Boyertown Area School Board Committee of the Whole Meeting: 6/9/26

001[music] Call a meeting to order. >> Um, roll call, please. >> Miss Katrz, Miss Nimon, >> here. Mr. Brad Upgrove >> here. >> Mr. Roger Upgrove >> here. >> Dr. Weir >> here. >> Dr. Wy >> here. >> Mr. Broofphy >> here. >> Miss Connor >> here. >> Mr. Panerella. Seven present. >> I pledge allegiance to the flag and moment of silence, please. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. We had an executive session was held for a half an hour for the purpose of the annual school safety and security coordinator report. Pardon me for a moment. My computer has frozen. So, if you give me a second >> [snorts] >> Well,

002Dr. David Heiser um works on his computer. I just wanted to confirm. Mr. Penella, are you on the U? No. >> Thank you. Okay, takes us down to item four, our discussion and information section for this evening. And we have a number of items that we would like to review with the board this evening. And we're going to begin with the Washington Elementary School universal play, the phase one at our last facilities committee meeting two weeks ago. This was presented to the board um and to those that were there for the committee meeting as a um an upgrade to our playground system at uh Washington Elementary School. As you may you're you're no doubt aware, we regionalize our special education um services at the elementary school. At Washington Elementary, we have the regional program where

003all sending students for life skills for K through five are sent um and housed in three separate classrooms at Washington Elementary School. One of the difficulties that we do have currently is accessibility to the playground. Um, many of our life school students need adaptive devices, need wheelchair assistance. Um, and making their way out into the current playground system is is quite difficult and quite challenging. Um, as we come out a walkway, we're immediately met with a downhill slope to then um out to a really a mulched area to where many of the wheelchair accessibility becomes very very difficult. So at the committee meeting was a presentation made uh by W Washington Elementary's principal uh Lisa Dorenzo and who had worked with a vendor um to with uh Recreation Resource USA at Burke um to share

004with the committee at that meeting um some estimated costs as to what it would be to extend and a playground that of accessibility for our life skills students. It would create a a working path around uh much of the perimeter of the fenced in area of the playground. It would be a 60in wide um surface that is a rubberized surface which could manage a wheelchair through that with with ease and accessibility. uh two wheelchairs could be on it at the same time or pass in e either direction. Um part of this would be accessibility to some of the devices. And Miss Moyer, if you could move that presentation down to some of the um the actual pieces that would be there and that gives you a little bit of a rendering of what an accessibility

005playground would look like. um right now some of that is not accessible and certainly we don't have some of those devices up in the the actual play playground at this moment. So we are recommending to the board for your consideration um this type of accessible playground system um to be constructed and built. Part of that would be a pathway that would be poured and made available for students as well as um those five areas that you see there. Um and this is really kind of a a phased process to a multi-step plan there. The initial cost that was shared with the board in the committee meeting was $118,114. There were some questions about the pathway. We went back to the vendor. Um, with regard to that, there was some miscalculations. The newest quote is $121,487,

006which does render a 60-in wide uh accessible play uh path and and path for that um accessible access, which is a $3,373 difference from what you see on the screen there. the play equipment, the cost of freight, the excavation and assembly and all of the surfacing. And you can see the individual costs that are associated to this. Um, this is something that Mr. Dorenzo is is highly pushing. She worked with a committee of of folks within uh the department of special education with along with some other teachers at Washington Elementary and are um very much interested in in seeing this move forward as a project to really increase accessibility for our life skills students. And again, these students come from all of our sending regions inside of Bertown school district um who qualify for our

007life skills programs of which um we have three classrooms at Washington. M >> Yeah, I have some questions. It's supposed to be three phases. Do we know what the other two phases are going to cost us? >> We don't have an estimate on those those. No, we don't. >> So, we don't know how much total this project is going to cost us. >> Correct. We know phase one right now as but we don't know what those those other two phases will cost. >> If I heard her correctly when she was presenting and it was a lot to absorb on time >> but going back and trying to listen to it again it's like um is there grant money we can get for this or she said something about the foundation. So, you'll see in tonight's

008agenda, there is a donation um being made by the foundation um in our donation section of $1,000 for a piece of equipment as part of this um >> and that's a piece of equipment that wasn't in the original. >> Correct. Correct. So, and I think there opportunities there will be future opportunities in other phases with working with the foundation for possible other donations associated with this. >> Is there grant money that we can get for this? >> They haven't found any other I did ask that question. There hasn't been anything else that they've um found that would render any any other monies >> with doing this for Washington. What are some of the other schools going to want then? >> Well, this is, you know, specific to the program that we have there. We have

009life skills students there and many of which are wheelchairbound and need this type of accessibility. Um, you know, what other schools are going to need is desired based on, you know, some of the needs of the student populations that exist there. Most of the other student populations don't have these specific needs that Washington does have. And we expect that that will continue as we regionalize life skills there in the in their student population. >> Dr. David Kaiser, do we know what the additional pieces of equipment what they are? >> Are you talking about phase two and phase three? They haven't identified that, but they they're they're looking beyond a a path that would kind of go around each of the other pieces. So, I think you can understand from some of the um types of

010of pieces they have there, what other things may be. There may be some additional swing areas for them um that will allow a little bit more access. That is one of the culminating pieces to this project itself. Voting for phase one does not commit us to phase two or three though. >> It it does not. >> And actually we would really like to get some feedback if this were to move forward as a plan. Really analyze and see what their thoughts are in relation to to some of these and if these pieces are really working as the desired pieces that they um would want to continue to use there um and so forth. Do we know any other life skills schools that have this equipment? >> I can't answer that question for you. I I

011didn't ask that question of Mrs. Dorenzo if they studied other schools. They brought this committee together based on the population of students that we have there to really make their decisions based on the students that we that we have and that they foresee that we'll be working through the program at the elementary level. I would assume these if we were to see any of these other um access pieces, we probably see similar pieces in other playgrounds of accessibility for life skills. >> I would like to find out if there's any other schools in the area that have any of these pieces. >> Okay. I will ask Mrs. Denzo. >> That's a significant amount of money to be putting out. I mean, I'm all for it, but um if it doesn't work or it doesn't help

012them. >> I'll find out. >> And do we know how many wheelchairs there are back there? >> I don't have the total number. Um it's a significant amount. >> I I think it wasn't it six. We have at least six. >> Mike, do you do you have any idea? Kaylin, do we have that? >> Five. >> Yep. Right there at the top. Yep. Yep. Yep. All right. I'll try to get you some answers on other schools that may have this. Mrs. Nyman, I'll see what Mrs. Dorenzo can come up with. Any other questions that the board may have or information you would want gathered? >> Real real quick, um, other students throughout the the school will be able to utilize this as well. >> They will. They will, you know, >> like a buddy program.

013>> Absolutely. Absolutely. >> And I think we mentioned this and I think Miss Nyman, you asked the question at our last meeting. you know, the the playground is fenced. It is fenced in. Um community does use it, you know, and part of this is responsibility that we hope a cooperation between our community and >> they have some that exterior cameras that go down to the playground area. Um, you know, we'd have to find out whether we'd want to add more as we bu if we were to build this this type if there's others other cameras that would need or we have to change angles. Okay. Move to item B, capital planning. Um again at the same meeting that we held with um at our facilities meeting there was a presentation made by KCBA architects and

014it was uh the interest of the committee to move this to the full cow meeting for any further discussion and we had brought KCBA forward to um discuss the possibilities of districtwide assistance with our capital planning and moving forward in our next 10-year plan um to help develop some of the thoughts um around how we layer in an evaluation of all of our buildings, but most especially a focus on our elementaryaries. As many of our elementarymentaries, the last time work was really initiated or any type of um uh work at at those at those buildings was probably about 35 years ago for most of our elementary. Um and the purpose of this capital plan is to evaluate you know our not only our infrastructure and our equipment that exists but you know where are we

015with in today's world of security code compliance and really our educational environments. How does this mesh into our next five years of MTSS? Our need to be able to be very flexible and malleable with classroom settings, large and small group settings, and and how we can uh manipulate those at the best way possible. So to do that, we are suggesting we're not re we're not confident that we necessarily have all the knowledge needed to be able to do that inside the district to be able to do all those evaluations, understand what code requirements are that that um most municipalities will have, what ADA accessibility components of all that requirements may be to be able to really set forward some and identify um an index of where and rank order of some things that we would

016um recommend to the board through the next 10 years of of a facility's capital planning and we believe um bringing forward um KCBA um and their work with um history with the school uh and the school district itself, their evaluation of buildings um and to be able to work and conduct a um comprehensive study with us and hopefully lay out a a very positive capital plan that then we can take a look at layering on top a 10-year fiscal plan to be able to identify the needs fiscally as well. >> Yeah, this was 10 months ago I asked for something like this, but I wanted it done on all of our schools because >> Well, this would be all of our schools. >> I thought it was just the elementary. >> No, this would be

017all of our all of our schools involved in this. our secondary included. Our secondary schools are are some of our more updated buildings as they went through renovations in the last 15 years. Um both of and and Bash being that last building uh that went through some of those. So from a needs base, more focus would probably be on the elementary, but that wouldn't exclude the secondary buildings. I mean, I think this is something we should have did before we did the turf, before we did anything about all day kindergarten because we don't know what our buildings are like. >> Well, I think we do know what our buildings are like and I think our staff has a really good idea of what our buildings are like and what some of their their inclusion in

018this and their voice in this is is a pretty powerful piece to it from an educational standpoint. um are the the outside experience and and expertise on a code compliance on a security compliance on an ADA accessibility compliance really come from professionals that are in those fields that we believe could help with regard to that so that we can set forward a plan of some certain things. We can certainly and we already have an ident identified, you know, we've done the district's done a great job with roof replacements and we can go back and understand where our mechanical systems are. But beyond that, we we we struggle with many of those things that professionals can provide us and then present back to us for us to really sit down and rank order. How does that

019fit into the needs? Which comes first? Does safety come before an educational setting or vice versa? But when it comes to some of the things that we're going to have to evaluate, you know, many of our fire alarm systems while working are still are are very much outdated. Um it's not that any of our buildings are less safe or aren't clean or organized. It's do they meet the needs of where we are in today's um educational landscape and how do they how are they best served and what types of things we might should be considering. So, I'm recommending to the board that we bring forward, and you can see their contract um is a contract of just over $18,000 for that evaluation. expecting that that would probably take about a 3 to four month process

020with meetings here in the district with administration coming back in the fall with staff at buildings with evaluations of the comprehensive evaluation of the buildings themselves and um you know coming back with a set of thoughts and ideas and rank order as to where our capital planning should go starting in 2728. eight. So, I would ask the board to consider this over the next couple weeks. If you have further questions or if something um if you have something that I need to get back to KCBA about, I can certainly do that over the next couple of weeks. >> And looking at the contract, I keep saying the six elementaryaries. It doesn't say anything about middle schools or the high school. Yeah, we've we've discussed with them thoroughess and I think there is something in that

021contract about secondary as well, >> but the base services always just says the six elementaryaries. >> Well, I don't >> I will talk KCBA about that. We did talk about an emphasis with elementaryaries, but not to exclude our secondaries. Okay. All right. That takes us to item C, our 20 2026 20227 food service budget. I'm going to turn things over to Mr. Lent to share some updates with regard to it. >> Sure. So, the food service budget is outside of our general fund budget. It's ent funded entirely off of uh meal prices and revenue generated by the program, which supports the associated uh staffing costs, uh food costs. Um the budget for next year does not require an increase to lunch prices. Um so those would remain consistent with this year. Um there is um

022a proposed 25 cent increase to our LA cart prices um within that um program. Um to give you some background on the the food service program um we have 67 employees um and you know serve all of our schools um including prek counts. And when we look at the breakdown for revenue, um the largest revenue sources that we receive are the revenue that's generated from student meal sales, alle cart sales, um and then we get reimbursements from the state and federal for uh food service. On the expenditure piece for food service, the largest driving costs that we're u maneuvering very similar to um other um costs um in the greater economic marketplace, food and supply costs are up. Um those are uh projected to be um increasing in next year's budget. Also, the division of

023salary and benefits is a driving cost um within the budget. But we've been able to work um within the confines and develop a budget that is balanced food service and continues the same price of food um for students um as we have in place for this year. Are we going to be doing the free breakfast again? >> It's our it's our intent that we would continue that. Yes, we do receive subsidies from the state for that that are incorporated in here, but there there's um no plan to change that. Okay. under item D, E, and F and G. I'm going to have Mr. Lynch, you're going to continue down the line there. >> Okay. Um, so as we discussed at finance committee, we're at the, um, end of our 2526 fiscal year. Um, that year

024undergoes audit. We have to make various adjustments. So, um, letter D is to authorize us to make those adjustments aligned to our accounting standards. um then bring back to the board um the audit um as we did this year for review. Um and then include in there um a review of the board of our actual fund transfers for um the year to technology capital projects. Um and debt would be the anticipated um funds that we would transfer um any surplus to. Okay. Uh letter E is tuition rates. So um every year um we have the board approved tuition rates. These rates are actually calculated by the Pennsylvania Department of Education. Um they are um what is used um to to calculate daily rates um and then reconciled at the end of the year. So you

025can see that um the tuition rates um in place are estimates um that um we approve and then reconcile. That's why we have the two years um presented there. Letter F is improvement of investment institutions. So these are currently institutions that have our >> one M >> on your slide here. You want to change that? You have 2526. Then you have 2526. >> I noticed that. Yes. Thank you. Yes. So the um the bottom one is >> the new one. Thank you for that. Letter F. So these are our current depositories. Um some of these are what I would term legacy that we had funds in them and uh we still have a small balance of funds. Uh but as we've talked about leveraging the current interest rate market um these institutions get approved annually

026and are what we um reach out to with um cash vest on a competitive pricing um to secure um short and long-term um investments for the district. Our primary depository for the district is truest. That's what our tax collectors use. That's where the um district funds are dispersed from. Um but again based upon um the market we can often get um different interest rates from um banks that have an interest or a position that they can offer increased interest earnings during the year. >> Excuse me a second. We were using I can't remember who they were over our big bond issues to continue to look for interest changes and take advantage of any interest rate drops that were out there. We still continue to do that or is that >> no longer effect? >> Yes.

027So that would be public financial management. um we use that we had a review I believe last year this time >> um the market hasn't changed with the drop in rates but yes we um continue to have them and you have public financial management engaged um that um at the point that there would be a change in the interest rate environment we'd bring back that proposal to the board um to authorize um any change with a refunding or anything for those funds >> I think we set the floor at that 800,000 is that still the that that rings in my mind as well. >> Letter G is our liability insurance for the district. So I want to note the process we went through in the marketplace this year. So um historically um you know we've

028gone with a renewal with the um intent of keeping um everything in place and this year um really took a a look with with our broker at the marketplace and um shifted brokers to reach the widest marketplace. And what that does is sets a competitive environment um to leverage insurance costs. And so um in doing that review um a couple um pieces to note um for the board um that um we actually were underinsured with related to our overall property value. And so what that means if you had a total loss we were exposed that we wouldn't recoup um across our entire facilities footprint the value of of those buildings. So in the renewal we brought that up. That was a $79 million increase in the the coverage threshold for all of our properties. Additionally,

029uh we increased our cyber liability coverage from $25,000 to a million dollar limit because in a cyber event um which have become more frequent um you have notification processes as well as costs potentially associated with um ransom and other requirements for that. The final piece that we've added to the premium is environmental um coverage. So that um provides a million-doll limit for um cleanup and litigation if we have um any situations that precipitate with mold um or uh lead or chemical releases um on our facilities. And so when we look at the overall cost for insurance for next year, we're actually at a decrease with the addition of the additional limit on our property, the increase in cyber liability to a million and the environmental liability. So we saw a 1.2% reduction in costs. Um,

030also we were able to leverage that all of the current policies in place that we have um will remain the same. So we're not jumping and that's important because very often in the marketplace um to get the business there could be a reduced cost and then in a subsequent year um you know it increased for us had we not added the various coverage components including the liability it actually would have been a 3% reduction for the district >> understand um on the building on the building I understand teaser costs So on the uh on the building is that replace set full replacement cost 80% replacement cost or a set dollar >> on on on the on the building as a whole it's full it's a full replacement cost. So what would have happened if you're

031underinsured they would have prrated it from what the the fully value of you would have only gotten a percentage of that in the event of a total loss. Um we do maintain you know deductibles um as part of that but yes you're fully covered um you know for a complete loss across the property. >> So that's a change is that take into account you know the real estate costs are down or is that not affected whatsoever? >> So it looks at replacement costs >> just replacement. >> It looks at replacement costs also. Sorry. also within that coverage. Um so if you had a total loss of a building, there's also um riders in there for building a new building, you'd have new codes you'd have to meet. Those wouldn't have been part of that previously.

032That's also included in this comprehensive coverage in the event of a loss >> and contract. >> Yep. >> Okay, good. Thank you. >> I think Dr. David has >> any other questions? That takes us down to item H and item I and I'm going to turn things over to Mr. Stout to share with the board those recommended agreements. >> Thank you, Dr. David Heiser. the uh memorandum of understanding for our BASD virtual uh has been in place um hate to reflect back to the COVID years, but um during the year that we um had to um close our schools, we were still continuing to use Burk's online learning at that particular time, which had a pretty extensive cost with it. Uh that was facilitated by Burks County Intermediate Unit. So, um basically overnight we had

033to evolve into a virtual platform. Um and as time progressed, we have been able to build our own capacity within our uh teachers um um capacity of what they do um with the additional cost that goes along with supporting kids virtually. So what you see in front of you tonight is the uh the memorandum of understanding that has taken place. Um it's been consistent over the past two years with the um cost structures that go along with the ranges. There's five different ranges that are in theou 1 to8 students, 9 to 16 students, 17 to 24 students, 25 to 32 students, and 33 to 40 students. And the range that a teacher would u be able to make uh for supporting those kids virtually at that time. So, we're asking for uh approval to move

034forward with a memoranduming of understanding. Um just to give you some some numbers that go along with our virtual platform. Uh our teachers last year taught 99 total courses um which is is a high amount um for students that were um in our academy. Uh there were 40 teachers actually in that uh in that structure teaching. Um it was a total cost with the stipens involved of $126,43021. Uh we actually utilize a uh curricular platform called Accelerate that we've utilized over these years which has a cost uh with that for $105,67 for a total of um $232,3721 is what it costs us from the boyary school district to run our virtual platform. So you might say okay well what does that mean for our um our cost uh for average per student? So basically for

035um each one of our students, which by the way we have approximately 149 students in this past year that were uh virtually supported here in Bertown Area School District that comprised of 76 full-time students, 73 part-time students. So um if you average that out with a little over $200,000 cost um at 149 students, it's about $1,557 cost per student. Um if you look at what um we lose to outside cyber institutions, a cost per student for a student who is regular education is about $14,500. And if a student has an IEP, uh it costs us approximately 27 or we lose approximately $27,400 uh per student. So if you look at what we um charge or what I should say what it costs us to actually run our platform um it is extensively uh cheaper for

036us to be able to do that and it's also supported by our border town teachers. So we'll be asking for approval for theou at the next meeting. [snorts] >> You said uh of IEPs. Does it matter what the IEP is or it's regardless of what the IEP is because some people might not have >> the outside cyber cost? >> Yeah, >> it all depends. Uh it's um it all depends on the outside cyber institution of whether or not they would a be able to support the students. So there's probably no blanket answer in that. And some cyber institutions might actually uh promote the fact that they can support students with different special needs um and some might not be able to do that. So when we ask for the average cost, that's the average cost

037for a student uh with an IEP. So there's probably a higher cost for some and a lower cost for others. Okay, >> Mike, how many students we have in the outside cyber? >> I predicted you were going to ask that question or someone was going to ask that question. So uh last year we had 317 students enrolled in outside cyber institutions which by the way is the highest that we've had. Um it's increasingly it's increasingly growing um each particular year. Um I I had shared with Dr. David Heiser we actually you know to to look at overall um I think it's interesting to note that we have 398 students uh within our district that are supported via home homeschool. uh we have the 317 students that are outside cyber institutions like I shared with you

038Mr. Brophie and then we also have 561 students that are in non-pub schools. So um it's a total of 1,276 students that are actually being supported outside the walls of Boyertown in some capacity. >> Okay. So you're following the legislation too about the ch cyber charters and cost caps and everything else. So >> we we are and and actually Mr. Brophy, it's going to be an interesting um scenario cuz about midstream this year, there is a uh a new rule that is in place for students that are habitually truent um for six or more days. So if Mike is a habitually student habitually truent student and I want to leave the Buerinary School District to go to an outside cyber, technically the outside cyber should not be accepting them. So, we are right now um

039we have a couple cases that we're we're fighting and we're keeping them on our roles because um we are legally bound to maintain them because they don't meet the the requirements. Uh ultimately, the new legislation is asking the courts to make a decision uh with the local magistrates to make sure whether or not they the judge will allow said student to go to the outside cyber. So, it'll be interesting to see as we progress forward with that law in place to start next year what that might look like over time. Okay. Thank you. Do we revisit thisou every year to re-evaluate it? And >> we do. Okay. Yep. Like I said, the the ranges that are in there for our teachers uh were the same ranges from last year. Uh previous years we had a

040they received a little bit less per student um but we we increased that a little bit last year. So thisou is identical to last the lastouou. And the teachers that are um performing these tasks for the virtual, do they teach um other courses during the day or is this their primary? >> No, they do. We don't. Um with the uh the amount of teachers that we have and what their instructional responsibilities are, it was um it was almost impossible to add this into their day because that's where we wanted to go with it. Um, and just to give you some calculations, I took the the lowest range uh $3,675 uh for that's for students that are one to eight students. Uh, at 180 school days, that's $2041 per day that they get they get, you

041know, given to do that. And the highend is $5,775 per year. 180 days is $32 per day. So if you put it in perspective, uh the amount of work and the success kids are having in that platform has been uh very successful. >> Thank you. >> Um just checking your numbers. You said 317 students in the outside cyber >> Oh, let me get back to that my information. 317 students are being supported by outside cyber institutions. Correct. >> 393 for homeschool. >> 398 are our homeschool population. Correct. >> That's where I was off. Yep. >> Thank you. and 561 just to clarify non non-pubs. >> Any other question? Oh, this Dr. Wy >> the teachers who are teaching these classes, they're doing it after school hours. >> Correct. >> Are they teaching the same classes

042that they taught during the day? >> No. when I was making the reference to our accelerate platform. Accelerate is a uh virtual platform that a lot of outside cyers utilize to support their students and um when we were starting off with with this in the early days we wanted to uh allow something or create something that was competitive so that we had a researchbased program that was in place when we were when we were covid and I made me mention of that we were kind of just working and doing what we could to support kids through our our normal platforms but the accelerate platform is a very cost-effective way um and really gives the teachers the uh curricular pieces that they need to do to help support them because they would be spending an awful

043lot more time supporting those kids uh if that was not in place for them. Correct. Any other questions? >> Thank you, Mr. Stout. I think you will move right into item I for you as well. >> Okay. So again, anotherou that I believe we are in the second year. Uh and this is anou that financially supported by a pre uh prek counts grant at Washington Elementary School. We wanted to try to have the opportunity to add time into the special area teacher schedule so our prek counts classrooms could receive some special area time. So in theou you will see that uh there are there are 0.5 uh 0.5 there are halftime teachers in that building that have the ability to add more time to their schedule because they're not teaching full-time. So uh it's an

044additional 30 minutes per day for the librarian, additional 30 minutes per day for the art teacher, an additional 45 minutes per day for phys physical education. And it's a way that kind of helps to support the entire building to meet the needs of the students in that building. But theou that goes along with that is to give the teachers a pdeium rate for that additional time into their week so that they are compensated for the extra time that goes above beyond the uh CBA time that the collective bargaining agreement time that they are asked to do. Uh we're not sure to be completely transparent once we move to all day K full day K for the following year if we will need to have uh something like this in place um for the 2728 school

045year. So, uh, we're we're thinking that this might be the last year that theou needs to be in place, but we'll make that determination next year. Any questions? >> Yeah. One quick one. Is this is this charged against the school budget or against the federal program? >> Uh, through the prek counts grant. It's not for the school budget. How the accounting mechanisms behind that? I'd ask m Mr. lens to to speak to that, but um none of the money comes out of the general budget for um the support of this. >> All right. So, it's coming out of the prek counts grant, >> correct? >> Is is the pre-count grant >> been increased at any time to >> It does. It increases. It increases every year and it's it's an allocation per student and we

046have 54 students in there. So, it's a certain amount per student. I can't remember what the new proposed and by the way it's a little complex because until the state grant is approved the actual amount that's allocated per student isn't approved until then but typically it's been an it's been an increase. Okay. >> Correct. >> Thank you Mr. D. Invite to the podium Mrs. Bartman just to review annual agreements through the special education department if the board has any questions with anything. Good evening. There are various contracts for your approval. Uh you can see there are some for the students that are placed outside of the district. There are some contracts for related service providers and then there are also is a contract for a transportation company that we do utilize if needed. Do you

047have any questions about any specific contracts that are outlined? Okay. Thank you, Mrs. Bartman. And we do have under item K, we did just list and you've been apprised of that um through a memo from the solicitor's office of a confidential settlement agreement. Mrs. Petri, if I can invite you up to the podium. And again, similar to special education, we have always have a number of annual uh agreements that are up at this end of the fiscal year. So again, there's a few listed there. And just to have Mrs. Petri explain a little bit about some of those as well. >> Yeah, sure. So, um, our capstone renewal is our, um, library resource that assists our elementary students in their research skills in the library classroom. and Harris Education Solutions is our database where when

048I I do a a data presentation, that's where I'm pulling all of the information from to be able to de um develop reports. Um our teachers can use that platform to help um crunch data and make instructional decisions. So, those two are annual agreements that um have been renewed yearly. Um the one agreement that is new is total experience learning. It's a partnership with Alveria University and this really is a partnership um to host professional development with a graduate certification for our teachers. Um the way this would work is our teachers would apply through Alveria. They would attend graduate work. Um it would be hosted here in one of our buildings after school hours and run like a typical graduate course. So, um, our teachers would follow our standard course, um, approval process, our tuition

049reimbursement process. Um, but it really is a great opportunity to partner, um, and support the instructional practices that we have been really focused on that that solid tier one instruction. So, providing an opportunity for our our teachers to have some graduate work tied to our big picture and our overall goals. Um, in order to run that program, we need at least 15 teachers committed to the program. Um we currently have 17 with some other people um kind of in the waiting just to make sure that's something that we can um start in the fall and that cohort would run through this coming school year and end next summer. So um it it is really I I actually personally went through the program a really great program to really enhance our instruction and engagement for our

050students. So those are the three um office of teaching and learning agreements. Any questions? just have one on the uh on the TLE. >> Yes. >> Is there is there an additional cost besides the tuition cost that we're paying Albert? >> No. So, actually it it's the our cost to that really are only the tuition reimbursement as far as agreed upon in our collective bargaining agreement. Um there's no cost associated with our partnership with them housing here. um we wouldn't charge them the the rental fees that we would typically in a um an outside organization using our facilities because we are partnering with them to support our teachers professional learning if that does that make sense? >> Yeah, I I see what they have to gain by that but uh what are we gaining by

051that by having it here just so we don't have to go to the school or what what are the actual gains to the teachers to having it on here rather than going to learn? So I think the other piece of it is the opportunity for collaboration to occur across the district and also that vertical collaboration. So the teachers that would be involved aren't necessarily like one grade level. So it allows those opportunities to enhance those experiences for students across the district. And you know if you take a graduate course and you go somewhere you're collaborating with just people not necessarily people within the school district. So this really allows us to make instructional shifts across the district. >> Yeah, I agree. Sometimes outside outside opinions help. So >> Sure. Sure. >> So I understand where

052you're going. So Okay. Thank you. >> You're welcome. >> All right. Mri, I think you're going to remain at the podium. Mr. Sparks going to join M. Petri under item N. Um both Mr. Sparks, Bash principal, and Mrs. Petri, our director of OTL, just share a little bit about the BASH targeted school improvement TSI plan. >> Yep. So, um, our targeted school improvement plan, um, we want to share with you the process that we've gone through. Um, so really our goals tonight is to talk about what is the TSI designation. Um, talk about some of the data that we reviewed related to our strengths and challenges. um identified priorities, goals, action steps and professional development that was developed within this plan. So understanding what TSI designation is um for if you click on that link

053that's in your presentation that does take you actually to the the state website to explain all the different designations. So there are three separate designations that a school may um be qualified for for support. There's a comprehensive support, additional target support and then targeted support and improvement which is titled TSI which is what we have been designated for at BASH. So to explain a little bit more about this designation um this is part of the every student succeeds act and which is um requires the state to identify schools that may need some additional support in demonstrating annual meaningful progress. So when a school or a specific student subgroup does not meet established growth expectations, it may be designated for targeted support by the Pennsylvania Department of Education. So along with 374 other school districts across

054the state, the senior high was identified as a targeted school improvement for specifically students with disabilities um because of the performance below state established benchmarks. Um I do want to note that this is a yearly plan. So the goals set are measured in one year. The other plans mentioned cross multiple year spans. Um and we are we were designated as a targeted school improvement plan last year. Um they the the challenging part is that um we haven't completed the full year to be able to see whether the changes that occurred this past year really have made the the the impact that we anticipated. But we again crunched the data and really looked at um what are our needs. So um our team reviewed our subgroup data and collaboratively identified our strengths and achievement but also

055looked at some of our needs. So our um plan that we put together will reflect on the progress from this current school year and also some things that we look to implement during the 2627 school year. This submission to the state is actually not due until September 2nd, but the timeliness of being able to be together as a an organization here as the school board and also um having members of our team be able to meet during the school year and really look at our data. Um we felt it was important to complete this plan before that se September 2nd due date. >> Yeah. One other thing to add on is that the the data that's utilized for the designation of TSI is from the 2425 school year, which means all the changes and implementations

056and improvements that we put in place for our current school year, the 2526 school year, we don't know the final results of the effectiveness of them yet because we haven't got our key we haven't received our Keystone data yet. So, we put a lot of these uh improvements in place for our previous school year. Now, we have to kind of wait and until we get the data back to see what changes they have made. Uh our goal with TSI obviously is through every school year is to continue to improve. Uh so what we'll do is we'll identify these subgroups. Uh share with you tonight the information that we uh reviewed as our two collaborative meetings with stakeholders and then kind of incorporate what our plans are for the upcoming 2627 school year. >> I when

057do you expect that um data >> for the keystone? >> It's usually closer to me. Yeah, we usually get our Keystone results at some point over the summer. Um, the state did notify districts that the science data is going to be delayed a little bit because of some new exemplars that they were, you know, looking at. So, we do anticipate getting our Keystone data in the July August time frame, >> which kind of leads to the the series or the timeline that's needed. You're designated from last year. You have to build a plan this year, not knowing the results of what you put in place yet. And the plan's due in September. So, we have a direction we're heading, but we don't have all the information. >> Okay. I I applaud that you're trying to

058get off of this list. That would be that would be my goal. >> Y >> uh do you I guess you probably have this and I probably haven't asked it before. you you have a a set of goals that you're moving to and how you're moving toward them and you're doing your own progress report against those and then doing and doing a a look back to see what you didn't do right or you need to change or you need to improve on. I I suppose you do have that plan. I don't remember if I've seen it, maybe I have and just don't realize it. >> We are actually going to go through that tonight. Um what our plan is that we put in place. So part of our our reflection with our team this year

059really was looking at what were the pieces that were put in place that we don't have those answers to whether they made an impact yet, but we really reflected on what pieces were going well and what other were some some needs that we had in order to make that more robust in our support. >> I like that. But what was the process using to to relook at it? Like how are you going back and saying we looked at this and this didn't meet where we wanted to. I understand you're coming here's you're going to show us your output tonight of where you see we have to get better and these are the ways we're going to do it and I once again I appreciate that but what what kind of process do you use to

060get there? >> I mean that's also important. >> Yeah, that's a great question. So what we do is uh in the beginning of August we have our department leadership team meet with OTL and other members uh to create our action plan for the year where we're using data from the previous school years to figure out what was successful, what was not successful. uh it's not just academic testing scores, it's also looking at other building data uh and then trying to take what worked and continue to improve and then identify like you said those areas uh and then create goals to meet the needs in those areas. Uh we then go through them trimesterally throughout the school year to to track our progress and then try to evaluate what we can do different throughout the school

061year but then also what major changes we need to put into place for the following school year. >> Okay. So you have a plethora of criteria. uh do you go back and actually look at how you've done it and and what do you grade yourselves on how well you've moved forward and how to make changes on yourselves to make that better. >> Yeah. Yeah. So I would say you know as we look at um >> quality >> Yep. Yeah. So those checks and balances to make sure the the work is making the impact that we want to see. So as we look at our um student data throughout the school year. know um we we've talked about different forms of assessment that we use to check student progress. Um so those are pieces that we

062use to kind of measure the academic piece um but also input from staff on um whether they their their even opinions or or perceptions of what's working and what do we need to tweak. So those um meetings and and some of that's kind of built into what we're going to show. So if after I go through that they have more more follow-up questions I can clarify a little bit more. Um so we do have those checks kind of built in in a quarterly phase so that we know that we're moving in this the direction that we want to get to. Um so thinking in addition to there's a lot of connections to our comprehensive plan. So if you remember um back in March I believe it was February March I had shared our our district

063comprehensive plan and looked at some trends that we noticed needed some additional focus and support. And I just wanted to highlight um in in these areas uh students with an IEP came out as something as a need not just at the high school but across the district as far as an area that we really want to hone our focus. So there are a lot of parallels in our work with our comprehensive plan and how that will also support the the TSI plan at Bash. So we are looking not just at BASH but also looking holistically of how do we support that growth um and that progression for students from that K to2 education. So looking at all the supports that we put in place they're not in isolation. They're often connected. >> So you're you're

064looking at the continuous quality improvement cycle. That's good. Thank you. >> Yes. Yep. So um I just want to highlight the strengths that we noted. So, one of the action steps that we did as a team was we looked at our data and we pulled out what are some trends and strengths that we saw. Um, we did see that our CDT, which is the classroom diagnostic test, um, did show growth in our measures in our 9th and 10th grade um, literacy courses, which um, was a positive that we pulled out. our reading for meaning. So, we dug deeper into those assessments and looked at specific categories. Uh, reading for meaning in both fiction and non-fiction showed our strongest number of students who were prepared for the literature keystone. Students who took the Algebra 1 Firefly

065assessment, which is another state um derived assessment to help districts keep a finger on the pulse of progress of students before the big assessments at the end of the school year, showed the most growth in operations and linear equations. Um, and the other piece that we want to note is that an addition at BASH is really a strong look at our co-eing model. So, what that means is there's a regular education teacher and a special education teacher within a regular ed class, but supporting students um that do qualify for an IEP and making sure that they are getting some additional support, additional reteing, pre-teaching or whatever that may be um to meet those needs and help the students um get over some of those gaps. >> Yeah, one of the other things we incorporated this

066year was the uh the Firefly testing schedule. uh we wanted to do more than just um provide this assessment like we did in the classroom in previous years. We wanted to replicate what the uh Keystone testing would really be like. So we created a testing I'm sorry a building schedule that had a longer period where students who were taking uh these types of diagnostic tools would have a period of length that was similar to what they would take in a Keystone setting. So again trying to replicate that as much as possible. We also tried to replicate uh the classroom that we thought that they were going to take their test in so that it's a similar environment as well. Uh so really trying to make it as authentic as possible when they're taking the test.

067We could get uh back more and improve data and data that's maybe a little bit more valuable than the 40 minutes that they're trying to rush through it in a class and then it continues over until the next day, the next period and perhaps the focus isn't as as strong. Uh we also use this schedule to do other things within our building too. Uh this is one of the testing schedules we had. We sold all of our prom tickets in the morning. So our seniors came in. Uh we were able to kind of multitask. We had uh grade level meetings that took place and did some other remedial types of events for students who were not testing. Uh so we really tried to maximize the time as much as possible depending on which of the

068three events occurred throughout the school year as part of that testing process and it's something we're going to continue to do next year based off the feedback we received from uh from our staff. So ultimately as we crunch the data, we did identify two areas of need and it really falls within that that literature instruction overall as well as our algebra and keystone. Both of these data points are pulled out from our Firefly data. So um a Firefly assessment assesses the students um projection for performance at that grade level expectation. So, it's not diagnosing where a student is, but it's saying they are um they are on target, they are ready or they're approaching or they need additional support. So, looking at at the literature, 70% of the students on that exam saw um that

069they need needed support overall for the literature performance. 83.59% of students showed support needed for overall performance on the algebra 1 keystone. So we felt that that data looking holistically were things that we wanted to focus on. And again, this is just the subgroup of students with an IEP. This is not overall all students um because we classified in that subgroup category. So we selected the two priority areas and the one being Petri. >> Yep. >> I think you have a question from Dr. >> This data is alarming. We've got 83% of students requiring support in algebra. 70% of our students in that subgroup of IEP students with IEPs. Okay. Is this is there something broader that we need to look at as well? >> The these are alarming numbers to me. So I in

070our some of our action steps that we're going to get to is going to dig a little bit deeper into the programming and how we are supporting. So I'm going to address that to a certain level of degree as far as I I I hear like is there something bigger that we need to look at? Yeah. So that is one of the action steps that we have built into this year's plans. >> Okay. So priority area one is again that prior prioritize co-eing in ELA 10. Um and we are going to expand that into 9th grade. So um just to give a a little point of context um in 10th grade is what they call the trigger course for the Keystone literature exam. So that means when you're in 10th grade you take that assessment

071that will measure that growth indicator. So we had prioritized ELA 10 having that support this current school year. Next year we're looking to add that additional support in ELA 9 so that it's two years of level of support um for students that would um need that additional support in that environment. Um these schedules would be aligned to provide common planning. So the teachers also have time to look at how they are planning and supporting students. Um specifically looking at data and various things to be able to provide that support. Um we are also building in professional learning for those teachers to make that the best environment for students to be able to show the ex the um increase in their performance um and really um looking at growth too. So um those indicators of whether

072there is proficiency or not is also looking at are they growing from one year to the next. So that's an important piece of of data that we want to take a look at. >> Um did you want to add something? >> No, go ahead. The other aspect is we're trying to utilize our professional learning communities within our building to pair co-eing models together so that one group of co-teers could see what another group of co-teers are doing to have a shared vision in terms of what uh not just the expectations are but also the areas for professional growth within that observation and that peer observation uh process. So uh I think between uh those different factors we'll have a better uh more intentional pairing and professional development uh for our staff as we approach the

073upcoming school year. Another programming piece that we want to make sure that we're addressing is our direct instruction classes. So, an ELA direct instruction CLA course is um is an ELA course that is um designated for um students um with an IEP and really targeted towards IEP coal, excuse me, IEP goals. So this process of looking at that programming may require us to take a look at some different different resources and materials and really some additional training um for those teachers to make sure that we are meeting the needs of the students as best we can within that ELA environment. Any questions about that pri priority area one? [snorts] So as we look at the measurable goal for that area then our goal by the end of the 2627 school year would be for ELA

0749 and ELA 10 co-eing teams will implement aligned co-eing practices supported by dedicated common planning times and targeted professional learning to strengthen the tier one instruction and student support. Success [snorts] will be measured through evidence of consistent co-planning, implementation of effective co-eing and strategies during classroom observations and improve student performance and engagement data in co-taught ELA courses. So those are is an overarching view of how we'll measure that. What will that look like over the course of the school year? So each quarter, these are the benchmarks that we've established to make sure that we are moving along to make sure that that target is met by the end of the school year. So starting with looking at those schedules and making sure they're aligned so the teachers can have that common planning time and establish

075those solid routines and expectations and then also start to collect some of that baseline data of where the students are to start the school year so we can um make sure we're building in those supports over the course of the year. um by the end of the year then looking at those trends that then we would be able to demonstrate those consistent co-eing um practices and implementation and we would review all of that data at the end of the year um over the course of the year. So the responsible parties for that will be building administration um and also along with my office to thinking about what the what do those observation pieces look like? what are we looking for when we walk into the classrooms to make sure that those practices are developed and

076consistent across the year >> and that's something that we took into consideration when we started creating uh schedules in early February as part of the scheduling process was to make sure that uh the co-teers both the reg and special ed had schedules that were aligned so that they did have common preps for planning and uh reflecting on their instruction as well. uh it's a lot easier to plan that as you are in the earlier stages of scheduling to prepare for the following year. Uh so that's something that we took advantage of and those schedules have been aligned already. So our quarter one is is off to a good start so far >> and really if you look at the ben the targets for quarter two and quarter three is really looking at looking at what

077is the observation data, what is the student data and making adjustments to the supports within the classrooms as needed based on what we're seeing um in those areas. Does that make sense to the matrix of kind of what you were asking how we get from Yeah. Okay. I was hoping that would answer that that that inquiry. I just wanted to to make sure. >> Just have one caveat there. Are you having do you have any funding or resource issues and moving this along that I mean this is a I think it's already been reflected that this is not >> this is a big lift. Yeah. >> Right. If we're looking at >> you know 25% proficiency rating, what's our current proficiency rating? Right. If if that's our goal, 25%. Again, this is a heavy lift.

078>> I'm looking at funding or resource issues. Is there anything you're presenting that you need for that? >> This current structure is within our the the funding that we have said, you know, like we're not at this time. We're not asking for something new, but certainly as we look at this, there may be things that we come to you say we've really identified a need for this. And um we'll discuss. >> Yeah. And I think that you should be so we can determine if we're spending our dollars in the right places >> because I don't believe we are. >> Mrs. Nyman and then Dr. Wy. >> I'm very concerned with the algebra because after seeing some students that I know [clears throat] on their Chromebooks trying to do algebra on there, it's pathetic. I think

079we need to go back to paper and pencil and start teaching our children how to do the math. The Chromebook is not. >> Yeah, >> many of our teachers do uh use paper and pencil at the high school. Uh in fact, they're in the course. >> They don't at middle school or >> and I can't speak for middle school, but just speaking for the high school, uh they do use a lot of paper and pencil and packets have already been printed out for next year, seen the cards go by. >> And I can tell you when I went to school and I was taught algebra, it's not even close to the same. I can show my grandchildren how to do the algebra that I learned and they understand it, how they're trying to teach it.

080Now, I can't even make heads or tails out of it. >> So, I do want to point out, you know, we talk about the curriculum review cycle and we are um you know, I met with our ELA curriculum teams the past two days. Our math teams are going to be starting that process and really taking a hard look at our resources and saying, are they giving us what we want to see out of students? So, we can't do that all at once. That's a heavy lift with both of those heavy contents at the same time. But, uh, those teams are being put together now and that work will start next year specifically to math. And our ELA teams are looking to be piling the resources that will be implemented in 2728. So unfortunately it's not

081a a switch that happens you know quickly but we are looking very diligently at the resources that we're using the impact it's making on students and what is it the direction that we want to head. >> It's just this is an ongoing problem. It's not it didn't just crop up. It's not it didn't happen yesterday under your watch. So right I'm not going there. So >> I understand that. Yeah. But it's it's something that there's limited resources we have and if you're going to need them, they may have to come from somewhere else, >> right? >> And we should be looking at that and prioritizing where our spends are. And I don't believe we're doing that properly. >> Okay. >> Yes. I think some of the things that we did last year in increasing our

082special education staffing, right, to reduce the case load sizes. This this TSI program is predicated upon our special education population at the high school, right? And some of those case load sizes were purposely looked at last year's budget or in current year budget to be able to draw down those case load sizes, which we do know that has a a direct impact on success rates, right? The smaller those case sizes, the more direct approaches that we can make with those students. And again, like Mrs. uh Petri was saying, you know, part of our review cycle is making sure that the resources are aligned to the exactly to the standards and we are preparing teachers and developing them to be able to deliver the resources. So, we're currently in that process right now. it's been part

083of that as we started last year with that five-year plan of that review cycle. Um, so these are targeted things that we are trying in a targeted school improvement um to add to those. So yes, the numbers are down with that subgroup of of student and um you know our our job is to make annual progress with regard to those those individuals and that's what this plan hopes to do. Again, part of it is, yeah, we don't know the exact data, but we can make some suggestives. You our hope is that we've made improvement based on that already and that we're going to continue to make some more improvements with that subgroup with all students in particular, but specifically as this plan reads for that particular subgroup of student. I I was going to share

084this is one population that you know as a new member to the board uh that I have heard uh many people who have special ed students saying that the district is not meeting their needs and the data shows that I I do recall last year the hiring of additional support and the the framework is here but it doesn't speak specifically about how these things are going to happen. You know, you mentioned the use of multiple co-eing strategies. What and and perhaps that would help if we if you could share a little bit more specifically of how you're going to do these things. The framework is here. >> Yep. >> Um >> and part of that will come in our professional development plan which is it coming I think. So um if if I don't answer

085that question through the last couple pieces then let's come back to that. Um so the these are the targets that we've identified and there really is a robust professional development plan because you can't just say go do co-eing well without that support. So we are really looking at at tailoring our professional learning for the teachers that are specifically in that co-eing environment to learn what are those researchbased strategies, what are those things that should be happening within that co-eing environment um to make sure that we're meeting those students needs. So that is definitely that's coming up in a couple slides as far as that that support and what does that look like? Um and then how do we make that that come to fruition then in the within the classroom to see the impact with

086students. The second piece to the ELA goal is really that direct instruction program. And again like I said this is for students that really need very specific um explicit instruction related to their ELA um goals. and really looking at this is and and a really thorough look right now at the resources that we're using. So to all of your points, are are we using the right resource? Are we using the right materials to support where our students are? And what data are we using to drive those those decisions? So those is a is going to be a that is going to be a significant focus this year. Um Mrs. department is going to help lead that charge with her um special ed team to really looking at the resources that are researchbased based on the

087data that we have and really making sure we have that increased student engagement and um really allowing that students to access those those skills that we're seeing the deficits in. So, similar plan as far as that direct instruction to our co-eing. Um, it's really then taking a closer look at that direct instruction course, the materials, looking at strengths and areas of need within that program, and then gathering feedback from teachers, using that student data throughout the year to guide some of our decisions. Again, in those middle quarters, we're really looking at um what are we seeing and then what additional supports do the teachers need to in order to be able to implement that well and to be able to provide the supports necessary. Um continuing to monitor that student growth so that then at

088the end of next school next school year really having some very targeted um recommendations of these are some adjustments we want to make to the direct instruction course. So those responsible parties then fall under the the building administration and then also the special education department because that's very much more specific to students with IEPs that are not um in the regular education environment. It's a direct instruction class. [snorts] Any questions about that those targets? So like I said, our second priority area is that algebra 1. And I I do want to point out with algebra, many of our students do take the keystone in algebra in middle school. So our students at the high school that are taking an algebra 1 course, um it's not a it's not their strength. So it is a struggle.

089Um and so really creating that environment to help them be successful. the data. Sometimes when you look at algebra data at the high school, it doesn't look great because most of our students um take that test in their middle school years. So when you look at our middle school algebra um results, you will see a lot of it um proficient in advance, the percentages are significantly higher because of the trajectory of their coursework that they've had. So students um in the algebra 1A and 1B class at the high school, it's not been a strength for them. So really looking at how do we support their needs to help them be successful, help them see the growth. Um but this is not looking at um we're not even able to give you data on what do

090the other, you know, students in algebra 1A like it it's not a holistic picture. It's kind of a a weird comparison. So, I just wanted to point that out and which may skew that data when you look at that percentage that being so high. It's also not really looking at all of the students taking that assessment at the same time. In comparison to the the Keystone literature test, all 10th graders are taking that exam. So, I just wanted to point out that difference because when we look at the data, it looks confusing. You have to understand that background in order to be able to um dig into that a little bit deeper. Did you have something to add? Yeah, math is a little bit of a conundrum as a result of what Mrs. Petri said.

091The students who are in the middle school curriculum who are progressing as are supposed to are going to take that algebra one keystone in the middle school setting, which means their scores then impact the middle school buildings. Students who maybe have a specific learning disability in math or just slightly below uh the pacing are going to take that later when they get to the high school. So, they're going to take either algebra 1 A, algebra 1B, which is algebra basically spread up over two years to provide a little bit more time with that curriculum. uh and then they take the test and then that test impacts our score at the high school. So it it's the only one of the three keystone tested subjects that is not entirely within one building. Uh where biology is

092all of ours in nth grade and ELA as Mrs. Petri mentioned is all of ours in 10th grade. >> So our priority areas for algebra are very similar to what we just talked about with ELA. So we're really looking at that co-eing co-eing model again for algebra 1A and 1B. Um and that started this school year and will continue um but with really that shift of some really additional um professional learning and collab and purposeful planning so that the teachers have that time to collaborate and work together analyzing that student data making decisions about how we're supporting students um and making sure that we are um evaluating any potent potential other math supports that may be necessary for students. So our measurable goal is by the end of the 2627 school year, Bash will strengthen

093tier 1 and intervention supports in algebra through the continued implementation of co-eing in algebra 1A and 1B and the development of a direct instruction algebra keystone trigger course. Um the evaluation additional mass support opportunities during the home room advisory periods which I can Mr. Sparks can address of of what does that time frame look like that's built into the student schedule. success will be measured through evidence of collaborative co-planning, implementation of targeted math supports, increased student engagement, and measurable improvement in algebra course performance, keystone related benchmark data, and student growth outcomes. So, the the one piece that I really want to point out to is the work that Bash has been doing during their home room advisory period, and it has created a really significant opportunity for students to get some targeted individualized support without

094losing instruction from something else. So, I'll let Mr. Sparks explain that. >> During our home [clears throat] room advisory period, uh, from last year, the 2425 school year to our most recent 2526, uh, we've almost doubled the amount of specialty home rooms based on student requests. Uh, we have a variety of different home rooms. You're probably familiar with our FBLA and TSA home rooms, uh, Stu Code, those types of things. But, uh, one of the areas that we increase as well is having those targeted home rooms. Uh so a lot of times you hear students struggling and you think okay we'd give them remediation. Our goal was to think a little bit differently and to identify those students as they come into the school year and put them with their uh teacher that they're going

095to have for either biology or math or for English uh so that they can get pre-teaching for the lessons that are going to come. So, we're being very intentional with providing opportunities to remediate, but also opportunities for that student to have that entire duration of that hormone period every single day uh to have one more opportunity to ask questions, to review work, to have tutoring, to go over concepts that are maybe a little bit more challenging. This year, we had six of them. Our goal is to maintain that and to improve even more for the upcoming school year. Uh so, I think that's really helped us out in many aspects. Uh which is why I'm excited to see what our our data looks like from this school year. Uh but right now we're building this

096off of the previous quarter. >> So our quarterly targets are again looking very similar to what our ELA targets are with some um the the planning in advance creating that environment to be able to establish those routines and that those effective strategies. the middle of the year monitoring, adjusting based on the data through walkthroughs, through um student data, making adjustments to our instructional practices and strengthening those pieces in our quarter 2 and quarter three. And then quarter four really looking at did we get to that point of that consistent implementation that we set out to um accomplish at the beginning of the school year. our responsible parties, building administration and the office of teaching learning really are going to focus in on that co-eing model and that um looking at that that algebra one course.

097Uh one other thing to consider is uh for the previous school year we actually have a cohort of students who we identified uh from the middle schools who we felt uh maybe would do better if they took environmental science uh dur during 9th grade and then would take 10th grade biology which is a little bit reverse from what traditionally uh students would do. So, uh, we're excited to see if any impact was occurred as a result of giving students one more year just to get acclimated to the high school, the expectations, routines, uh, but also identify those support areas so that when when they do take bio, which is a challenging course, especially for a nth grader, maybe they're a little bit more prepared in that 10th grade year when they take it. So, we're

098excited to see uh what the results are of that decision as well. >> Our next goal um really hones into what you've asked Yeah, go ahead. Sorry. to interrupt, >> but I I do want to go back to something that you both said about taking algebra A and uh B at the high school and that somehow because they're taking it, if I heard you correctly, uh that that um taints their ability to do >> I I would just say their um their their their preparation interest. It's it's it's it you know when you look at the um the math pro the math progression it's a a little bit of an interesting puzzle of the progression once we start looking at that in middle school um how they move into the advanced um classes in seventh

099grade and move into the pre-alggebra or algebra. So the the students that are in taking algebra in the high school um the numbers are lower and they're there students that um didn't have as high of an interest maybe or um aptitude. So >> with the curriculum perhaps in middle school which is why >> yeah so they're they're they're in the trajectory of where they have showed where they could be successful and in the academic course. the Keystone trigger course then happens at the high school rather than at the the um middle school level. So the students that are taking the middle school um algebra 1 classes are often taking some of the the higher level math classes once they get to the high school where the students um that we're referring to in this case

100might be taking um just some of the just the general math classes. It's not their high level of interest um when we look at targeting that instruction. >> Former math teacher. So I I really do take issue with what you're saying because uh the programming the the um teaching practices we have to provide uh the support to make them successful no matter where they are. Granted, the students who are taking algebra 1 A and B at the high school may be further behind in their progression through the math courses. Um, I taught those classes in middle school. Um, but to say that because they aren't as advanced in their progression that that in some way impacts their ability to do well in the course in the high school. I I and I I guess I'm

101I don't want to say I think maybe I'm being misunderstood. That's not necessarily the the what what I >> the hard part is the measurement that we're looking at is the Keystone exam. >> So their performance in the actual course is a different comparison. So there's a lot of factors that play into a student's motivation for a standardized test as well. So >> and that's and that's at every level. >> Yeah. So, I do I don't disagree with you in that, you know, it's really important that we create the rigorous environment to help students be challenged and successful no matter what course they're in. Um, and this is the reality that we're in right now and we're we're looking to how do we put things in place to help us improve that situation. So, um,

102you know, the way that our progressions are made right now, like and and as we look at that math curriculum and looking at that framework, how do we make sure that students are in a an environment that they're challenged mathematically and they can we can see them grow and progress in that area. Um, so I don't want you to misunderstand that I'm saying that I don't think that they can they can do that. I I just I I don't want us to have a lower expectation and that's what I thought that I was hearing that there's a lower expectation. >> No, no, certainly not. Um I think I think what we what the what I want to clearly articulate is that we're recognizing that they need a different level of support than what we're currently

103providing. So knowing that it might not be their strength, what are the things that we are potentially putting in place to make sure that we give them what they need it because it might not have been an area of success for them or or or excitement or whatever it may be. I but we want to make sure we provide them the supports and the understandings to show that that growth that we know that they can they can demonstrate. So um when we look at the supports in place, the second piece is also looking at that direct instruction course um potentially for algebra keystone. So again, this would be specifically just for a student with an IEP, raising the rigor of that direct instruction course for them specifically to those algebra concepts. So being very specific

104and targeted about that course and providing them that environment um to help them improve in that keystone proficiency. So that would be a second piece that we would look at. But when we talk about resources next year is really and I'll go to our um targets. Next year is really looking at a review of our current um our current like digging really into what are the current performances um that we're seeing with with students and not just our current students that took the but also looking at some of that data of our middle school students so that what are we doing to prepare our coursework for our students who are coming to us because students coming up are not the same students that took assessments this year. So, we really have to look at that

105data moving up and then what are the needs that they have and what are the the types of coursework that we want to develop. Um, the direct instruction course is definitely going to potentially need some different resources whether it's personnel or whether it is um curriculum materials. So that's something that we're going to be taking a very close look at and doing a lot of research and developing that framework over the next um over this school year with the support of building admin office of teaching and learning and also the special education department. Anything you want to add to that? So this next part falls into our professional development. So really looking at our action steps um our audience and what are the things that we want to look at the and this would be

106a focus during our professional learning days and a key piece in this is how are we using the data how are we looking at the data and do our teachers feel comfortable and confident using that so that when they have that collaboration time we can really build in that supports in place. So during our professional learning days, we're going to do some really targeted specific training related to the data that we are using. So for example, the CDT, Firefly, and also looking at our PEOS data. So PEOS is that growth indicator, that predictor of um proficiency on the exam, and then really looking at how do we tailor those supports for students. So um taking time to look at what is that data telling us and then what is the instruction aligned to meeting students

107needs. The other piece of professional development is that co-eing that we talked about. So we're looking to do some very specific intense co-eing professional development that will provide support for not just the learning support teacher but also the regular education teacher so that they can work on that planning piece that collaboration and making sure that they have um that instructional strategies sound so that we can um you know see the support and um impact on the student performance as we we anticipate. So that covers Dr. Dr. Wy, I wanted to make sure that those professional development pieces we kind of addressed to support the teachers so they can really dive into what the needs are of the students and give that individualized um instruction as needed. Any additional questions about the TSI plan, >> the

108the the uh professional development that you're uh mentioning, how is that what is that going to look like? >> Yep. So, we've already reached out to the IU. So they have a a team at the IU that provides um specific training for co-eing, provides some specific support for looking at that direct instruction coursework. So um doc uh Dr. Burman, Mrs. Burman [laughter] has already scheduled, we've been also we've started coordinating our professional learning days and plans and targeting which teachers would that be for and um we've already connected with the IU to to get presenters lined up and supported. And then also how would that support look over the course of the year? So like not just that standalone um professional learning, but how do we build that support for our staff across the year

109of looking at the data, talking about those instructional practices and then the impact um with our students? Any other questions? And I think you have to understand also that this is a team approach to like I think it was mentioned here this didn't just begin right this is a skills deficit that we need to look at at all grade levels leading up to right it culminates in the high school >> as a uh a keystone course of algebra which you know for um this subgroup of student that that that have identified um special education plans um and what specifically is that skills deficit. So, it's really drilling. It's it's so multi-layered, right? There's different systems that we can put into place, but it's also the actual data of deficiencies that we have to look at

110to see where is there commonalities among some of those deficiencies. You know, is there is there a teaching methodology and skills work related to algebra that's specific that is not being done to the fullest degree? um or is it a number of different types of things. So part of that's the investigation of the data. That's what the data teams do over the summer. >> Uh we put the systems in place to help with the programmatic needs and then develop the teachers to do that and move forward with those those all of those different types of plans. So it's it's very multi-layered when it comes to the development of all this. And I think everybody in the room would agree. Certainly this is not the designation we want to have. We certainly want to move students

111more along most especially in that subgroup when it relates to these types of skills related to Keystone. Right. and 1A and 1B has been a natural course that's been separated for some time now typically in most school districts to really spread that out across a year um to be able to really hone in on some of those more skill deficiencies um to create more success rates with with those teachers and you know again Mr. Sparks is trying to do that in a a designated home room to really hone in on, you know, those couple of of of specific needs as well and some of that time. Time is of the essence um when we do this type of work. >> That that was one of the concerns that I had about the comprehension plan >>

112when we looked at the interventions and Mrs. Petri and I had talked about this how the math is not being addressed until 2728 in looking at the right >> the interventions and putting some scaffolding in place that that's a long time uh for students to go those that need that additional scaffolding >> and then they get to the high school and you're right it's just >> uh more intense And >> and our curriculum work starting this school year for math. We'll really be diving deeply into the data of um where are those specific skills and do we see those trends from grade to grade to grade where we need to really look at what is the the what is that root cause, right? So what is that what is that foundational knowledge that they need

113to make sure that we fill those gaps so that it doesn't get too great where it feels overwhelming as students get older, >> right? And I would agree, you know, starting in that sixth, seventh grade, you know, finding that route. Are we >> giving the interventions that they need at that early age to make them successful as they move into high school? Right? >> So, I think as we look at new curriculums through the through the uh curriculum plan, the curriculum guides, >> um that we do identify those and if we we need additional interventions and supports through tier 2 and tier three. >> Yep. in MTSS. We >> we should start looking at that now. >> Yeah. And we will be sharing those pieces and I'll be sharing those pieces in some of my

114reports holistically, not necessarily just for spec the TSI plan, but looking at our strategic plan goals aligned to MTSS, looking at our comprehensive um comprehensive plan goals and what is the progress that we're making and what supports do we feel like we need to maybe make more robust um based on our data. >> Right. and and I and I get, you know, now that I'm I'm seeing the whole picture a little bit more with more explanation, just not looking at the slides. Yes, they are they're moving the goalpost on you every year and it's it's hard to keep up from previous year's data. So, I do appreciate the the conversation. Thank you. >> Yep. Any other questions? >> Thank you for your time. >> Thank you, Mrs. Petri and Mr. Sparks. That takes us to

115item N. And I believe Dr. Horton is going to step to the podium to just share a little bit more about proposed uh service contracts, give a little uh overview of those current contracts that we do have that are re we're recommending for renewal, and uh talk about a little interest in K12 solutions and what's it being identified for. Sure. Um, so I have a number of contracts today. Um, many of them are existing contracts that we've had in the district for a number of years. So I'll point those out first and then I'll touch on those ones that are new here for you today. Um, so first on that list is GHR. So we contract with GHR for additional nursing support. So, we use um GHR nurses to fill some of our staff nursing

116positions in the district, both um in our building um health rooms as well as some of our special education classrooms. We also utilize GHR for coverages when we have nurses out and to help us cover field trips when we need to send nursing support on those field trips. So, you'll see there um those are some of the ways that we use GHR in the district. Um, next is uh our Karen contract for the students uh assistance program. So, we've been contracting with Karen for a number of years. Um, and we're continuing to contract with them. Um, next is our school physician contract. We have contracted with Dr. Singh for the last five years for our school physician. He oversees um our nurse um oh my gosh, I'm blanking on the word. are orders that our

117um nurses are using in the health room when it comes to um medications that they can dispense within the school day. So if you think Tylenol, Advil, things like that, um those nursing med orders and so he um has those orders for 22 nurses here in our district that support students. Um also we contract with him for school physicals when needed when we have students who need support in getting school physicals. Next, you'll see um another contract is our creative health services for school-based counseling. Um I apologize here. It does say east and west. The contract that I provided you on this agenda is just for middle school east. So that's a 0.5 school counseling position and that counselor is in the district um three days a week at East. Um next is our Lincoln

118Center contract. Again, we've been contracting with the Lincoln Center for a number of years. We contract with them for our two district social workers as well as our drug and alcohol counselor at the high school and our schoolbased counselor at the high school and a school-based counselor at the elementary level. Um that counselor supports four of our elementary buildings. New on this list today is K12 Solutions. So K12 Solutions partners with Infinite Campus um and they provide um tools that are integrated right in our student information system. So, moving forward, we would like to utilize um their programming to incorporate our 504s um our service agreement for students right into Infinite Campus. Currently, we're using separate documents that aren't part of our system. So, this will be right in Infinite Campus where we can pull

119demographics and um our counselors, our occupational therapists and other support personnel who write 504s can do that right in the system instead of having paper copies that were then uploading into Infinite Campus. This will allow for more streamlined work, for better um data collection, for tracking re-evaluation dates. We will also be able to send these documents now to parents electronically for um signatures and so they'll be notified right in the portal and it gives teachers better access to regularly view student accommodations because when they look at their class roster they'll be able to access that 504 right from that platform. Additionally through K12 solutions we have the ability to incorporate our behavior threat assessments right into Infinite Campus as well. Right now we're using a document um that has come out from PCCD which again

120is a separate PDF that we um is typable. So we we complete that and then upload information um for us to track. This again will allow us to do that behavior threat assessment right in infinite campus. It will pull student data and demographics and will just streamline that process. It will also allow for better data collection for us to look at the number of threat assessments we have across the district. um and what grade levels are happening in and also we'll be able to see patterns over time. Um the other new thing that you'll see on here is um high focus treatment centers. Um again this this is not really something new. It's just different. When we have students who are in inatient hospitalization, we are obligated to provide their education while they're there. Um

121High Focus had been partnering with Learnwell and they're now going to be providing their own educational services. So this contract is just um for us to provide that support when students are in impatient um situations. >> Yes. >> Uh just a concern that you said that um the creative health >> is only for middle school east. Why are we not providing it for west? >> Yes, we are. I just don't have those contracts yet. So I'm still waiting on our contract for middle school west and we also have an elementary contract for them. They just weren't ready yet, but they'll be coming um soon. Thank you. >> For sure. [snorts] >> Other questions? >> Great. Thank you. >> Thank you, Dr. Horton. I'm going to circle back to Mr. Lent on items O through T.

122If you could share with the board. >> Thank you, Dr. David. So, item O is [clears throat] our service agreement with Johnson Controls. Um there's two parts to this. So one is for the maintenance of our building automation and controls that um control how we manage climate, humidity in buildings. The second part is broken out is for our chillers and towers uh for preventative maintenance. And then the [clears throat] addition this year is to add maintenance for our variable refrigerant flow system um from a preventative maintenance standpoint um to the agreement. Um, so that's broken out for you. Total cost $93,659. Item P through T I'm going to walk through. So these were capital projects that were a part of the capital project budget we brought to the board. We're now bringing back the actual

123pricing um for award. So the first one um is for uh paving um identified Gilbert'sville, Middle School East, New Handover, and this is for um patching um replacement paving, striping, ceiling um of those lots. Uh total cost $22,000. >> Quick question for you. Are these numbers different from last month? Are were they an estimate? >> So we were these are actual correct. These are these are actuals. Uh is there a discrepancy between any of them? >> Um only on the tennis court one that's next it's slightly higher. >> Okay. >> Moving on to tennis courts. Um so we had budgeted 250,000 for tennis courts and this is for middle school east. This is a complete um digout, new surface um new poles, nets, fencing for the area. Um, and that did come in at $269,142.

124Um, at this point with managing the um, transitions we've had and capital projects to get done for the summer for the next school year, um, we are limited in vendors that are available to perform these tasks. Many of them have um, committed to bids and other work um, for it. Um, but based upon the need um, it is aligned to what we had for a budget. Um, we do recommend making the award for the tennis courts to Lancaster Asphalt. >> Do we even offer tennis over at East that our students use it? >> That I defer >> students at East do not uh we're not in um in the league uh per se. This is more for our physical education classes um and ultimately our community at large. These they what they've the the tennis

125courts are are seemingly really just unplayable right now. It's either we replace them or we we dig out, take fence down and we grass um the areas to which uh we have units throughout um health and PE that do utilize these and do see them as a resource for our students. So, um it is recommended that we do maintain these, but the condition they're in right now, I don't know that they've ever um based on the conditions that they're in that they've ever been touched since they were initially put in. >> We don't have a tennis team over there then. We don't have a tennis. >> So, I'm just questioning the need for that. >> Yeah, understood. >> The next um project [clears throat] is the doors at Bash. So these are exit doors. They're

126not only the replacement of the doors, but the steel mullions um that um frame those openings um for the work. And that is at 136,495 from capital projects. >> Yes, correct. Item S, um stage curtain replacements. Um new handover Colale. Um, this [snorts] is the labor materials. Um, and these are what were in the budgets that we presented previously. >> Are these being checked because uh, Mr. Brophie, that was at the high school that we had that one that had an issue several years back. >> Yeah. [clears throat] >> So, I I would want to make sure that >> checked for what in particular are are you talking about? >> The curtains? >> Yes. Oh, the curtain was at the high school and that was they were falling off the wall. So that was a

127whole whole different that was a >> right. We're address Yeah. So those have already been inspected for that. This is just for a curtain replacement on those. The high school is different and we're actually doing additional work. So like stage two of of what we need to do with the the actual riggings themselves, the rope. >> I just want to be very cautious with that. Yeah, >> high school was a foundational issue and OSHA [clears throat] safety and everything else with that. That was that was a bigger deal. >> Yeah, stage one of that was done. Stage two is this summer and for both New Hannover and Colberg Dale, this would just be curtain replacements. The the foundations of those are fine. >> And the the difference in pricing is we actually looked at what

128needed to be replaced based upon age, fire retardency. So that's the difference on the pricing that you see. the the last um item t capital prize for the security window coverage and I could speak to that. We we're still waiting pricing on this. This is um if you've uh you walk into a school and each of our schools are are really different in terms of sidelights at classrooms, windows that might be embedded indoors, doors that might be fully uh without a window but might have sidelights, some that do have both. each building is is technically a little bit different. So, we're awaiting pricing back from uh companies in regards to a very what we believe will be um a simple mechanism to be able to quickly cover those those glass items, obscure view from um

129if there were to be some sort of active um situation happening out in the hallway from an intruder, shooter, something along those lines to obscure view into the room. that if we are in a lockdown situation, students can get to a corner of a room, there would not be any view of them. Um, it's something as simple as a quick string pull of something to a felt rolling down and so forth. But each of these have had to go in and we've had to measure every building, even inside of some of the same buildings. There are many, many differences from classroom to classroom as to what that room looks like in terms of any exterior glass looking in. So, we just wanted to bring this back, make continue to make you aware. We've had this

130on listing for capital projects. We don't have a price yet. Um, we're hoping to have this uh some sort of pricing back to you um prior to our next legislative meeting, but we will keep you in the loop as to where that is, but that is something that we hope to get um a project we hope to complete this summer as well. >> Okay. That's just visual obstruction, correct? You're not looking for you're not looking for bulletproof. >> We're not reinforcing glass. No, this is we right now um have a variet so much of a variety and um we don't and and uh what we don't have is a proper procedure and direction for what that should look like for each teacher and we need to be able to deliver that. But to be able

131to deliver that, we need commonality of here's what you're what's going to be in your room. Here is our expectation of when this is dropped. Here's when it is expected to be um unobscured for that. And um that's what we hope to do. This this creates no betterment of the of the glass in any way, shape or form is all visual obscurity. Um under U and V, these were two items that uh we did talk about um uh with the board in executive session and wanted to bring them back to a full committee meeting to see if there were any further questions. Um, we did come up with a new facilities director job description that we believe includes um a a robust nature to what the expectations would be for a facilities director. some of

132the requirements um that would be part of um an individual's background and um from what we need here in the district moving forward. Um with tied with that as this job description is also part of an act 93 agreement to which the board would have to amend. Our recommendation in that job description is increasing the salary range um that we have listed in the amendment and it would take action of both an amendment to that act 93 agreement and inclusion of an updated job description of the facilities director position in order for those two things to occur. So um Mr. Dr. Han and I were just we had not heard back from anybody in regards to this over the last couple of weeks if there were any more questions or you needed more information from

133from us. Mrs. Nim, >> who came up with this job description? >> Well, it's a it was efforts of our HR department and our solicitor's office. Well, a lot of these things that you're asking in there are things that we outsource. We get consultants to come in and do the work. So, and I'm sorry, I'm not prepared to open this up and give 40 to $50,000 more than we were paying. That That's ridiculous. We have people out there in the community that can't afford food or their prescriptions. And well, as we shared in the executive session, we were we we we took averages across um like size and demographic um school districts with the position such as this with the amount of size and scope of this district itself, number of students, buildings, etc. to

134be able to come up with a market value range that would be a recruitment tool for an individual to meet these requirements and that would be a successful individual here in uh Bertown to be the next director of facilities. This was not just something that we threw a a dart at. We we really took a look at and trying to figure out what a recruitment and and retainment salary range would be for a position of this scale. That's a lot of money to give out at one shot. That's to me that's not acceptable. >> Again, we took a market range of what other school district >> I know what you're saying and as I told you before, I heard from people down at Lower Morland where you came from and they said, "All you want

135to do is spend, spend, spend, and it shows it right here." I'm sorry. There's so much in here that that person doesn't even do that we uh hire consultants for. Any other questions? Again, our goal here is recruitment and retainment. When it comes to the specific position to which we need um the essential duties of the position, the requirements are alignment with other um school districts recruiting similar position. um and the salary range is in alignment of an average in this region with those particular components. So it's not about the spending, it's about while there's there's there's an expenditure to every position, this is about trying to recruit and retain an individual to become a facilities director within the school district. So I I get it. I I don't appreciate the personal slam at me,

136Mrs. Nyman. I think that would be something that you and I could have behind closed doors. But I appreciate your your concerns about the the dollar number on this position. But I can't change the market value to what exists in a position such as this. years ago when when they were thinking about well when they did get rid of our um [sighs] Paris, I fought to keep them because it wasn't about the money to them. It was about the way they were treated. And I'm still hearing that from a lot of people. It's not always about the money. It's about the way they are treated. There is so much unfairness in this district, it's not even funny. Any other questions with regard to the job description or amendment to the act 93 agreement as needed?

137>> So if if we look at the price or the the uh the salary range, right? Would it be possible to pull that salary range down a little bit? >> Well, it's possible to do anything we want with regard to it. We we we we went in with the idea let's gain an average of the region of a likes um market value of what a director of facilities of a of a comprehensive school district in this region would be when it comes to the building size the scale of the district number of students number of staff to be get comparable market ranges with regard to that because we don't just compete [snorts] in a small little vacuum here. We compete across the range, right? There's there's school districts. We're a twocount school district. So, we

138have competition inside of counties, but that that doesn't extend that means it doesn't extend into even Lehi County or into Bucks County, which are not far from here as well. So, there's there's market ranges and values that are are just consistent things to be able to do that. So, we could bring that salary down. I I don't know that we uh would recommend doing such um as we've found that that range to be an average range. Um it can certainly be down. I I I don't know what that means for recruitment purposes. >> So if I'm understanding this correctly, the the low of 130,000, right? That would be the starting salary. That would be the range 130 to 150 for that range for the position. >> Okay. And then I had a question from a

139governance perspective um in the new section to to uh you know the the new language giving the district the ability to modify the salary range um in the middle of the five-year term. Is that new language in in this act 93 agreement, >> Mr. Han? Is that new? That's new as part of this addendum you're talking. >> Yeah. Is that new to this addendum? >> No, I don't believe it's new to the addendum. >> Okay. [clears throat] >> I guess there's two two questions. Actually, one's only [clears throat] a question. I know we looked at the salary ranges for recruitment and I understand that. Do we look at the average salary of the people that lived in the district? I mean, that's when when we as a board negotiate a contract, which this is what

140this basically is a contract. We're representing the people that elected us and obviously the administration, you're acting as with the people as a representative to, you know, to get them the best they can. I understand that. That's part of the that's part of negotiating process and it it should be But the one thing is when you put a contract together like that and you put a a time on it, there's a reason you put that time on it. It's because one, we want to we want to assure the person that's under that contract. They're going going to get those dollars and any escalations for the duration of that contract. We won't come back to them and say, "Hey, we made a mistake. We want a couple thousand back." That's which is you can't do that.

141But in the meantime, we've told our constituents that this is what we're going to pay for that duration of the contract. This is what we're we're obligating you to do while that contract is in effect. And we owe it to them to uphold their part of the contract also. So, I'm not I don't believe I can sit here and say I'm willing to open up a contract to increase dollars again when I've already made the commitment to the constituences. this is the dollars we're going to pay and this is what I promised you. And I just don't maybe that's convoluted, maybe that's not understandable, but that's where I am. >> No, it's completely understandable and I I understand your position with regard to that. I think that that constricts us in the in in in

142the market that we're in uh with a vacancy to be able to fill that position to be to find a a what I would imagine since we've been out on that marketplace already a year ago almost a year ago um and um and the the success rate we we we saw at that range with applicants um was was a very very much a challenge to find an individual. So I I don't disagree or I hear your concerns with regard to that. Um >> that's a promise I made. So I will keep >> Yeah. And you know I I I I constantly have u things brought to my attention um by our constituents and our public in regards to facilities as well as board members who who want more. and who want exactness and who want

143um high level of everything when it comes to our facilities. Um and and and and unfortunately at sometimes that can't be ascertained based on you know what uh the quality applicants that we're we're able to attract based on setting values at at at such a range. So it is a bit of a conundrum when it when it comes to that. But at the same time, I worry about the people who are staying in their houses because they're they're not getting raises like that. >> But I and I also and concerned about that, but I'm also concerned about what the expectations are then from the board when it comes to our facilities. >> That's why I like the contract that you're going to go and in fact I asked for this three years ago was to

144evaluate all our buildings. Oh, excuse me. To evaluate all our buildings and look at them and see where they are and what we need to do with an outside eye, not just on ours because our history of m maintaining our buildings is not good. You can go back through our history and find out we're we're very bad at it. So I'd asked for this three years ago before we went and started spending our capital dollars on non-educational projects and it was not accepted by the administration or board leadership to do this do that at that time. So if I sound a little concerned and I said earlier today I don't I don't think we're spending our money on all the right places. I really believe that's that's an issue. Also by the fact that by

145the presentation tonight, I think that it was highlighted that we're in the same boat that every other school district in the country is in. The main problems are fourth to eighth grade, actually third, third to ninth maybe is where the majority of the problems are. And yet we've spent the last two years or year and a half not looking at that, but looking at different grade levels and spending millions toward that. So what I I'm not going to go any details on that. I'll let you decide on your own what I mean. But I I think we need to really focus on where we're putting our money, how we're getting it, and and your your your point is well made. The market has changed in the last two years a whole lot. But in the

146same vein, the dollars coming into the households around here have not changed. So if we're going to take some money here, where are we going to give it back? I'm I'm looking for a balance. I'm looking for some way we're going to do that. And that's what I haven't seen. >> Well, you've been presented with a balanced budget already u for a proposed final budget that was well well under CPI. It's at 1.9% which includes a number of positions. Last year's or our current year budget included a number of position. We know the one number one factor research says is is that individual in the classroom with that with those students and we've added um upwards of 13 positions last year in this year's current budget to be able to address and bring down many

147of the things we saw the data you saw tonight on a subgroup at the high school students with an IEP was directly related to us drawing down uh case load sizes across not just at the high school in special education but across our buildings to be able to address a number of the issues related to that. So it comes in you know the the resources and the needs come in many different formats when it comes whether it's it's materials whether it's professional development whether it's individuals and human resources um you know a district being able to be malible and and providing a 1.9% tax increase to to a to to a community um when CPI is is is running you know at least a percent higher than that with um the the increased costs that

148that we're seeing right now I think does speak that we're being considerate of our community at the same time same time trying to also do many of the things that the board's asking for and I hear a lot of you know expectations when it comes to facilities um but yet when it comes to a an individual leading that department um and the difficulty of attracting and retaining those those types of individuals does come at does come at a cost point um to that. So um I I understand your concerns with it and you know I think we have to it's not agreeing to disagree. I think we both have points >> we well we can but we I think we both have points related to this. So I I don't know that there's a perfect

149answer to this, but my job is also to um help and advance this school district in all sorts of multiple ways from academic success. And we know that facilities plays a role into all those things when it comes to comfort and safety and the ability to to have the necessary um resources and physical resources that we need. So, >> I agree and I not this isn't this is not a criticism of the improvements that are being made because they're being there. I just like I guess the question I have is we're looking at next year's budget. So, what are we doing down the road? Like how much have we increased in budget dollars from last year to this year? It's just it's substantial. >> And yeah, >> I'm not I'm not I'm going to argue

150that right now. It's it's it's substantial. And we're we're we're having a 1.9% tax, which which I'm always in favor. I'm in favor of zero, but 1.9 I mean, you guys are doing the job to do that, and you're working hard to do that, and I appreciate that. However, I got to look, actually, I don't have to, but the board and the administration has to look five years down the road, 10 years down the road. Uh you're doing you're doing your projections. Uh, I think what I what I what I'm concerned about is your assumptions. Like what assumptions are you making and how you're what are your basis for those assumptions? And if something goes wrong with those assumptions, there's a big change. How's that affect the district? And I don't see it affecting the

151district positively. Now, once again, one board member, my opinion, uh, but that's where I am with that. And that's where I I am with continually increased costs as I sit here most of the time and you you can see that now I look at the dollars spent. What are we what are we spending it on? How are we increasing education? And how are we affecting the people that live in the district and that's the three things I look at. >> Are you are you soon going to be done, Jim? because I'm getting sick and tired of listening to you say how bad we are when it comes to this district. And I'll tell you what, we're in better shape now than we were when you and me got on the board. So, I don't see

152how you can sit there and say we're not doing our job. We got to hire good people and we got to pay them good money or we're not going to get them, Jim. >> Okay. You done, Roger? >> Yeah, I'm done. >> Okay. So, so I applaud what you're doing, you're trying to do, but I have I have long-term concerns on how it's going to affect the district overall. I'm worried we're looking at a n 2012 to 2019 escalation, which we had once before, where we slowly went down. We ended up closing buildings and laying off teachers and Paris in 2019, I think it was, redistricting, putting kids on buses for a couple hours. I don't want to go through that. I don't want anybody go through that again. So, if you think I'm nagging

153you about that, I have good reason to nag you about that. Thanks. While we're on that subject, uh we are expending money faster than we're bringing it in with everything that's going on with full day kindergarten and we haven't projected out for five years what the assumptions are going to be, what the act one index is going to be, how costly is the all day kindergarten going to be. Special ed costs keep going up. I would like to see a detailed five-year projection and I want to know what assumptions are you putting into that model. Well, Mrs. Nyman, had you been here at the finance committee meeting the hour before, you would have seen some projections on um a year and two year out where we looked at 2% 3 3.2%. The unfortunate nature to

154act one is there aren't fiveyear projections um out on on those. We don't even have an exact number for setting next year's budget as it comes to the act one. They don't set that until September. We have a projection as to what that will be. Um we forecasted very conservatively on and you if you would have seen that presentation um on a number of the big cost drivers that are driving as salary and benefits. We're in a people business. 70% of our costs are always associated to people. Um I mean you can see what the driver is with regard to the benefit cost with that. So we have some very very conservative projections that we we labeled and conservative on the revenue side as well to be able to give the board um a little

155bit of a telltale and and we saw that when um you know Mr. Broph even mentioned uh a couple months back when we heard an uh uh BCIU presentation from P PSBA and the state of state funding and federal funding when it comes to that. So we flat purposely flatline that as well. So, I would encourage you to look at the finance committee position, but we we won't necessarily be able to give you a five-year forecast detailing as to what you're looking for because it's it's it's not it's not able to be driven because we're not going to have act one um performance or indexes out there. >> You can average it. >> No, we can't average it. It's not a we don't just average it. >> We know what it's been for the last

156several years and it's been fairly consistent. um it actually hasn't. It's been pretty robust. Now it's driving back down. So, it's not consistent in terms of the driver of what it is. And and we're really trying to set set annually those budgets and forecast at least a year out in advance for you. But doing a five-year forecast out when we capital plan, we layer to say what do we think affordability is going to be with certain things. And we look at our what our capital fund is. um not necessarily looking at what our general fund's going to be 5 years out to be able to forecast that. So um you know I think there's there's difficulty in doing some of that but I I would encourage you to look at the presentation from the finance

157committee listen to that because there were some good questions that came down um from that meeting and then um certainly get in touch with Mr. Valent and I if there's any more questions you would have >> I was here prior to Mr. Brophie and Mr. Grove coming on and I was I went through the whole part of the Pine Forge closure, the furlowing of teachers and I'm telling you nobody I don't think any of you in here want to go through that. That was pure hell. We had everybody arguing they didn't want their kids being moved. They didn't want their kids being moved. That is not something I think any of us want to go through. I did it once. I sure don't want to do it again. So, I think we really need to

158be fiscally responsible and and try to do some type of a five-year projection for us so that we can be fiscally responsible of what's coming up for us. We >> we'll get some things to you, but I would encourage you to start with what we just presented a couple hours ago in the finance committee, Mrs. Nyman. Um what what I'd like to know from the board is um does the the the board and and this is just kind of informal nature. Do you want us to bring forward for consideration um this amendment to the act 93 or the facilities director job description? I'd just like an informal as to whether I'm going to bring this forward to put it on the legislative or not for the board. >> All right. I want a thumbs up

159who is in for it and a thumbs down who's not for it. Are are we voting for them >> not to amend it or >> not to amend it? >> We're voting not to leave it the way it is >> to go with what Dr. >> They're asking if they want to essentially table the item not bring this >> if you're not changing they're the administr the administration's are proposing to change it. So they're asking the change version. Do you want that brought to the legislative session where what I what you're but the question you're asking is not changing it. So that would mean we're not bringing it to the legislative session. I think that's the point of confusion. >> That's where I was confused. >> So then we'd be voting on hiring someone for

160a lot less money. >> Sure. So I guess the question I think I think what the administration is asking is okay do you want the these two items brought to the legislation let it the next board meeting to sort of consider and act on or not. So I think I think that and I think the answer if you're saying no that means you want it to stay as it currently is and not make changes to the current plan. I mean that doesn't mean >> that's correct >> currently what I'm asking the board just an informal or do you want this to move forward to a legislative meeting as they are here >> as listed >> does does everybody understand that sort of the question that's being asked sorry all right >> well do you want

161a a thumbs up to move forward or move it on >> I have a thumbs up >> I vote that we move forward with the recommendations. Two >> motion passes. >> Not a motion. >> All right. I'll list these two items at our um next legislative meeting. Uh the last item that we have for discussion uh is a donation list and you can see the number of items that are listed there and um I believe it came up during the um uh the Washington um playground presentation and you can see the donation from the education foundation for um some supplies and for a communication board listed their telescope from Elizabeth Cass um for Bash Astronomy and a on a positive note the Pastan Area Health and Wellness Foundation has awarded the district grant in the

162amount of $100,000 we had not seen that value Mr. out last year or the year before >> it was right around the same amount. >> Right around the same same amount. And this does help to fund uh a position that we do have here u as our um health and wellness coordinator in the school district. All right. Down to reports. >> Okay. Uh report Mr. Broofphy. >> Nothing for >> I have nothing to report to for the BCTC. No public comment. >> Make a motion on the minutes. >> Grophy motion. >> I'll second. >> Miss Nyman. >> No. >> Mr. Brad Upgrove. >> Yes. Mr. Roger Upgrove. >> Yes. >> Dr. Weir. Yes, >> Dr. Wy. >> Yes, >> Mr. Broofphy. >> Yes, >> Miss Carter. >> Yes. >> Eyes have it. [snorts] >> Under

163superintendent itemized agenda, there are two items for your consideration. First is Turfield's project. Again, at our facilities commu uh committee meeting two weeks ago, uh Mr. Lynch outlined um the a a uh professional services agreement um not to exceed $55,000 um for professional services that relate to material testing, soil, uh concrete, etc. as part of the turf fields project. This has all been um uh considered already in the soft cost and in the budget of the um the project itself. So, uh, the administration is recommending the board approve a professional services agreement with Kleinfelder to do such as explained >> up to moves. >> Miss Nyman, >> no. >> Mr. Brad Upgrove, >> yes. >> Mr. Roger Upgra, >> yes. >> Dr. Weer, >> yes. >> Dr. Wy, >> yes. >> Mr. Brophy, >> no.

164>> Miss Connor, >> yes. >> Eyes have it. >> Under item B, personnel, the administration recommends the approval of the personnel agenda as listed. motion. >> I'll second, >> Miss Diamond. >> I see that we lost another custodian. So, how many custodians are we short now? >> I'd have to have Mr. Yanuzi give you that number because it's been floating. We've had some substitutes that are going to be moving into uh part-time roles. Um, he was out today, but I can get you that number. >> I would like that number. >> No problem. >> Miss Nyman. >> Yes. >> Mr. Brad Upgrove. >> Yes. >> Mr. Roger Upgrove. >> Yes. >> Dr. Weir. >> Yes. >> Dr. Wy. >> Yes. >> Mr. Broofphy. >> Yes. >> Miss Connor. >> Yes. I have it. >> Under

165old business, there is none. We have nobody signed up for public comment. >> Comment. >> Yes. Um, several questions. Uh, the insurance was that put out for bid? I can't remember. >> It was put out to bid to the full marketplace. full mark. Okay. Um Okay. Um the fields I'm getting complaints about all the dirt that's being flying around and I'm also [clears throat] questioning the dirt that is being taken out. Where is it going? Taking out where it's going is is is not our decision. That's up to the contractor as to where that dirt goes. So, >> who gets that money? >> What's that? >> Who gets the money for it? >> That I don't know. That's not part of our We We have a a contract for the project itself. So, the the

166dirt is really >> Okay. Solicitor, are we allowed to just give that away or do we have to be getting money for that? >> Well, we don't just give it away. the contractor takes that from its field and does what it needs to do with regard to that's part of the project costs. >> My understanding would be that that would have been covered with the agreement that was reached with the vendor that's doing the work. That's part of the the the nature of the work. So when the board approved the work, it approved that as part of the work. Um you know obviously sometimes depending on what the nature of the dirt is, sometimes they got to pay to get rid of it. Sometimes they're They're doing something with it, making I guess getting paid

167for it. I don't know. But that would have been part of the underlying contract that we hired them to do the work which included removal of whatever materials they needed to remove as part of that process. >> And I am getting complaints that they are not following traffic laws. Um they're >> I have not heard any of those complaints covering the load like they should be and the dirt's flying all over. Also, I can attest to this one because a truck was in front of me at the light out here and it specifically says no turn on red. The light is red and the truck goes right on through. We we will uh contact CNA CHA to give them your concerns and those that have come from the public. Uh I do know that a

168uh CHA was in contact with them uh in regards to a water truck last late last week when it was dry. >> Truck. >> No, no, no. In terms of your the dirt flying that we were they were in touch with the contractor about uh a water truck and having a water truck on top. >> They are if there's stuff coming off, they are supposed to be covering it. They they should have >> I'm not speaking about that. I'm speaking about the dirt itself and the dirt into the air which you started with with question number one with me. >> Okay, I get that then. Okay. Um the time clock. I'm being told that employees are clocking in and out from their cell phones or from their computers. So that means they could have left

169here say 2:00 and come 3:00 when they're supposed to be clocking out they can be clocking out through their phone. >> Mr. I've not been made aware of any claims of clocking in remotely from anything. So, I can follow back up uh with frontline managers, but I'm not aware of any of those instances. >> If you can give me specifics, if it's custodial, food services, I can kind of narrow it down. But none of those concerns have come come across my desk. So, if you have specifics, I would um love to hear those. >> Okay, that's it. Just to clarify your previous answer, what you're saying is there's no salvage reimbursement components to our contract, but that would be correct assumption. >> That is correct. Yeah. So last uh last week well yeah last week

170last Friday uh had the >> uh last Friday I had the opportunity to attend uh Bash's graduation ceremony. Uh great job everyone. I wish the students, faculty, and staff a great uh summer. Uh make it happy and healthy and we'll see you back here in uh August. Thank you. Nothing right now. >> Nothing. >> You have your mic on yet? >> Yeah. >> I would also like to piggyback on uh a wonderful memorable graduation ceremony, Mr. Sparks and the administration, faculty, students. A wonderful evening, a beautiful um celebration. So, thank you for your efforts. >> I also want to thank you and your staff for putting on a great event up there. It was uh really nice and the student it was nice seeing all the students out there graduating all what 475 of them

171all new day the day later. >> So, >> thank you again. >> Yeah. And I I would uh echo the comments uh and I really have to thank Mr. Sparks and uh the high school staff um his administrative team support and administrative support there. It takes a lot to run a high school graduation of that scale. It's a lot of time, effort, and considerations that goes into that. So, thank you to Mr. Sparks. that is really a um a lift for the high school administration um the administrative staff there um support staff there that really u play a large role in that and it's a wonderful ceremony to to be a part of and uh we're blessed to have such a uh a great community and a great class of 2026 that uh just graduated.

172Upcoming meeting dates we have uh later this month, June 23rd, policy committee at 6 pm, legislative meeting at 7. >> We are seconds. >> [music] [music]