you want to call it, that we're moving the person, Mr. Ser, up to this position. When does the district plan to hire a new principal for Fairview Elementary? Uh so the plan if the board would approve this we are going to go for a full posting. Um so there will be a posting shortly after the meeting. Um most likely after Labor Day. Um we are going to then you know go through the interview process. The HR committee or whoever board member
046would like to be a part of that go through the interview process. Um I'm not sure how long that process will take. It depends on the candidates and if they're the right fit. Um could be as early as September on an agenda. could be October. It just really depends on the applicants that we receive at that point. Then um typically if you're a principal currently um they potentially could have a 60 or 90day hold on them. So in the interim Mr. Ser will be you know full acting capacity of the Fairview Elementary principal and then we'll be supporting and guiding that and mentoring that principal getting them up to speed uh with the day-to-day function of a Fairview Elementary principal. And what is the salary range for the principal? >> It just would be based
047on experience. >> Okay. So what is the salary range? There has to be a range that you're looking for or a low low number. >> Yeah. I I can say, you know, based upon an act 93 agreement that would be on our website right now. Um or just in the past can be anywhere between 90 and $100,000. Um you know, could be up to 107. It just really depends on the experience. um you know that they have >> and has this been budgeted a new principal a new >> so we have allocation um for administrative costs with that um depending on how much and when they would get hired some of it yes may be in the budget and maybe all of it just depends on the timing for that. >> Okay. Thank you. >>
048You're welcome. Hello. Uh, my name is Dr. Megan Bellow Zorzi. I'm a parent. I live in um at Five Hawk Lane and um I'm also a clinical psychologist. And I want to speak on on two fronts. One is as a parent, my son Miles attends this school and is in the gifted program. And in the time that he's been here, he went from having a dedicated teacher, Mrs. Cloer who was fantastic to a teacher that rarely met with him um in who had to do a dual role who had to teach in the classroom and then be able to attend to him. I understand that his special needs are different than a child that's dealing with dyslexia or um ADHD or another learning disability, but they are important nonetheless. And I personally have had to
049supplement his um education. I had to start my own Lego League in in order to help him learn about engineering because I approached the school. The school didn't even get back to me about doing that years ago. So on that front, I just want to make clear that I agree with what Steph Diver said that the the needs of of kids with special special needs in this district I don't think is being met. So I just want to go on record saying that. And then as a clinical psychologist and owner of a business that deals with kids from all different districts, I have to say many parents understand that this district does not meet their needs. We'll ship kids to other districts in order to get um the services they need. For instance, with autism
050and children are spending time on buses way too long than they should be because they're going to Dallas or they're going to Hanover or they're going to um Hazelton. So, I just want to make clear that I understand the need of for administration. I run a company. I need that. But I also understand the importance of service for kids and meeting their needs. So, I just wanted to go on record saying that. Um, and I was wondering what steps you're going to take in order to make sure that all the kids needs are met this year for special needs because I know this was a big issue around the time of of the election. >> Ma'am, that's a great question. >> Sure. But at this meeting, it needs to be an agenda item. >> Okay.
051So, the agenda is please return to a committee meeting or the next voting session when non-aggenda items can be brought up. I would also encourage you to call your child's building principal and discuss it with them or make an appointment with >> special needs. So, the concern is here that we're putting money into administrative costs instead of into service for children. I I believe that's what people are saying in the back. for instance with the Wilson method. Um I have a good friend that goes to Berwick. They have the Wilson method there. He's doing fantastic with his dyslexic services. So I just saying that is related to the agenda. All right. Thank you. Hi, Nancy Romanian, Ice Harvest Drive, Mountaintop, Pennsylvania. Um I have over 20 years experience in special education and I am appalled
052by this new organizational chart and had we had a work session I would have loved to had this discussion with not only the board members but also I do believe the administrators should be here to have these discussions as well because working in seven nine districts I've worked in over the course of my career the building principles are part of the program for special education in each building and I'm sure Miss Bisb understands that because she's in special education, but that is core to a special education teacher and this field. You have now taken the special ed supervisor and put her down. I feel like you're kind of shoving special ed in the corner. And again, maybe that's not the intention, but it feels that way to someone who's in special education because now you
053have her under two different people. How effective is that? Let's think about that. She has to now come up with programs to go, I'm going to go to Kevin Sarah for one program. I'm going to go to John going for the other program. That's not appropriate for special education. The supervisor, if anyone doesn't understand that here on this board, I would be happy to talk about that again at a work session because that's what a work session is for, for us to have comments about the concerns that we have. You're pushing this through and you think this is okay to push this through, but do you understand you're hurting children? This hurts children by separating these the specialed supervisor to be under two people. Miss Milanazo, I would think that you want to take that
054on. You You're so passionate about the arts and humanities. How are you not passionate about taking care of our special ed program? That should be front and center for you based on how we're handling our special ed programs right now. I mean, parents have come to me and told me stories that would be appalling to anyone. And by the way, if I share them here would be so disturbing. I I I can't even talk about how much they break my heart. to students here in Crestwood and now you're taking special ed supervisor and putting her here away from you. Are you doing something to like do not understand special education? Which again, if you need help with that, I would be happy to help with that. I would be happy to give up my time
055to help you understand special education because I've done it for over 20 years and I'm very passionate about it and I've done it in nine diff seven to nine different districts. So the fact you've done this is incredibly disappointing and I would urge again the board not to vote on this to have a work session to really talk about this. The data you're asking data as a teacher I have to gather data for why I have a goal for a kid on IEP. Like data is surveying the teachers. Do we survey teachers and faculty to see what the needs are from their perspective? Was that done? Because again I haven't seen any of that data. I'd love to see if there was a survey from teachers or faculty or staff to show why where the
056deficits are and where I mean I understand trust me I believe that there is administrative needs 100%. But again there's more student needs than there are administrative needs right now based on what I have heard from testimony from parents. You should be ashamed if you vote this through right now based on pushing special ed down even further. You're literally putting it under a rug. Do you see that? Does anyone see this here as board members? I mean, I am really upset about this. >> Miss Mrs. Romanian, I I want to share that you claiming that I don't care about special education students is completely unfair and false. >> Perception of this organizational chart >> and everybody has their right to perceive the document the way that they, you know, as they see it. I look
057at it differently. I'm looking at Miss Moran will have more of a support with her by people she can get a hold of a lot faster than getting a hold of me. Instead of me having 11 direct reports, I now will say only have seven. And just because the organizational chart shows the line to two assistant two superintendent does not mean that my relationship working with the students in special education at Rice Elementary or Fairview Elementary. My job is actually going to be allowed to be out more with the community, be out more with those students, attend more IEP meetings by allowing me to this organizational chart. this will free me up to be more engaged because that is most important to me is being more engaged with the students. So, I know what you're
058saying, but I'm looking at as a different path where, you know, maybe she does need more support. Maybe our families do need more accessibility to their administrators. And I'm saying by allowing this, she wasn't dropped down. She's still equal to, you know, Mr. Mangini, which is, you know, in that same level. All I did was recommend to the board to have her go to two people that she was working with already on a daily basis. Now I'm able to be more open, be a part of more meetings. So that is the purpose of the change with the two direct um but you there because again she already went to those two principles. Principles already are their requirement is >> to work with the special education programs in the school. No, no, I understand that. But
059here's the difference. What the superintendent's role is, my understanding is you're the CEO. You're in charge of the programs. She needs help with you creating the programs, not you coming to an IEP meeting. I don't need you at IP meetings. I need you creating the programs that we've lost here, by the way. And that's what we're creating together. >> You're shipping students out, which is costing the district. Let's talk about the numbers that you're spending on the district kids leaving the district that should be taken care of in district. That's what you're you're if you talk to any other district, the supervisor special the supervisor or the special director creates programs. I've talked to past super supervisors of special education, actually directors of special education that worked here. I was told you weren't interested in
060any of those programs. That's what they were telling me. That's incredibly disappointing that you're not interested in hearing what a special education director ID is for programs for our district because supposedly you have more knowledge. Now, that's not even true because we're doing >> my experience. Let me finish. Here's my problem. Having separate two people. Think about this. What if what if Mr. Gorm says one way and Mr. It's not appropriate. The direct line chain of command should be the special ed person should go directly to you, not to two separate people. So again, I think that there is a need for administrators here. I don't argue that. I have a problem with this organizational chart, how it's set up right now. And I think we should have a work session to truly discuss it.
061Separate from that, I have other questions in regards to why are we doing this when there is no state budget passed? We don't know that there couldn't be a compromise on the Republican side that says we're not going to give you as much money as we said we were going to. Who is that going to impact? Number is going to impact the district. Number two, you have no teacher contract signed. We don't know what's going to happen there. That is a variable. And I know Mr. Ardone says, "Oh, we have to just can't wait any longer." No, these are public funds. This isn't a private company that I take a chance and a risk. I own a company. I take risks all the time. That's how I've been successful. But this is public money and
062public trust. You all have fiscal responsibilities and fiduciary responsibilities to the public. How are you doing this when the state budget's not passed? These are variables. They're not set. We don't know for sure. And then it's my understanding none of these items were in the budget because I've come to all the budget meetings and I didn't realize I didn't see them in the budget. Tommy, can you answer? Are these salaries in the budget? >> In the administrative compensation budget in the the meeting in June, that's when we discussed it publicly. We did budget $50,000 plus the associated pieers, social security, and Medicare costs. Um, that's incremental in in the budget for for administration. That's what was passed. So was because I was at that meeting I didn't hear anything discussed about these position then again
063would have been a great time to bring this up to the public and had real conversation. I hope you can understand how this looks negatively on this board that we're not pausing for a moment. What is the harm in pausing this to have a true work session in one month from now or frankly not doing anything as I think Mrs. Diver said other districts are not doing anything until the state budget is passed. These are fiscal responsibilities of this board and I don't take it lightly. I mean I read what your job duties are as a board member and the the duty of is is on the fiscal part. If you are knowingly know that there is a variable here. Why are you voting for this is what I want to know. I just want
064to know why you're voting when you know there's a vari there's two variables teacher contracts and no state budget passed. >> I have a question for you. >> Well wait let me interject right here please. That same variable that you bring up was right there in June when we voted on the budget because we had no idea what the state budget was going to be. We took a a a guess. They threw threw a dart on the board board and said this is how much money and we made a budget around it. It's the same thing that we're doing here, but we're staying within that budget because we allocated more money than the $50,000. We increased an extra 2% into the budget that was discussed in the June meeting and that money was going to
065expand. So that's another $46,000 outside of piecers and healthcare. So that's $96,000 put into the bucket that allows the administration to make recommendations. How they use that money is based on their recommendations to best use it. >> Okay. >> And the other thing you're missing is the timing. How long should we pause if there's a need? If there's a visible need now, how long should we pause >> until the state budget passes? >> I understand. I understand. He said, "We don't have a contract with the union." Correct. >> This, and correct me if I'm wrong, Mr. Kaine, this community went multiple years without a new contract. Should we wait multiple years, two months, three months, five months? We see a need right now. We have to make decisions. Board has to pass these. >> And
066again, I'm bringing I'm asking for a work session. And and it's not it's not who's more important, the student or the special needs kid or the administrator. They're all 100% important, but you have to make choices. That's what a board does. They make choices based on the best information they have. We've already said 300 times that, yeah, it should have been up at a at a committee meeting. It wasn't. >> So then pause it and have a committee meeting. >> But we're not going to negotiate with every every We can't negotiate >> because again I don't think this is an appropriate chart putting the special education below two separate people disagreement with the chart >> you know compromised support for the principles is going to be compromised all these things are going to be compromised
067you're not in special education Mr. Ardone. I am the only one probably here except for Miss Bibla. Is that correct? That has been in special education for over 20 years >> and you and that's fine. >> Well, that's why I'm saying this is not this is going to hurt our students. You've already hurt our students. You've heard from from parents today of how you've hurt the students and now you're adding more layers. You're you're saying it's better, but as my expertise working in again, if you want to listen to my expertise, but apparently you know better. I believe this is the wrong chart for this district for special education. Personally, I do think you're making a bad decision here. Board members, I have done this for over 20ome years. Please, I implore you to hold
068off and look at a different organizational chart. I do not agree with having a special ed supervisor reporting to two separate people when they have to create programs, when they have to look at data with one. the superintendent is the chief oppos operating officer and she should be the one helping with the programs with the special ed director is my again expertise in the field. >> So I want to share this because I I held on to this information anticipating this question when you're saying that I don't care about special education students and it's important that I continue to share. I'm very passionate about them. So I'm asking and I have the answer but I'm going to say this. How many students does the Crestwood School District currently enroll as of May of 2025? The
069answer is 2,756. 43 students are outplaced in the Crestwood School District. That means that's 1.6% of our total enrollment is in a special education program outside of our district. So that means 98.4% 4% of our our population, our special education population is being serviced here. >> Can I stop you for a second? >> 564 students about special ed kids. I think >> 564 I'm not giving any names because I was asked the last time >> 564 students have been identified with a disability and this is information that's on a future ready index. This is public knowledge. I have no problem sharing it. So out of that, 43 students are placed. That's 7.6%. So again, when we say that we're shipping students off to somewhere else, that 1.6% of our current student enrollment as of May
07025th is in an outside placement in special education. >> Okay. >> So I just I share that because, you know, you sharing that. I think that that's important because you know this perception of what you just said that I know best. I've never said that. You can talk to administrators within this district. These teachers I go to teachers and ask them for, hey, what do you think about this? What do you think about this program? That's not who I am. I'm a studentdriven leader and I also care about this staff input and their collaboration. So I just think it's important that you know that everyone knows that too. I think from your perception that's wonderful that it's a low number. One kid leaving this district is too many. When you look at an IEP, because
071I am in IEPs and I understand them, but clearly I'm not sure you understand them because again, I'm in a lot of them over 20 years. So, it's experience and time. One kid leaving this district is too many. If we cannot provide the support services, I get it. But least restrictive environment is your home district. These kids don't want to leave the district. They want to be with their neighborhood friends. They want to see, hey, five high five as they're walking through, but guess what? They're not. That 1.6% are not. So, I know you think it's a small number. One is too many. And I'll leave it there. >> And I agree. And it's not a decision, >> excuse me, that's done by myself or the special education supervisor. It is a team. The family
072is a part of that team. >> It's not a superintendent meeting. Right. >> I agree. It's a board meeting with you. It's not about >> Right. It's not. So, I have to tell you how incredibly insulting your statistics were again to parents. And you know, I think that that would be great for us to have a meeting later, but just so you know, your statistics are not including every single student that is not served at all because of your programs. every single student that is told I am sorry we can't help you your statistics do not include that and it is insulting >> 100% I agree we we are improving our child study program >> and I believe that math we are doing better some numbers that he would like to share based on this
073yes we share them >> it's not an agenda item you responding you just you just took so much time to talk about these insulting statistics and again this is all based on the organizational chart and the number the money that you guys are spending on administration and not on classroom for students. So, I mean, you can say what you want, but I believe that is an issue should be that should be considered when you're voting on this chart and when you're voting on these positions. And I want Matt to share the numbers that he has because I just saw them. And I also just really am very confused about the money that you say that you have for these positions. You said $90,000. You have a bucket of $90,000 for for this position. But you
074told me that that you said that the principal position is going to be around $100,000 plus the $20,000 extra that you're spending. So like you have you approved $50,000 in June for this administration. >> Okay. You said 50 Okay. >> Okay. >> All right. I just I I I like to have data before I make decisions. That's what I do in my job. And I would like to know what the state was giving us before I made decisions. But I I that was so insulting. >> I didn't admit it to be insulting at all, but it was. No. And I I I brought that up because Miss Romanian was saying some things about me and, you know, about special education students, and I thought it was relevant to respond to her about what she hears
075and what's going on with the district. So, my intention was not to be insulting. It was to provide the information that was asked to me in the past. And you're right. you know, our school psychologists, we've had m multiple conversations. Our special ed supervisor and I've had conversations, our child study program that we are focusing on, you know, that's important to us and that'll be part of the director of curriculum's position, Mr. Ser, myself, and everybody discussing those things to get better. So, I I just bring that because it was brought um you know, Miss Romanition had brought that up >> and um just responding to what was asked of me. Um I've done several rights to no requests and you are correct. The number of outplacements outplace students is 40 in the 40s. You
076said >> the number I gave today was in for this school year. So, it's 43. >> 43. So, that's still close to double what it was in 2023 and 2024. based on the right to know requests. And what is incomplete about the data and I understand it's not an agenda item. I will plan to bring this up at a future meeting is despite that number staying relatively flat since the 20145 school year from the total special education outplacement spend in 2014 and 2015 was about $147,000. In the 2022 23 school year, which was the latest data I had in my right to know request, that number was over $462,000, a 214% increase. So again, not an agenda item today, but I do plan to inquire with the board and the board how our special education
077outplacement spend with a relatively flat number of outplaced students can increase over 200% in that time period. So I know it's not an agenda item. I don't expect an answer, but thank you. That's the complete data set. Hello, Jill Cop Show, Laurel Lakes. Quick question just to clarify, John, you said 90 something was in the bucket. >> Ned, >> Tommy, you said we budgeted for 50,000. >> What what was approved in June was 50. >> Tommy's mistaken. In the board meeting, we raised it. >> Business manager. Well, he follows the direction of the board and the superintendent. And if the board has the feeling that we approved 96,000, we go back and we talk about it and we talked about the 2, which would be $46,000. And we already had $50,000 in the budget. That
078would be $96,000. >> Okay. So 50 is part of that 96. And all of you are in agreement with John what John says and not Tommy? >> Well, they're they're saying the same thing. We we had did an increase which gave us $50,000. >> So we're 46 in the hole. >> So and then there was other money that was already voted with the 2% tax increase that John is saying gets us to the 90,000. So is >> so all right I have to explain in detail on this because I did go back and watch the excuse me the YouTube video to make sure I had it right. I watched the voting session at the end of June. We came into that meeting on the agenda was a 2.5% tax increase. Rick asked to make a
079motion to reduce it to 2.2. Mr. Mackery said he'd prefer we have some discussion before that that happened. Lots of discussion was done. Um Rick early on said that that budget included a $50,000 incremental um expense for additional administrators. Later in the meeting, uh Mr. Webby asked at 2.2% are we structurally balanced or what is the gap? And it was even with the $50,000 in there. There was not 96. It was 50. And that is recorded. >> So the >> So you're saying there's 50,000 available for the administrator >> 50,000 in compensation plus the additional um pasers and yeah. So it's more like in the 60s >> because I know coming at least well I won't I'll just speak for myself but I know that was the understanding that I had that going to the
0802.2 to 5% was going to make sure we had room for another administrator. >> In that >> it was also discussed that that 2 difference from 2.0 to 2.2 would be going towards the administration. That's what was discussed. Mr. None discussed it. We discussed it. I finally went along with that budget under that premise. So that would be an additional $46,000 to the budget over the 2.0 budget. >> Rick, what's your recollection? So, I'm not I I didn't go back and look, but my recollection was I requested an increase in the budget to allocate funds for another administrator, but the the point that I want to make is it was not a position, a line item position at all. It was a chunk of money that we would have available for the management of this
081school district to allocate as they see fit during some period of time. >> But that chunk of money is not covering what you're proposing to approve. >> Probably not all of it, but a good part of it because you have um rollup costs, right? Well, I mean, you're you're giving two administrators 20,000 21,000. You already gave 5,000 to parentony. >> That's that's separate. >> That's separate. That because that's coming we're moving that position from the um HR position to him. So, that will come out of the HR budget. >> Which which one? The Tony. Yeah, the title N that so that's actually that's actually has right >> completely separate from this. But it I just don't understand how you all can sit there and be okay with this when now we have two different versions.
082>> You don't have two different versions. >> You do. >> Well, John John has his perspective as to how we that where that 96. We approved >> I think we came in with a $50,000 gap right at that budget. >> Well, with the 50,000 in in a 2.2 to increase we close the gap completely. Right? But the one thing I'll comment on this is >> but now also remember that they raised the adequacy fund from 75 to 82% banking on money from the state. >> So it was strange how that exact increase balanced the budget. >> Go ahead Tom. >> Yeah. Um a budget is not gossip as to what will be spent. A budget gives a benchmark and guidelines to help guide organizations, school districts on their spending throughout the year. As new information
083comes in, we we're getting more revenue, less revenue. We're having a good year in healthcare, a bad year in healthcare. That could affect spending decisions on on many matters. So, I want to make sure it's clear that the the budget does not lock the district into spending decisions um based on what's passed in June. They that evol like Rick's example about about the flight that that's a good one. the district, any organization is going, the federal government might be one exception, but beyond that, any other organization that sets a a budget, it's there to help them, but not to lock them into what the spending is. >> And there was no, to my understanding, no dollar, not every dollar is allocated to a specific line item. >> Well, when you hire somebody at a salary,
084it's going to be >> But it comes out of a bucket of money. It comes out of an aggregate budget. It doesn't come out of an allocated, you know, we're allocating this for one thing and this for another thing. At least that's my experience in budgets. I mean, I don't know how you run your household, but >> So, if you've been talking about this for >> Mrs. Campbell, you said how long? >> At least two years. >> At two years, >> I would say I would say two years is a fair. has that not why haven't we worked >> towards building that bucket up a little bit more? >> Well, we we have though. I mean, we've been Well, no, I mean, >> you figure I mean, when I started this, we were in the
085negative when I came on this board, but I but we were I mean, we didn't have money >> to pay our bills. We were on the verge of heading down the road of bankruptcy. And I mean, we've been trying to steer this ship. We've been trying to bring back the teachers that have been furled, the programs that have been ended. I mean those came first. We didn't talk administration till all those were completed. Safety was priority. We put that in front. But now it's to the point and I've seen what's been going on. I mean I was part I was part of the person. I was part of the person >> different districts too. I'm not saying it's not needed >> right and so I mean it's not priority. It's we have put the other
086things first. And are there more things that need to be done? Absolutely. I mean I'm not standing up here saying oh now we're good. Job's done guys. you know, it's it's where far we are far we are far far from >> certain one certain district but um so >> so your question is why now? >> No, I'm just saying the numbers are not matching and how are we okay with that? Like he's saying one thing, you're saying another thing. It was just >> I I agree with you. That's disturbing. That's not good on a board. I agree with you. I I totally agree with you. Totally agree with you. Yeah. >> Kind of arguing with business manager. >> I on that I agree with you 100%. Yes. >> So, >> yeah, I I >> it
087was the consensus of the board that there was $96,000 allocated to that bucket of administration staff. >> How the business manager budgeted that and where he put the other money, that's his discretion, but the bucket is there and as we allocate it. Tonight's meeting agenda, we're voting on 20,000 $21,000 added out of that administration budget. >> True. But in the same it's not on the agenda to hire one but it's foreshadowing that we have to hire a principal at 100,000. >> There is a need. Yes. >> And are we going to have like you know as the others said we have the teachers contract. We have the state budget. I'm just concerned that you're doing this but >> it'll be the timing right. It depend you know Mr. Benz and I talked about it. It
088may have to say partially budgeted on the agenda. It really just depends on the timing. Mr. Miller or Ovage brought that up too. So, um, you know, in the future that will be listed as partial, um, or it it depends on the timing to be honest with you. >> Okay. Trust you. >> Exhausted. >> Hi, good evening. Uh, my name is Ashley Lacy. I live at 805 Lake View Drive here in Mountaintop. Um, so this is, I guess, a comment. um with any I guess supporting comments that can be made. But I was an English teacher for nine years before moving to this area and I understand deeply the important work that admin does for our teachers, for our students, for the functioning of a district and a building. However, it is difficult to hear
089that the only real justification being given tonight for adding to the admin team is that our administrators are stretched thin and having to wear many hats when our other staff members, our teachers are also very stretched thin. They are also wearing many hats. They are also burdened. Um, and again, this is not a discussion of of who should have what. It's just a concern of adding to adding to the budget, which when we moved here two years ago was a bit of a surprise when we encountered that the district that we had chosen to move to was all of a sudden making huge cuts to programming for our students. And to hear tonight the discussion again, yes, things have been coming back and we appreciate that, but my son is entering second grade and he
090doesn't know that schools are supposed to have a librarian. That's really hard as a former English teacher. That's something that I, as a parent, have to supplement and help. And not every parent in our district is in the position to do that. There should be, I guess, more consideration of the optics of adding more admin when our teachers again are stretched thin. Our programs are still stretched thin. Our class sizes are still so big. Um, so again, it's just we talked a lot about perception tonight. The perception is really difficult for parents when they see that. um especially parents who do have the option to leave to send their students to other places. I am a huge supporter of public education. I was a public school teacher. I want my children to go through public
091school, but I want to feel that that school is meeting their needs. Um and again, it's just it's a concern. So I would again I I urge the board make a work session make the public more aware of why is this administrator need needed because right now it sees seems like admin team is being put ahead of what our students need. I know people have mentioned wanting to be more engaged with students, but again from the wonderful work that admins do and I appreciate, I don't know if as a teacher I have seen admins impact students as much as or have not seen admins impact students as much as their teachers, the programs they have access to. Those are the things that make a difference in our students lives. All right. Thank you. Good evening
092everyone. Michael Namy uh 181 Kirby Avenue, Fairview Township. Uh first and foremost, I want to thank each of you for the opportunity to speak tonight. Uh my question is uh certainly not on the attack because I think what you're beginning to develop and see here is there is certainly a reality uh to what your needs are and uh again reiterating nobody is disputing that. I think the the perception of how we are getting here is what's causing a little bit of the turmoil. So my question in in moving forward with this uh and not again beating the dead horse over and over again is is there a model to which we want to look like as a district with concern to an organizational chart. So for example in the future do we plan on seeing
093additional uh bifurcation of job responsibilities which may improve the efficiency of the district? uh where do we want to be in five years? And I think that's critical because it gives the public a very long look at where we want to be. Uh it gives our faculty and our students a clear look at how progressive we want to be in certain areas. So is that something that we could involve in or is that something that's already in progress that you know we're not aware of? >> Uh thank you. And uh we actually talked about it earlier that one of the the job duties specifically for Mr. Ser because it's curriculum K through 12 um we had a curriculum and a five-year plan for education right and um >> we haven't updated that plan and we
094haven't had time to update that plan and that's one of the first things that we want to do is do a five-year plan specifically for education. Uh, I think that the staff has done a great job of, you know, adding AP classes, you know, bringing back programming, changing different types of programs that we have with the current staff. So, it's not a a negative on the staff that of whatever bandwidth that they had currently, but that is exactly one of the key components that I'm looking for is to put a five-year plan together in education. And um, you know, we will be seeking feedback. I plan on having presentations and letting the community be a part of that because that's so important that's gotten lost over the last couple years. >> Correct. And you know,
095I think from a personal standpoint and I'm sure it's a reality that you face, it takes the pressure off the board and administrations where when you interface with the community now all of a sudden it's very easy to explain like this is where we want to be. This is the path to which we're going to take. uh it might be an assistance to the business manager as well uh when we're taking a look at state funding versus the local funding and where we're going to be with that. So I think that would help the board. It would help I believe tremendously the community get a better understanding of where it is that we want to be. And sadly, that's probably just the perception that they're facing now when we're a week and a half away
096from school. And this seems like it's getting pushed even though, you know, it's been clearly stated it's been worked on for quite some time. But with a five-year plan, then you would have to or that would actually be alleviated. >> Yeah. That that so the education plan, I actually asked Mr. Benz last week, I believe, to put together a five-year plan and to talk about that at the committee meeting for um you for a financial plan. I've um done multiple presentations uh once a year regarding capital plan. Um and I've been doing updates with that on a regular basis, but we haven't had like a five-year plan. Um and you know, I'm looking for an update from him to at least start talking about that again. Um so not only an educational fiveyear plan, financial
097plan and you know working together to do a capital plan and we have to start doing that. Um and and that's what we're going to be start talking about very shortly in our in our comm uh committee meetings. >> Do you foresee in the future that or and I'm sure it's going to change because I think Mr. Nardone is is on with what he said that it does change. It's a very fluid type of chart and it changes for a lot of reasons. uh how we deal with that change is critical. There's there's some departments that seem like it it's an overlap of duties or not an overlap but a a strange connection of duties whether it's a technology department who's also running custodial. Sometimes it doesn't fit and you know in our world today
098technology is everything and I can't imagine the workload that that individual has. Uh are these things contemplated when you see some of them? >> Yes. So um Mr. Blanchard is helping I would say the district out myself out by doing that custodial piece. Um you know Mrs. Campbell had mentioned um you know we our focus has been and my focus and my recommendations to the board has been students first bring back the the staff from furlow bring back the programs some safety initiatives that were going on and setting those first before I even asked for an admin. So this is the first time in three years that I've asked for the board to consider an admin. We have discussed in 2627. I would love for Mr. Blanchard to be, you know, back to it because
099that is just growing too and all the Chromebooks and all of the online platforms that are required for our students to be successful. He needs to focus on that and he's helping out the district in what he can and what capacity he has. But that is a future goal of 2627 to have a building and grounds. I as much as I loved all those projects, Miss Gagaras will tell you, she knows that those projects were led by me and and and that's okay. And we're all trying to pitch in where we can, but at some point it's too much. And uh but yes, that is one of the areas we're looking to change in the future. >> Okay. Thank you. >> As uh Mr. Nardone said he met with uh a few of us board
100members and we discussed uh longer range not not five years but like he said two to three years what are what do we think the needs of the district are and uh you know what gets instituted will be up to the superintendent if we can come up with the funds to do that. Uh but those discussions have been ongoing. Now you're going to have a a 45% turnover on the board in in November. And who follows up on what? A lot of times when board changes, a lot of that stuff changes also. So yes, they have. And I I know uh during interviews we discussed uh expanding curriculum in the middle school next year. Uh so those discussions are ongoing. uh but what what transpires >> is going to change. >> It's a complex matrix
101and and no one can ask for details within that five-year plan because five years there's a lot that's going to change. But I think the general schematics of where we want to be and what the potential is for us to have new administrative heads, department heads that interface with faculty, you know, that that's a skeleton framework that I think is easily achieved. And I I'm sure discussions have been made. I was just curious to see, you know, from a public statement uh of what your thoughts were, Mr. No. Well, I was just going to say, you know, I I think these conversations are great. They didn't take place years ago because we were drowning in financial distress. So even having the opportunity to talk about what are we going to do with what money we
102have and what are the programs we're looking at in the next two or three years, fiveyear plan, if you will, is a refreshing conversation from the ones that when I was first got on the board, we were having when we were looking at the state to come in and help us out. So, I think the board has done a phenomenal job. You know, we're not we're not on the surface yet, and it'd be real easy to raise the taxes to the maximum, but that's never the answer because it just pushes the balloon in in one area and the taxpayers. We have all taxpayers here, right? So, it's you got to look at everything. But I I think the conversation is a healthy one and I'm glad we're able to talk about it because we have
103a little bit of money with which to improve both the student experience and the burden on the administration. >> My last and I'll let you go in that org chart and I probably haven't looked at it as well as I should. Is there a designate who is technically the pitbull so to speak for working with the state regarding a change in how we're getting funded or is that something that we cannot control? Whether it's uh is there someone that's there that is the specific grant writer? Uh anything of that nature that eases certain programs because we may pick up, you know, funding where we didn't think we could pick it up or grants. So, um, so I'll compound this a couple different ways. So, Mr. Ser is the federal programs coordinator in conjunction with the
104business office. That's like your title one, two, three, four, that's he does all the reporting with the business office. Um, all of the non-competitive grants under PCCD grant that I was doing um with the board. Every time a grant would come up, we would discuss the allocations of where we wanted to put that PCCD grant is typically um used for you can use it for safety, mental health, things like that. And that was discussions with the board. Um and I filed those grants and all the FE reports, which is your financial reports. I've now soon will transition that over to Mr. Benz and he'll be doing all of those reports. Um Mr. Benz and Mr. Dean, Jack Dean, when he was here, they were the ones that um were able to secure the grant for
105the the roof project. So, as these grants become available, I encourage the community, the board has been great. They share those grants, too, um to file for those grants as they come available. Sometimes some of these grants based upon our demographics in our area, we don't we don't qualify, but we try. Uh Mr. Benz actually just did one for stadium handrail. So we are trying our best with the grants, but we don't have a specific grant writer. Um Mr. McCree and I met with um a company today to talk about sponsorships on a higher level instead of like I we tried to do the small one out here with Marquee, but we're looking for bigger sponsorships, corporate sponsorships to help offset some programming, too. Um so we just had that meeting. Um, so we are
106actively looking for sponsorships. Um, but long answer that I gave you, but shortly we don't have a grant writer. No. >> Okay. All right. Thank you very much for your help. >> Hi. Sorry, I have one more question. Um, one other thing I noted on here was that um, the safety person school safety act 55, Mr. McCree, he's only under the secondary campus. Why wouldn't he be under both directors? If we're going to split positions like this, I would think that the safety coordinator should be part of both under both super both the elementary schools and the high schools. >> I just I had him based upon uh the interactions with the high school. Um I have him underneath there not to put everything under both of them. Um but he is still a district-wide
107employee for the act 55. >> No, I understand. But safety would come into play for both the secondary campus and elementary campus. You did that to the special ed supervisor, but you didn't do it to the safety person. >> Correct. Yes, that's correct. My recommendation is to have the act 55 report directly um to um Mr. Gorum. That is where I had it originally. Actually, it was under Mr. Gorum with Mr. Kitz. Uh so that was just not a change from the prior. Okay. My point is again I think this should be put on hold to reassess this whole thing because I don't think that's appropriate in case there's safety issues for an elementary school then there's no direct contact to the director of the elementary school. Again I urge the members to put this
108on pause and let's do this correctly. >> Mr. Bibla >> motion. >> I'll make a motion to approve items 1 through 13. I so move. >> Mrs. Bibla. >> Yes. >> Mr. Champy. >> Yes. >> Mrs. Chorus Zigguri. >> Yes. >> Mr. Webbby. >> Yes. >> Mrs. McCertie. >> I'll abstain from items five, six, seven, and eight. Yes to the rest. >> Mrs. Campbell, >> yes. >> Mr. Nordone, >> yes. >> Mr. Boon, >> yes. >> And Mr. MRI, >> yes. >> Motion carried. >> Moving on. Co-curricular. Mrs. Campbell. >> Thank you. I will be um asking for approval on items 1 through six. Um but under item three, letter C, that name should be Paula SPAC, not Paul. Um so if we could just that was just a little typo if we can make
109that correction. Um but that being said, are there any questions from the board on these items from the public? Nope. Seeing none, then um I make a motion and ask for a second to approve items 1 through six. >> Mrs. Bibla, >> yes. >> Mr. Champy, >> yes. >> Mrs. Chtori, >> yes. >> Mr. WBY, >> yes. >> Mrs. McCertie, >> yes. >> Mrs. Campbell, >> yes. >> Mr. Nardome, >> yes. >> Mr. Boon, >> yes. >> Mr. Macker, >> yes. >> Motion carry. >> Physical plant. Mr. Webbby. I'll be seeking a motion and a second to approve item number one physical plant. Any questions from the board? Questions from the public? So, as far as the recommend the item number one, I motion that we move that through to voting. >> Second. >> Mrs.
110Bibla. >> Yes. >> Mr. Champy. >> Yes. >> Mrs. Chaitra Zaguric. >> Yes. >> Mr. Webbby. Yes, >> Mrs. McCertie. >> Yes, >> Mrs. Campbell. >> Yes, >> Mr. Nerd. >> Yes, >> Mr. Boon. >> Yes, >> Mr. McCri. >> Yes. >> Motion carry. >> Thank you. Our next regular meeting is on Thursday, September 18th, 6:30 here in the media center. I make a motion and seek a second for adjournment. Second. >> All in favor? I opposed. >> Meeting adjourned. Thank you.