PVSD Board of Education 5.21.26

001Number 34, Christina Bosakis. with an assist from number 20. Another one. Here. Get ready. Valley Gold number two, Riley R. Here we go. Here we go. Right on. Right on. alarm. >> It was I know. So proud of our kids. >> Good evening everyone. I'd like to call the Pleasant Valley School District Board of Education meeting to order. If you could all rise for the pledge of allegiance and Dr. Howard, could you please lead us? I allegiance 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. >> Thank you everyone. Again, good evening and I'd like to welcome everyone that's in attendance with us this evening. Um, if we could have roll call, please. >> Norm Burgerer

002>> here. >> Robert Clark >> here. >> Janet Junior >> here. >> John Gazitki >> here. >> Denise Holley >> here. >> Sue Kresky >> present. >> Ryan O'Keefe >> present. Diane Surface >> present >> and Matthew Walters >> here. >> Thank you. I'd like to let everyone know that we did have an executive session. It was held today, May 21st of 2026, immediately prior to the regular scheduled meeting for the purposes of personnel matters including but not limited to performance and or discipline negotiations and legal issues. And next item is Isabella Guzman, our student government president. Good evening and thank you for the opportunity to share my final update of the year. As we close off this school year, there really isn't much to say as we are all wrapping it up. Today was

003the senior's last day. There was a lot of tears shed today. Um prom was super exciting. Everybody had so much fun. It was nice to see everybody all dressed up. Um so seniors have two exciting events coming up. Tomorrow we have our Dhi Park trip which we're all super excited for. This is something new that we are all doing and it's been planned. Everybody, we're ready to go. Um, one of our biggest events is the tailgate and the senior breakfast which we will be having tomorrow. I know we've all worked super hard, especially student government on planning it and having fun events for tomorrow at also our last event for our seniors is our graduation. I'm so excited to see everybody there. I hope everybody can come. Um, I just want to thank you all

004for this opportunity to serve this role. It has been an honor to represent Pleasant Valley students and to give you the monthly reports. I'm confident to say that the next student taking my place will do a wonderful job. They're stepping into a role that matters and I know they'll continue to bring strong student voice and leadership to the board. Thank you to the board, staff, and community for your support supporting me throughout this year. Thank you guys. >> Thank you so much. It has been an absolute pleasure having you join us each and every meeting. And I do have something for you. In appreciation to Isabella Gunsman, Pleasant Valley High School student government president, it is hereby recognized by the Pleasant Valley School District Board of Education for her participation at school board meetings during

005the 2025 2026 school year. And it's dated May of 2026. And just thank you. You've been a joy to have sit over there and look at. You're always smiling. You're always happy. And I know Mrs. Surface just asked you, but please tell us where you're going to go to school and what you're looking at. I'm going to East Charlesburg University for medical technology. And medical technology, tell me what that is. >> So, we basically do blood analyzation and we uh diagnose you with your disease. >> Oh, okay. Congratulations. Thank you. Did you get it, Cat? >> No, you got the back. >> That's okay. We can do that. >> Well, unless she wants to leave. Do you want to go early? >> Okay. All right. >> I I do have a selfish ask. Um, next

006winter. Okay. Okay. Uh after Thanksgiving, I would hope that you can maybe come back to the high school. First off, it'll probably look a lot different than it does now. Okay. But secondly, um you know, Mr. Boland uh and his team really want to bring back recent graduates to give the current underassman uh just a little bit of taste of, you know, what your experience has been like. What are some maybe words of wisdom that Isabelle, you can provide to them. I'm sure our students would be very receptive of it. But it's a great opportunity to not only tell us how you're doing, but also give some really positive um feedback to your um underassmen and people that you saw in the hallway because they're going to, you know, be graduating from here soon enough.

007But um I would really encourage you and we'll be in touch. Hopefully we can make that happen. Okay. So, thank you and best of luck to you. We're proud of you. So, >> thank you. Uh moving on agenda. Uh at this time I do need to have an election for our board treasurer which would run from July 1st of 2026 to June 30th of 2027. So I open it up for nominations. >> I nominate Diane Surface. >> Second. >> I have a nomination in a second. Are there any additional >> I'm sorry. >> We don't need a second nomination. >> No we not for one anyway. >> All right. Yes, we did. >> Are there any other nominations? >> Okay, hearing of none, I will close the nominations. And since we only have one candidate,

008I ask for uh election by acclamation. So, all those in favor, please signify by saying I. >> I. >> Anyone opposed? And that motion carries. Congratulations, Diane. >> Thank you. I think >> All right, moving on. Secret Secretary's report. >> Good evening. Tonight I am requesting approval of the minutes of the meeting held on April 23rd, 2026 and approval of the May 21st, 2026 board meeting agenda. >> So move. >> Second. >> I have a motion by Mr. Walders, seconded by Mrs. Hopeley. Is there any discussion? >> I have to abstain from the 423 meetings. I'll be abstaining from both those absence. >> And I'm abstaining from the 21st of May. >> You're abstaining from what? That's today. >> 7th of May. >> The last meeting in May. April 23rd. April 23rd. >> Okay. >>

009Just leave now. I'm out. I'm not coming to this one. >> All right. We Did you get that, Tammy? >> We'll stay with the 23rd. >> All those in favor, please signify by saying I. >> I. Anyone opposed? And that motion carries. At this time, are there any Pleasant Valley citizens that would like to address the board? If so, please come to the podium, state your name and the township you reside in. It is on agenda items only at this time and there is a threeminut limit. I see no rush to the podium. So, we are going to move on. Treasures report. Mrs. Surface, please. >> Yes. This evening, I'm like to move item 4 A through 4 H. A isform informationational only. >> So move >> second. >> I have a motion by Mr.

010Burgerer, seconded by Mr. Gaziski. Is there any discussion? >> I just had a few questions. Uh Tammy, uh the Angle, Angry, and Davis Incorporated. Is that >> That's our tax collector bond insurance for Pulk, Chestnut Hill, and Ross Township. >> Okay. Thank you. And um 4 D um Envirra Health co co- bio sampling. What what were they sampling? And >> that's our required annual air testing in each building. >> So it was air testing. Yes. >> Okay. And um Kim WK um title one consultant did we how much did she like save us or >> Kim doesn't really save us money? Um what she does is she trains um the new leadership for the grants, the titles, the federal grants. Um she has um done I actually have a few things listed. Um she was

011a valuable asset to the curriculum department in assisting in ways to maximize the title one funds and two and three and four and preparing for the upcoming monitoring um that's going to occur. In the past funds were allocated to salaries where now the funds are being utilized to service the student population in more ways than just the teacher salaries. So, she worked with them side by side saying, "Okay, here's >> she actually she's worked with the business office, too, with the monitoring. She came down and talked to talked to us. We learned a few things from her, too. >> Um, and we're not renewing her for the upcoming school year. Everybody feels comfortable with her training. Um, so we won't be renewing that." >> Okay. And then the last one, the 4E, Renaissance Learning, student

012achievement, is that for Oh, go ahead, Dr. >> Renaissance. I know there's a lot on there for achievement. I wasn't quite sure what >> the renaissance are the license for the students for um Lilo at PVE. >> What was that? >> We presented it at the last work session. Um I think it was last work session. Susan Price and Missy Kern were here and it's legal for the students. >> Okay. Okay. Thank you. I'm good. Thank you. >> So I just have a couple >> question. Okay. Okay. Um, so I'm going up to the Amazon student achieve a achievement. The ready ready tole learn is paying for the 42 42,485. Correct. General supplies. Did the letters switch an item switch? >> I I don't know the item. I'm going to guess that it's the student

013supplies that we're >> Yeah, it's student supplies. So, the second one is 4E23,782. That's not ready to learn. That's coming out of general supplies. Is that on the >> Yes. >> On the same invoice or a different invoice? >> Different. >> Which invoice was it? >> Um, it was capital services general supplies 52126. >> The vendor, Mrs. >> Excuse me. >> The vendor. >> Who's the vendor? >> Capital services general supplies >> number 4E under 4E. It's not a ready tolearn payment. Yeah, I think that's a function that not the vendor. >> It's $23,000 check. >> Do you have any others? >> Um, while she's looking, the Voyager Soapric learning is that the >> Voyagers The gas carts for first student maintenance and security. >> Gas gas. >> It says, well, this one says we're

014going to go to general supplies. I thought it was for the achievement also. So, it wasn't paid out or ready to learn. >> No, that would not be paid out or ready to learn. >> Pardon me. >> No, Voyager would not be paid out of ready to learn. >> No, no, no. That's separate. I I Voyager soap learning is that Aadians. Somebody told me to go on to another one. >> Voyager is forad >> is being we're purchasing that through the um the >> I'm sorry. No, that's >> we looked at a bill the other day and we we found it through a it was a cadence. It was handwritten on >> I was just make >> I know I'm just clarifying it because it was handwritten on the bill. Um, and this program is

015just because the kids are learning it and that's what we're going to use because I just didn't recognize Voyager. So, I was just verifying it was Acadians, correct? >> Yes. >> Okay. Thank you. Now, if I go back up to the 23,782, that's the Amazon. >> Yes. >> I'm sorry, Mrs. Hopeley. I don't know everything that's on that Amazon bill. There could be a hundred invoices attached to >> No, I'm just saying is it a ready tole learn? >> Some of it could be. Some of it could be general fun. listed. So, I'm just saying I didn't know if it >> it's not listed on here. You would have to look at the account code number >> when you're reviewing the bills to see how much of that I can go back and look at

016the Amazon and tell you how much out of that is ready to learn and how much is not. >> Okay, that's not even my question, but one of the question was is it out of ready to learn? So, not yet. So my overall question about Amazon, is there a reward system for us to get some kind of added benefit for ordering from them? Just let me get the discount. >> We get discounted prices. That's why we're using them instead of our other vendor that we used to get the supplies from. >> Curts Brothers. >> Yeah. >> Oh, Amazon is way cheaper than Kurts Brothers. >> I'm just making sure because we buy in such volume for everything for all the schools. That's why I'm asking the question. I didn't know. Um, so the discount is

017our reward and I just wanted to know why we weren't using other vendors because it wasn't clear to me. >> I can tell you when we're shopping for that >> sure those items the sheer volume that we do is very very large at this time of year and I give so much credit to the ladies that work in my office. They go out to find the best price >> and they do I've seen whoever >> but I didn't know if there was other big magnific >> because we do we buy a lot from them. So, I was just looking. Thank you. Um, yep, that's it. >> Anyone else? Okay. All those in favor, please signify by saying I. >> I. >> Anyone opposed? And that motion carries. Moving on to unfinished business. Mr. Fitzgerald. >>

018Uh, yes. briefly and I like to report on big cases that have impacts on on my clients, including a Supreme Court case in Pennsylvania this week um that finally answered the question about um whether the policies that school districts had in place surrounding assessment appeals where the school districts initiated assessment appeals whether that was constitutional. Um there was a case brought in Downingtown school district by a an apartment complex claiming that um it was discriminatory for school districts to essentially bring assessment appeals against commercial properties and it had gone through the courts. had gone through the Commonwealth Court and it was finally up at the Supreme Court and uh they provided us clear guidance albeit in a 4-3 decision that the policies that school districts have in place including a policy that we do have

019in place here at at at at Pleasant Valley is constitutional uh and and adheres to the uniformity clause of the state constitution. So that is frankly good news for school entities that at times may need to assure that some of its properties uh usually commercial but can sometimes be residential are appropriately assessed for for revenue purposes. So there you go. >> Thank you. Does anyone else have any other unfinished? Okay, moving on to new business. Um under career and technical institute Mrs. Surface. Yes, my report is attached, but in addition, I have two other items. On uh the 14th, for the very first time in their new addition, MCTI held their senior awards at their building. The students received over $60,000 in scholarships and monetary awards as well as some tools. Uh each year, two

020vendors in the local area donate large tool chest. this particular year both came to PB students. So congratulations to all those students. The second as a reminder June 2nd will be MCTI graduation. It will be held at Straber School District. That's it. Any questions for her? All right. On to Colonial IU. Mr. Clark. >> So my report is attached. >> Okay. >> I'm not gonna If you like it, read it. I mean it's long. Any questions for Mr. Clark? All right. Uh, PSBA liaison, Mrs. Hopeley. >> Hello again. Um, so the the my report is attached. The Pennsylvania Schoolboard Association continues advocating for stronger support for Pennsylvania public schools. During the 26th advocacy day in Harrisburg, more than 100 education leaders urged lawmakers to address school funding challenges, special ed costs, mandate relief, and student

021support needs. PSBA also responded to Governor Josh Shapiro's proposed 2627 budget, praising continued investments in education and student services while emphasizing districts still face rising optional operational and staffing costs. Additionally, PSBA testified during Sunshine Week in support of modernizing public notice laws, improving transparency in schools governance. Overall, the association continues pushing for equitable funding, mandated relief, and long-term financial stabil stability for school districts across Pennsylvania. >> Thank you. Any questions? All right. Uh moving on to education report. Um at our May work session uh both uh principal um so I used to say Sabrina >> Albbright and her her assistant uh provided highlights from um PBI and they've started with the PBIS program which stands for positive behavioral interventions and supports. Um and it's exciting news that they had just received their tier 1 certification.

022So congratulations to them and all the hard work they took to receive that tier one certification. They also presented numbers that evening to do with the program and they told us about two year and year end incentives that they have and one was the water balloon challenge where uh if students did not have any referrals they were going to be able to throw a balloon a water balloon at both the principal assistant principal and um Mr. Mr. Mr. Dudley, thank you. And then also the other one involves Mr. Dudley, too, which had to do with see the shave, I think is what it was called. And if you know Mr. Dudley, he has a very bushy beard. And again, if with no referrals, uh, they're going to be able to shave Mr. Dudley's beard. I

023can't wait to see without it because I bet you, as with any gentleman, it looks like a baby face without that facial hair. Um they also shared um a video of their academic showcase that was held in March which was absolutely wonderful. Uh all the students work was um presented at that time. Um the other two things that were presented that evening are on our agenda for approval tonight under contracts which is the PVI waggle which has to is part of HMH and it helps uh target students where they are at and it is a $17,640 cost will come from ready to learn for a one-year contract. We're going to try it, see how it goes. If the teachers like it, we'll continue on with it. And then also another one called code HS which

024is a STEM program again coming from ready to learn for 23,500. And that's all I have. Any questions for me? That's good. Uh finance report Mrs. Surface >> that will be called that will be called for later on in the agenda under items 13 and 14. >> Okay. Thank you. Athletic Mr. O'Keefe. >> Yes. Good evening. So, we have a quite a extensive uh spring sports updates to give everyone a full big picture of what's going on at PB and what our athletes are doing. Starting off, the high school proudly hosted a senior AAA awards and that stands for arts, academics, and athletics. On May 19th, celebrating students who have excelled both in and out of the classroom. Congratulations to all those outstanding seniors recognized for their hard work, dedication, and achievements throughout the high

025school career. Pocono Record uh athlete of the week. Uh each week the Poco record holds an athlete of the week and six out of the seven we had PB students on there. So that's awesome. So week one was uh Bella Otto from soft softball. Week three we did not have anybody on week two. Week three we had Belle Halomar uh from lacrosse and Colin O'Neal from boys track and field. Week four Riley Wrath lacrosse. Week five Payton Connect girls lacrosse. Week six Alex Depal girls track and field. Week seven, Riley Wrath uh for lacrosse. Uh we also I think we had this week was week eight. I think we had two up for the running and got second place. So we did not get first, but that's pretty great accomplishment to have six out of

026the eight weeks that we uh had someone on there. Jumping into softball, congratulations to Riley Knap, Ryland Nap, excuse me, for sitting setting a new school record for the highest batting average, a 0.562, and Bella Ultimos for breaking the school record for most home runs in the season with eight. Congratulations to Riley Green for being named the 2026 EPC Monroe first team as designated player. Congratulations to the following players for earning 2026 EPC Monroe second team honors. Bella Ultimos in outfield, Emma Dealama in outfield, Emma George at third base, and Ryland Knap at shortstop. Jumping into boys baseball, congratulations to Braden Green on being named the 2026 EPC Monroe first team as an outfielder. Congratulations to the following players for being named 2026 EPC Monroe uh second team. Chase Borger, utility player. Ty Borger, pitcher,

027and Sam Smell, pitcher. Running into track, boys and girls. Congratulations to Yuria Ghart for placing second place in the triple jump and Alex Deama for placing fourth in pole vault at EPC track and field championships. Both athletes advanced in the districts uh which were held on May 12th where Yuria captured first place in the triple jump with a new personal record of 467. Uh he is now ranked in Pennsylvania and is headed to states which I believe is this weekend. Don't hold me on that one, but I do believe it is this weekend. Alex Depal uh placed third in pvolting, clearing 106, and is the only freshman girl to qualify for districts in pole vault. Swinging into boys lacrosse, uh congratulations to Chris Ward for being named the 2026 EPC second team as a midfielder.

028And we're going to end things with girls lacrosse. A huge congratulations to Riley Wrath for breaking the EPC and District 11 records for goals and points in girls lacrosse. Riley was uh also named the Times News Athlete of the Week for April 20th through 26, earned the 2026 EPC first team honors as a midfielder, and was named the 2026 EPC MVP for the second consecutive year. Congratulations to Briel Halamar for reaching 100 career goals and congratulations to Sam Miller for reaching 100 career goals. Uh, congratulations also again to Sam Miller for being named the 2026 EPC team as a utility player. And congratulations to the following players for earning the 2026 EPC first team honors. Uh, Liza Borger in defense, Belle Halmar at attack. And some uh more recent news, the girls girls lacrosse uh

029capped off an incredible EPC season as runnerup in the EPC championship on May 12th after a hard-fought battle against Nazareth. The Lady Bears then carried their postseason momentum forward uh with a thrilling victory of 16-9 over Liberty in the District 11 qualifiers on May 14th. That that occurred on May 14th, excuse me. Uh then the effort, determination, and teamwork were in full display uh for a tough hard finish. Now, the Lady Bears advanced to the next round following a dominant 13-6 win over the park over Parkland in district 11 semi-finals, which was occurred on May 11th. The team is currently facing as we speak um Nazareth in the district 11 championships. Um as it's hopefully has kicked off now the first game ended. Um the atmosphere is electric and the competition is fierce and I'll

030continue to share updates throughout this meeting as I get any updates. >> We hope you do. >> Any questions from Mr. Oki? >> All right. Uh policy report. Mrs. Duner. >> I'm sorry, Jenna Duner. do not have a policy report, but I did have questions. And Dr. Conrad, you'll be going over the first reading of the policies in your superintendence report. They're not bad questions. Can I Do you want me to do it then or just ask them now? >> Whatever you uh Whatever. >> Uh >> should we wait until we >> Yeah, let's wait till Perfect. Thank you. They're easy questions. >> Perfect. >> Okay. Thank you. >> Yep. Uh any questions for Mrs. Duner? >> All right. Moving on to capital improvements, Mr. Burgerer. Uh since the last board meeting, uh CHA provided

031uh high school renovation update at our May working session. Uh the uh capital improvements team met today um to discuss uh high school renovation which included work that's ongoing on the administration uh cafeteria mechanical additions which will be ongoing through August. Uh as uh mentioned previously, exterior renovation activities are still ongoing and uh we will continue to see substantial improvement through the summer. Uh research is uh uh being held to find the best solution option uh for high school greenhouse which leaks. Um we are waiting for analysis results for the mar flooring issues and materials hazardous uh material evation uh will abatement will continue this summer. Moving on to the intermediate school. Uh uh the chiller replacement preparation is ongoing at the middle school. Um a air conditioning upgrade planning is ongoing. And uh we're

032also applying we're going to be putting up a digital sign out front of the middle school. So, we're applying for a virance to install a digital sign. Um, Pleasant Valley, we continue to work with our partners to pursue grants uh and when those opportunities become available. Looking forward, our next capital improvements meeting will be held uh on the 25th of June. Thank you. >> Thank you. Any questions for Mr. Burgerer? Just have two quick ones. Are they >> are they the flooring that they're having inspected? Um did they put the flooring down in the high school? >> Someone had said it was. >> Yeah. >> The tile >> that is being looked at. >> Well, uh if you remember, we took a tour. No additional flooring has been put down since then, >> but we

033will be u replacing the materials that we have for a new set of materials, >> right? >> And so we're awaiting the results because of a number of other actions that we need to take relative to recouping funds. >> Okay. >> For those materials. >> Okay. >> All right. >> Any other questions? Oh, did I don't know who knows in the planning did they look at the old gymnasium for any type of improvements there? >> Uh there will be improvements that are planned to ongoing but there's a number of activities that are happening. So the timing of that will probably be delayed specifically to the floor >> I just think yesterday that could have been a sauna we could turn into a sauna. The old ship All right. >> Technology report, Mr. Clark. >> So,

034my report is attached to some good things that technologies been doing um on there. One of the things they've been doing is with the construction. They've been staying up on keeping up with hanging projectors and other such things. So, they're sort of busy. I know summer is the busy time being a tech guy. So, wish you best of luck with that. Thank you. >> Any question any technology questions? >> All right. Moving on. Mr. Walter, security. No new information at this time. >> Okay. Thank you. Citizens Advisory Committee, Mr. Kazyski. >> All right. Thank you. All right. I'll start with the Citizens Advisory Committee. I would like to start the next working session that we discuss if we want to add new members to it and what the process would be forward. Unfortunately, I wasn't

035here at the last one, but I would like to put that on the agenda for the working next coming working session. Um, I also, if you permission to uh talk about the Hall of Fame a little bit. Um the Hall of Fame was held this past week. Um we had five inductees, Dean Borger, Dean Okonnell Mack, Britney Mave, Holly Rank, Dora Tarter, and Lindseay Smith Rich. Um it was well attended by a lot of uh friends and family. Uh the comm quite a few of the committee members were there. We had board members that were there and a number of administrators. Um so it was a well showed of support. We might have to get a bigger room next time. I mean, but it was I thought it went very well. We have a number

036of um returns from survey from them and they all felt that they felt that that was more they the environment was much more for hall of fame than the gym. They felt the gym would have been too loud and stuff like that. But that we'll have the full report. We've had four people respond back so far. That's it. Thank you. >> Okay. Any questions for Mr. Gizki? >> All right. Moving on. Superintendent reports. >> All right. Good evening everyone. Tonight I'm seeking approval for items 7B and 7 C. Items 7D through 7F are information. >> So move. >> Second. Have >> a motion by Mr. Walter, seconded by Mr. Gazyski. Is there any discussion? >> Just one question. Who was the uh secretary, the board secretary before? >> Has it always been Tammy or Yeah.

037Okay. Just I thought it was. Yeah. Thank you. >> I just have a question on enrollment. Is that included in this pack >> or not yet? >> Yes. >> Okay. Um I just did know because the numbers there was one number that was consistent through I'll think of it here. Hold on. When was the last time the enrollment for MCTI the brick and mortar 5050 um people that are taking um >> that are in school >> I'm sorry full-time schedule towards graduation. There were eight students since November 2025 are still counted as eight in the present enrollment. And how many credits? They're still carrying credits over in the chart. It had it up. >> I I have the chart. Um I'm sorry. What? I'm looking at the >> Sorry. >> Bears Academy, the MCTI Bears

038Academy. Is that what you're referring to? >> Underneath. >> Is it up? Oh, >> I have it on my screen. I have it on my computer. >> He has it on his screen. >> So if Okay. So if you go under MCTI and it has eight people are brick and mortar towards graduation has eight people. >> Yes, I see that. >> Has that changed because there's they've been there since November 2025. >> Just might be a typo. >> Sure. So uh the the eight students refers to a number of students counted in brick and mortar like you're saying with a full-time schedule taking additional virtual credits towards graduation. Um I'm not sure if that has uh fluctuated over time. You know, sometimes what we've seen is students, you know, needing credits for credit deficiency or

039in some cases students are taking additional classes because they're already maxed out with their current schedule. Um, Mr. Ven, >> I don't know if it was changed because it's eight there and I don't know the credits are carrying or going back. >> I can take a look into that for you, Miss Hopely, we do not currently have eight students who are taking additional credits that are full-time at MCTI. So, I'm I think this might be a typo. might be a carryover that something because typically with those students, they're not counted in a normal enrollment report. That's a special column. So, it's not pulled through a normal report. So, it might just be something that's kind of lingering. I'll have to take a look. >> Cuz it's a brick and mortar. Kids going towards graduation. So,

040I said, "Okay." But I kind of thought >> you're referring to this one right here, right, Mr. Okay. >> Thank you. >> kind of brick and mort. >> What we can do is we'll look at the past couple of months to see if that has changed and then the specific students that uh Mrs. Nelson has that information for. Okay. >> Yeah. And that is a separate line item is hopefully that's just number of students counting brick and mortar with full-time schedule taking additional. That's not MCTI at all. >> No, I know it's just a reference for me. It was under MCTI till I till I could get the whole sentence out. Yeah. >> Yeah. No, I'll take a look. >> And how many students are in Bear Academy and PV brick and mortar all schools?

041Is that up there? So in Bears Academy right now we're we have 263 students and then in terms of the total number of brickandmortar students is 3,633. >> 3,633. Okay. And just one more question. Middle school April 20 2026 to May 2026 the enrollment for eighth grade dropped like 01%. I don't know why like eight kids moved in a month. Um, we could look at further into that. I mean, sometimes depending on um, it could be we obviously see movements with numbers every single day. Um, right. So, it could be uh, moveins, move outs. Um, especially we we typically see a lot of families that are holding off on making that change until hopefully the end of the year, but sometimes it's closer I find to April and May because there's just, you know, um,

042job changes. That could be part of it. There could also be uh transfers whether it's going to um maybe a a private school, it could be a charter school. Um so I can look deeper into that if you'd like to. >> Yeah, it was just last month eight there were eight moved. >> Yeah. >> Okay. Thank you. >> Just Yeah, just one more thing. Um on the information about splitting PV and PVI bus runs. Um just you know uh the public as much they are so excited about this. Good. I have had people at Anytime Fitness out in the grocery store coming up and saying wow this is great. I'm glad we're going back to that. So, it's good that we have that kind of positive support for that. >> I I will say that

043I appreciate that we had the discussion at the citizens advisory committee. Um I really applaud uh Mrs. Mill and her team with transportation and looking at this and also our administration because I think we've done a really good job this year as to understand, you know, what are some of the challenges that are happening on the buses to then get us to this point and knowing that it's no cost. Um I I've talked to a few parents and students too that that are excited for that. I think um you know again we we have our expectations of what we anticipate as I said before we will track that data to see whether or not we're trending down for you know discipline concerns uh trending down for uh the length of uh lines of pickup u

044but that's good good feedback and again I think we had really good discussion ultimately and and uh I'm looking forward to evaluating that data so thanks for that feedback >> I'll let you go in a second just to piggyback on the splitting of the run. Someone sent me something that's out there floating that's not correct. Of course, that this is going to cost the school district money and I just want the public to know it absolutely positively is not costing us any additional dollars to split these two buildings runs. So, just want it out there. >> Thank you. >> Okay. Thank you. Thank you. >> Thank you, Miss Kresky. Um, just very quickly, Dr. Conrad. Um, on the first reading of the policies, policy 810 for transportation, does that affect us? Do we have local

045charter schools within 10 miles? I >> we no we we do not who's in this world every single day. >> Easy question. Okay. >> Yeah. So, >> the other two are the the dressing and grooming. The 221 >> Yes. Mhm. >> has an a two AR attached under the old policy. The new policy adds 103 discrimination. Um, I didn't know if the ARs would stay attached. And again, you don't have to answer now because I could just send you a quick email because when I do a report for next month, I was just curious if those current ARs stay attached to policy 221. >> And then I think policy 325, it added policy 104. And then I didn't know if anything would be changing in 317 needed to be addressed with with under that. So,

046they're my questions for tonight and I'm not trying to put you on the spot. I I can email you. >> No, that it's not a problem at all. So, um I'll take a look at right now. So, terms in terms of the dressing and grooming policy and I'll just start with 221 uh there are uh the AR number one which is dress uh dress guidelines and then AR2 the quick reference um for student dress. So, uh, with those ARs, because they don't have to be board approved, typically what I'll do is because of the changes, once the changes go through with the policy itself, we would then be inclined to going into the AR and making the modifications to, as we say in in uh, this particular review with the Crown Act just to make

047sure that there is not discrimination for um, you know, ethnic uh, um, hairstyles that that would feel discriminatory. So we would make sure that that would be notated within the ARS and then typically as you all know then I'll just give you an update as to this AR usually we'll uh let human resources know as well and and uh that communication is is uh sent out as well and it's accessible. So but um as for the other questions I'm sorry I'm trying to the other question was 325 correct that was for staff and I think again in a very similar uh fashion let me just pull that one up real quick. So yeah, so this would be the the 300s are primarily for staff. Um there currently is not an AR for that, but if

048there's a need to transfer what the Crown Act is referring to to make it uh known that this would still be allowable as we don't want it to be discriminatory, then we would just go ahead and and notate that. We could always uh make an adjustment to the policy itself just also be very specific to Thank you. Of course. Yep. No problem. Any other questions? All those in favor, please signify by saying I. >> I. >> Anyone opposed? And that motion carries. >> Okay. Moving on to human resources. Mrs. Lorie Ful former. >> Good evening. Tonight, I'm seeking approval of items 8B and 8 C. >> So moved. Second. >> I have a motion by Mr. Walters, seconded by Mr. O'Keefe. Is there any discussion? >> I'll be abstaining. >> I will be obaining as

049well. Anyone else? All those in favor, please signify by saying I. I. >> Anyone opposed? And that motion carries. I'm also seeking approval of items 8 D through 8 L. Items 8 M through 8 areformational. So move >> second. >> I have a motion by Mr. Clark and seconded by Mr. Walters. Is there any discussion? >> I have a couple. Um, eight Eve number eight. Um, I know this I don't know if this person actually wants to move to the high school, but I think he does such a great job at the middle school. Um, and I'd like to see him stay there and continue to do the job that he's doing there. So, that's a no for number eight. Um, number F or 8F, number 11, that's a no. Um, I will discuss that

050with anyone who wants to talk about that in person. And 8K, job description. And I think it's a very positive move for our new cyber moving in the right direction to get our staff involved more with our kids in education. I'm looking forward to >> Yeah. >> hopefully seeing a success. >> Thank you. >> Anyone else? >> Um I'm just curious as did this get missed? Um the inter mural advisors number one it's going back to March 25th. And then the other thing um I need to abstain on a J10 relative. >> I'll have to find out about that. >> I was just curious. >> Yeah. I don't know that. It's pretty old, you know. >> Yep. I will find out for you. >> All right. >> Anyone else? >> All those in favor, please

051signify by saying I. >> Anyone opposed? >> And that motion carries. Uh, I'm also seeking approval of items 9B through 9F. Item 9G isformational. >> So move second. >> I have a motion by Mr. Walters, seconded by Mr. Clark. Is there any discussion? >> Yes, I have um 9D um change of assignment. Most of them state that when they go from building, it's brought to us, but if there's within the building, it doesn't need to come to us. Is there a reason for that one in there? >> Yeah, that's typically just the practice that we follow. If it's building to building, um they do appear on here or if the change is in um like a subject area or something, they will we will put that. >> So, it's changed sub even though it's the

052same building. >> If it's the same building, it does not if they're it depends on their certification basically. So say you have a yeah it depends on the position. Um so if say you have a K to6 teacher who is just moving a subject area that will not go on >> okay >> building within the building but if they do move to another building it will be on >> there's one on here >> is your question related to a teacher who's teaching one number two is it >> there's one on number two >> number two building certificate I don't have a problem with that I just >> No you actually asked this question earlier about somebody moving um that you wish you would not see go a lot of these were posted did and the

053individuals that you see on here bid on those positions. They were the um most senior candidates. So, they asked for the move. Mhm. >> And as it relates to um the one under D, if they were teaching in one um certified area and now they're switching from one subject area to another, then we just notify that change >> in the uh in the minutes and then obviously on the agenda as well just because they're teaching a different subject. if they were teaching a different the same subject but moving from let's say in the middle school sixth grade to seventh grade there wouldn't be a need for it but to go from uh let's say science to Spanish we would list that on the agenda >> or or using a different certification that they have obtained

054they might be using something different which I think is in this case that you're asking >> okay thank you um also uh 9E um under health department you have two people that you're putting in for that Um, I am voting no for that because um I don't understand why the other one wasn't brought back on. So, I don't need an explanation. Just saying no for that one. And also um uh what is it? Nope. The other ones you answered in the back room. Thank you. >> Anyone else? Yes. >> Just a very quick question about the volunteers. There's two sections, the O and the G on the list of volunteers. Are are they volunteers that have volunteered already? Are they future volunteers that continue? And part of that question would be it's nothing with the

055names of them. It's just there's such a long list. It drew my attention to that. Do we have specifically in the policy of volunteers if someone is coming in one time do they follow we follow that letter of the law as far as >> we follow the same procedure for every single volunteer. >> Okay. >> And the reason you probably seek a little bit more on this agenda is end of the year events >> field day field day and yes. >> Thank you. Thank you. >> Okay. Um, Kathleen, I just want you to know that I'm going to be abstaining from 9E3 relative. Anyone else? All right. All those in favor, please signify by saying I. >> Anyone opposed? >> And that motion carries. >> Okay. Moving on to curriculum. Dr. Rayen Howard. >> Good

056evening. Tonight, I'm seeking approval of items 10B. >> So move. >> Second. >> Motion by Mr. Gaziski. Seconded by Mr. Burgerer. Is there any discussion? >> U hold it. That's just 10B. Is there a curriculum one we can talk about besides the I can talk about that? Okay. >> Well, is it is it nine >> 9B >> nine to field trips? Is it is it >> 10B field trip? >> Yeah. >> It's not field trips. It's you need to >> curriculum. >> But you need to hang on because right now the motion on the floor is to 10 is 10B. >> Yeah. I hope you guys get good weather tomorrow >> at the end. >> Okay, >> we're voting on item 10B. All those in favor, please signify by saying I. >> I. >> Anyone

057opposed? >> That motion carries now. Is there a another curriculum question? >> I I do have a question, but do you want me to wait till the end or No. >> Yes. Yep. Yep. Let's do that. >> Yes. >> Okay. >> All right. Go ahead. >> Moving on to operations. Uh Dr. Raylin. >> Good evening. I'm also seeking approval of item 11A. >> So move. >> Second. >> A motion by Mr. Kazyski, seconded by Mr. O'Keefe. Is there any discussion? >> Just again, and I I maybe it's because we only have one voting meeting a month, but there's an awful lot of of facility usage that has already occurred that we're being asked to approve. >> I think it's the paperwork when it comes in and um I was trying to look for the specific

058ones after the last meeting. couldn't find exactly the ones that you were speaking of. I did speak with Mr. SM, but it's when the paperwork has been coming in and >> Mrs. >> I mean, there were a lot that occurred this week that or last week that, you know, I I >> I mean, shouldn't they have to get them in in time to get them >> be being used if it's not approved? >> Yeah, >> they have to get it there in time in time. >> I mean, is this add is this like last minute changes because of the construction? So there's only there's only a 10day lead for the facilities to be approved. >> So with one meeting a month, I mean, we can instruct the director to deny these, but you're going to

059be denying quite a few. >> Can't they put it in sooner? >> They can. I >> mean, that's their responsibility. If they know they have a vent, they should be getting it in. >> The rule is 10 days. We can >> So maybe we should change that to 30. >> We could change Yeah, I agree. We could change the policy. I mean, I can actually I'll look into that for the next meeting. Um certainly we want people to use our facilities but I definitely understand the apprehension of you know we need to have timely notification. Um and that makes sense. So we can um you know bring that up at the next meeting. >> It actually favors the school because it allows the team to plan better as opposed to trying to get 10 days

060and where do I do it? >> Yeah. >> I think it organizes it. There's been I I I'll say this just since we're talking about um there's been a few pressure points uh speaking with some of the custodians at the high school too in terms of um some of the information that's being submitted might not uh be as um accurate as I think we would like. And so the problem we're running into is um you know the large production to set up and break down is uh also becoming challenging because for an event for example our custodians are anticipating according to the paperwork let's say 40 individuals and then it winds up being 400 because they forgot a zero or maybe they just didn't know and the inc numbers increase. So I definitely agree. I

061think what we can certainly do in Master Libraries is that we can not only change the policy if that's the will of the board, but then also I think we can start communicating that to a lot of the individuals, the um youth organizations that are using our facilities to let them know we need it to be in on time. And I just want to make another statement too because we had a very similar challenge if you recall with field trips being utilized within our district. And so our stance was that you will not go on a field trip unless you submit it by X date and it would cover the span of I believe it was either the quarter um or the we did the year first that didn't work so well um because there

062were some uh you know changes from one day to the next but now we have to know by a certain date in the be first week I believe of each quarter because we just can't have these last minute things come about and it it becomes a liability so I think communication is important and I definitely think expectations is something we can start to adjust. So, I'll look at that policy and I can bring that forward to the board. So, >> thank you. Anyone else? >> All those in favor, please signify by saying I. >> Anyone opposed? >> And that motion carries. >> Okay. Uh moving on to building reports. Uh they are attached. I did want to highlight some things I thought were pretty outstanding. Uh I I believe we may have uh discussed this,

063but on um let's see, on May 27th, we do have the 2026 grad walk through the hallways. Uh that's something that is uh something we started a few years ago and and uh it's just a wonderful opportunity for obviously all the students, but all of our staff as well, just to see um how tall these, you know, young students uh have grown uh over the years. But it's really neat to see. Um also as mentioned earlier uh PVI is officially approved as a PBIS school. That was pretty phenomenal. Uh and one of the other things too I think when we talk about you know our our bucket one obviously other than safety we talk about academic achievement and uh I know that our teachers and staff have really been um focused on uh collaboration and

064um you know part of the challenge sometimes is to make sure when it comes to things like PSSAs uh keystones um even NWA to make sure that we have a high rate of participation but then also uh high attendance. I did want to point out that um at the middle school this year we had 98% uh attendance rate for PSSAs and again that really positively attributes to the higher probability that students would be able to show um you know success in those areas. We did some things that were unique this year to really draw students in but also um uh Mr. Mr. Van Vores did a great job with some of our uh PVBA students um to come in from the Bears Academy in brick and mortar and actually um take those tests. They do

065have even though they're virtual, you can't just take them at home. They actually have to be taken um on our facility. So really cool stuff happening and again a lot of very strategic um efforts being put forth. So I just wanted to share that with all of you. Moving on. Uh so business management Mrs. Sammy. >> Tonight I am requesting approval of item 13B. >> So move. >> Second. >> I have a motion by Mr. Burgerer, seconded by Mr. Gazyski. Is there any discussion? >> Um, yeah, I have discussion and questions afterwards, but I'd like to get through this without having interruptions or questions. I'll answer questions at the end because it's a th000% related to the budgets, thousand% related to our community. So I I it's a little lengthy, but hang in there. So

066it's just how the commitment level is. So 33 years ago, Norman and I came here to Pleasant Valley searching for just a place, not just a place to live. We're searching for a community to call home. And what we found here was something truly special. We found hardworking families who cared about one another. We found neighbors who showed up when someone needed help. We found teachers who poured their hearts into children. We found small businesses, volunteers, parents, coaches, community members are all bleeding the same thing. If we work together, we could build something better for the next generation. And that is that exactly what made Pleasant Valley different. We did not grow up here, but we embraced this community with all with our whole hearts. We built businesses here. We paid taxes here. We raised

067our lives here. We learned the values of this community and tried our best to contribute to them in every single day. Those values simply were work hard, respect people, support families, listen to one another, protect opportunity for our children, and never forget where you came from. Pleasant Valley was never a look at me community. It was a how do we help each other community. Over the years, I've been blessed to experience this district from many perspectives. As a business owner, an educator, community member, and now as a schoolboard director, I've watched students succeed because people cared enough to work together. I've watched teachers stay late, family sacrifice, and the community to rally around the children simply because it was the right thing to do. Um, the spirit, what made Pleasant Valley was strong, and at

068times I worry that we're losing that spirit. I see us becoming focused on appearances rather than practicality. I see spending decisions that may look may may look impressive on paper while many of our families are quietly struggling to afford groceries, medications, gas, utilities, and rising taxes. I think sometimes we forget that those are not just numbers on a spreadsheet. These are real people. These are working hard families sitting at kitchens tables trying to make ends meet while still wanting the very best for their children. That's why even a half a percent tax increase matters because to some families, every dollar matters. I also worry we are drifting away from listening to the very people who know our children best, our teachers. For years, I have I have said we have enough doctor degrees in this

069district to start our own university. But degrees alone do not build great schools. Relationships do and listening does and experience does. Community understanding does and some of the greatest wisdom in our district sits quietly in classrooms, hallways, and even retirement homes. Educators who are ded dedicated their lives to Pleasant Valley. Why are we not using our retired teachers as mentors and consultants who understand this district better than the people who build its successes? They are not outdated voices. They are part of our foundation that made Pleasant Valley what it is today. A strong district should never be afraid of experience. A strong district should welcome collaboration. A strong district should listen before it spends. I say this clearly. I do not oppose growth, change, or new ideas. Change is part of life. But change without

070understanding the culture of our community can slowly erode the very things that made that community strong in the first place. Pleasant Valley has and has always had its own identity and we are not like other districts and we should not try to become every other district. We should take the best ideas available available adapt them to fit in Pleasant Valley not abandon who we are in order to imitate someone else. We should lead the way. Most people we must start thinking about future we are creating for our children after graduation. Too many people leave this area and cannot afford to come back home to build their lives and raise families here. We need the opportunity to allow our graduates to stay, grow, work, and continue strengthening this community for future generations. At the end of

071the day, this is not about politics. It's not about personalities. It's not about winning arguments. It's about protecting the heart of our community that some of us fell in love with so many decades ago. Pleasant Valley gave my family opportunities, friendships, purpose, memories, and I will cherish them forever, and I will always be grateful that. My hope is simply that we remember who we are. We listen to one another again, and we lead with humility. That we spend responsibility, and that every decision we make keeps students, families, and communities at the center because that is what Pleasant Valley, that is the Pleasant Valley I came to know 33 years ago. And is I believe it is still worth protecting. So considering with the budgets, I know I have questions, but I I just have strong

072feelings about this and I just wanted to say it before we just look at spreadsheets. So, can I ask my questions? Okay. So, we see the budgets moving at $3 million from the capital fund to the general fund over the next five years to help cover capital improvements. Do I have that correct? >> My projection? Yes. >> Thank you. I got it right. My concern is how we going to cover salary increases, yearly reviews, contractual step movements, and potential staffing increases during those same five years. I just don't see the numbers how it's going to be because I know you're moving the 3 million to cover capital. >> I did that five-year projection. >> And that's yes, we would be able to cover it. >> Okay. And at the prior meeting, the pro I think

073you just answered this one. You had said that um when we're going to add the four special ed that was also covered in the budget with your projections for the five years. Correct. >> I'm just reinforcing. >> Yes. >> Okay. And one more I think. >> Um so again the community the enrollments declined over the last year yet our costs continue to rise. our fuel pricing. I know we have a contract um currently it's combined discount structure and remains are vulnerable because of the market base prices and our district expenses will rise as well. Um at the same time our constituents aren't exempt from this with increases in everyday lives. So the families are dealing with the higher cost of food, utilities, fuel cost, etc. The mean um household is $85,000. is the energy costs

074are the energy costs once that contract runs out. How long is that contract? >> Our electric that that the electric >> well oil, fuel, gas, >> we renew the heating oil and propane every year. >> So it's yearly. So that base number could go up. When does it expire for oil? >> Uh June 30th for this year. And then we already bid 2627. So, we're tied into June 30th of 27 right now. >> Okay. Terrific. Because um I worry about that cost because again, our constituents are not tax exempt. So, we are looking fast forward and um terrific news. Okay. That was it for budget. Okay. >> Okay. Anyone else? >> Yes. Janet Doner, we're still on the budget and I expressed concerns last time about the um half a percent. Um >> I I

075just want to clarify and make sure that we're gaining $560,000. >> Yes. And it's a 1% Mrs. D that we're doing a quarter mill. >> Okay. I have it written down and I looked at this a lot, but we are gaining $560,000 by doing that 1%. >> Correct. So what I guess my question is then is in the perception of people in the community, is it worth that amount to raise the tax, the 1% this year being that we've done it the last two years, is there a way to find another method to not raise the taxes and I wish I could write and speak as well as Miss Hopeley just did. And recently I attended um our sea meeting um which they're doing the comprehensive plan which will be inclusive to the districts that

076to the townships that support our district and and that's what they talk about at these meetings is about the culture about the rural environment that we live in and the preservation of that and and I like to hope that we can keep that for as long as we can. I know change is inevitable. Someone has taught me that Mr. burger that you know change is inevitable but if we can still hold on to that long enough the people that live here yes their their incomes their household income that's verified if you read the economic report for NEPA or the one from the Pocono Development Corporation we don't know what change is coming my belief is we don't know exactly what change is coming throughout Monroe County I would like to hold on to this this

077year and say we're not going to do raise taxes because my vote will be no at this time until I get to June or when we when we are voting on it. I'm just not comfortable with it. And I was looking at the workshop and I compared it to um today's budget which which would be voted on and there was just things seemed to have changed a little bit. Um an item the regular ed which is the 1100 and I may be completely wrong on this. Um, it looked like we were actually spending or or voting today less than what was on the May 7th workshop that we would be spending less in regular ed. And it looked like we were voting even in special education. There was a change from what was in the

078workshop. I don't know if that's all true, if I was reading the numbers wrong. >> Some of my categories that I group together are a little different than PD's 2028. >> Okay. >> So, there could be a difference, but the bottom line number is the same. Okay. Um, let me see. There was one particular number. Um, >> just curious. >> I think on page one if just to review what our fund balance would be after we decide whether to go with the tax increase or not. Um, I just had a question on what our fund balance would be because I it looked different from >> it is different from the presentation. The fund balance that I gave you in the presentation included the cap reserve and bond amounts. This is just the general fund. >>

079Okay. Okay. The um the 9 million for the HVAC at the middle school that's already allocated. >> It it's allocated but that project is still in the planning stages. That hasn't been presented to the board. It's an estimate. >> Okay. >> And I think that's just my other thing is to consider those two envelopes. I had asked it last time of what was in the envelope and that I haven't been here. So, I need to learn what's in those envelopes if it's been planned. Is it are they needs or they wants to to stay to improve the district. >> I think Mrs. Kresy said very well at the last meeting. It's a wish list. >> I know. I know. And that's I just want to be considerate of our of our taxpayers this year. They

080were hit high by the county and I mean the local townships, you know, they haven't raised taxes, but that's just my position. So, thank you for listening. Okay. >> Can I ask one question? We do the homestead act, correct? >> Correct. >> And that's a discount that's given to based on um the amount of money, the income. Am I correct with that? >> Yep. The the gambling money >> and and well, I mean, as far as And then >> so for this for 2627, the people that filled out the application, there were 7,682 taxpayers. So >> 7,682 taxpayers are going to pay even with the increase they're going to pay 9 roughly 923 less in their >> that's what I was question getting at that if we have that money and if they apply for

081these types of loan basically if they're the low income they're going to they're going to see >> it's not even based on your income it's you just you need to be a res but >> the rebate that's it I'm sorry the rebate type thing. So there is and usually that rebate is more than what the actual I would think >> increase correct the past couple of years depending on what your assessment is my taxes have gone down >> right that's what I was >> trying to make sure that >> so indicating that there's some relief is that >> correct that's what I'm okay just just want to clarify that I I saw that but I'm >> yeah I would hope that everyone takes advantage everyone's eligible for the homestead So many people don't. That's the

082problem. And they see it and >> but if they're not aware of it, we we encourage people to take advantage of it. >> Yeah. The deadline for >> it's certainly beneficial to the individuals who have marginal income. >> The deadline for this upcoming tax season would have been March 1st of 2026. You have to submit the application to the county to the courthouse. So, is that something we like in the future we could put on our web page or something like that? >> You read my mind. >> I saw the head shaking over. >> Absolutely. So, I I Great point. And that's where I'm wondering is like, you know, how can we as a district um make families aware of this opportunity? And again, I think it goes beyond just the individuals enrolled in our

083school, but even within, you know, our entire community, whether or not they have children here. It would be nice if we can maybe put a link on the website. maybe we can send out, you know, communication um obviously a couple of months in advance, maybe in the fall just to remind families that, you know, here's where you would need to go. I think it would be very beneficial. And again, we always talk about how knowledge is power. That might be a really nice way. >> I can check with Dave at Mark's office to if there's procedures that other school districts use. >> That would be great. Yeah, a great idea. I love it. >> Thank you. >> Can I ask just one more question? It's a number question. I just saw on I mean I

084saw on the slideshow in the maybe Mrs. Duner said this, but I have to hear the number. Um, the slideshow in the working session, it said the general fund committed was 21 million and on our report tonight it's 199 million. It would come in. So that would be after this year. I'm projecting that I can put money towards that after this year ends. descends in >> because it because it changed two million since the working session for the committed funds for 26. >> The working session was showing you a projection at the end of the 2526 school year. >> Sorry, I know you're saying it twice. >> That's okay. I was projecting that I can put another 2 million in there. >> Is so the 19 >> is the actual number >> for right now?

085Yes. >> Until until we close out the year >> might be more than >> Thank you. You're welcome. >> Anyone else? >> Um, I'd just like to comment John mentioned about the rebates. There are two rebates available to our seniors based on their income and one is from the state and one is from the school district itself. The state sets certain limits and every year since I've been on the board, we've looked at those limits and if we can financially afford it, we match the limits. And in I give kudos to the business office. They set up days where they for people to come in and they will help them to fill out the forms. You can get up to $1,000 from the state and I believe $750 from us right now. >> So there's

086$1,700 coming back to our people as long as they qualify. Anyone else? All those in favor, please signify by saying I. >> I. >> Anyone opposed? >> So this is >> for the proposed budget, right? That's correct. >> So, I would be a no. >> Okay. >> I would be a no. Sorry. >> I'd be a no. >> And that motion passes. >> I'm also requesting approval of items 13 C through 13N. Items 130 through 13R areformational. >> So, move. >> Motion by Mr. Walter, seconded by Mr. Clark. Is there any discussion? >> Yeah, I have a couple. uh 13D um number 27 talked about the teen snap two working sessions before um Mr. Krosinski came in and spoke about how he was looking at banned >> I think it was banned that it wouldn't

087be any cost and he said that's why he wanted to move away from team chat so I'm not quite sure team snap so where did that change be >> um he did look into band has a lot of ads in the free version um so we decid it was decided to go with team snap instead of going with the band free version >> yeah I said I wasn't here for why to change it back to okay thank you and 13F F H uh the BHA is that basically for our students. >> It's for our students. Yes. But it's at all of BHA sites, not just Pulk Elementary. >> Okay. And then uh 13i, I don't know if we talked about that or not. That's the bus wrapping. Um I know we had concerns about when

088they were going to do it 8-year-old, but now I'm seeing it's a 2015 that we wanted. It's an 11year-old bus that they are 11-year-old 45 roughly $45,000 donation from first student to Pleasant Valley for the and then that bus would be wrapped. First student will pay for half, Pleasant Valley will pay for half >> and then the life of that bus that's my concerns. >> Average life of a bus is 20 years. >> The average life life of the wrap is about seven years well maintained as well. So, >> but it's still what is it? There's something with the subsidized though, right? If anything over 10 years, we don't get subsidized for it or even though it's in >> correct, but our contract with first student, they have to reimburse us. >> Okay. I'm still

089going to say no for it, but thank you. >> Okay. >> You're welcome. >> I have a question. Uh it's referencing team snap and I don't need an answer now, but it's something that's done. This is our first cycle through a year for instance, and we're transitioning. >> This is our second year. I think we we've done one year. >> I guess my question is for the management of that. For instance, there's coaches in team snap that have resigned and left that are still in team snap. What is the process we are using to clean up? Is that a yearly process? Is that after a season process? Like >> like I know for personally I'm looking at there's people that aren't in there that shouldn't be there. There's still seniors in there that eventually transition.

090So, and there's like mixed communication. So, it's not it's not an answer I need today, but it's something I would like to know what we're doing with that. >> The same issue with my children as well. Uh but so yes, what I would what I'll do is I'll follow up with the athletic office. I would anticipate that because uh this agenda we have some coaches and things like that. I would think that we can take time during the summer at at the very latest, but it would be really nice at the end of the season because I think part of the issue is when inter murals are starting then there are people on there that probably shouldn't be and correct, you know, we need to kind of keep a little bit of attention. Not that

091any of the coaches that are there, but they have moved on to other things and they're seeing all the communications about when people are meeting and doing things like that. Just >> I was just curious how that >> No, it's I'll talk to our athletic uh team, but I can definitely tell you that there will be a refresh this summer to clean that up, but I think we should be working towards end of season and cleaning up >> a couple months after season or something. >> Yep. I'll talk to >> Miss Sorry, >> my head's going >> I'm so sorry. We're going to put you up there so we can So my mine would be with 13 D. Are we there? 13D, number 12, and number 30. And number 12 is one of the power

092school um that we would be contracting with. And and mostly my reason for a no vote with that with that one would be is because the nature of what is built into that contract. it um it has the survey and I just don't know how that operates within the school. It looks like there are 4,070 licenses for that particular contract on 13D number 12. And um the only other thing I wanted to ask why we were doing the 13 the power school the contract that begins March 31st 2027 >> the power hub power school SIS. Why is that one on here now? It doesn't start till 2027. >> So, I can answer both of them. The the performance matters, all of Power School does everything per pupil licensing. So, when you see all that license,

093Power School is pretty much strictly however many students you have in enrollment. That's what you're going to be paying for. Um, performance matters is basically our data analytics software. Um, that's what we're using to monitor student performance, things like that. As far as the My PowerHub, that was something we brought on later. Uh we actually replaced remember um we we always call it uh the Blackboard Connect. That's basically how we were doing our phone calls. Um it stopped working properly. We ended up switching midseason to a new format. This new system is through powers school. So we actually access it through our CIS. It's much cleaner. Uh that's why that contract design here now is we're trying to get it so it's co-terminus in the future. We're trying to get everything to line up so

094it will all expire at the same time. Um, so we're looking to kind of do that gap coverage of that to get it where everything's going to line up at the same timeline. >> The just the other one would be the waggle. I I they worked very hard and I'm going to vote no only because everything that I'm seeing this week is just about the screen time and if there's another way that HMH can provide some paper and pencil with the ready tole learn if there's anything else out there for the next we have till June 30th I'd be more on board with that. I'm not saying it's the wrong thing. I just have to do that because I my my whole trip in the car. Everything that came up was screen time is bad

095and schools are are getting away from using Chromebooks at the early ages and that's just I just want to have the discussion at some point. So, thank you. >> It's a great point. I I will just uh comment that uh we do try to take a very balanced approach. Um, so while I think, you know, technological innovation is very beneficial to our district, we also have to balance it with, you know, conversation with people and, you know, writing skills and things of that nature. So, I I definitely hear what you're saying. I appreciate your perspective. >> I I need to say it because I >> I just need to say it and my words don't always come out the best because I get nervous, I think. But I think it's just so important that we

096start thinking about the paper and pencil again. And I think when they were up there and they were talking about the animation and the idea behind learning because you're playing a game, that's all things that are affecting our kids' brains and and I just let's let's start going backwards. That's all. But thank you. >> I had one question for Sorry, will you finish, Mrs. Duner? >> Okay. So, I have item 2713D. This team snap for businesses. Uh business is a coaching app. It's great to have it for the athletics, but I'm here I'm I question why don't we have it for the co-curriculars because of the adviserss how we have to communicate with our students. Uh we have enough co-curricular things that we are already on the outside. It's not a negative comment, it's an

097observation. Um because I don't know where the uh equality is for our co-curricular students when we travel sorry when they travel abroad to go places and compete for the school. We're all they bring tremendous recognition, visibility, and positive optics to the district. And it's not that they're shut out, but the same opportunities provided by athletics is really annoying. Um, it's just they don't get the team shirts. We don't get the spirit wear. The adviserss have to contact them because they're all over the place, even if we're in a contained area. And we were told last time in groups, we need to go get t-shirts tagging on the team snap. I guess I'm going far field, but I still think the adviserss need to rely on the phone apps and communication tools that are equally important

098for managing student groups, competitions and events and parent communication. Advisors, unless advisers independently encourage anything else, um we have to go on the outside and get it. There's not allowable for it just like with BSN. And the programs provide direct educational application, leadership and development, workforce readiness, and these co-curricular activities to provide keep providing outstanding nationally recognized represent representation for PV and often with far few resources. So I think we need to try and get resources also to them. Maybe we can tag in on team SNAP. And um these programs provide the development and leadership for workforce readiness and real world skills that help the students beyond graduation. And if there's any doubt about the value why I'm asking this, I'd be more than happy to discuss what many of our graduates are accomplishing in

099real world. And these kids are 25 and 26 years old right now because of the opportunities of these co-curriculars. So, I would just like us to consider applying these athletics to co-curriculars. >> Mrs. Hopeley, uh, have you ever used Team Snap before? >> Excuse me. >> Have you ever used the Team Snap before? The product? >> We couldn't even get it. So, how would I know? >> What I'm What I'm saying is it's not really what >> it's not really a product designed for what you're asking it to do. >> Communicate to the students and parents dates and times of sports. >> Dates and times of sports. Yes. But it's it's like a rostering situation with numbers and athletes and GPS locations and stuff like that. I could show it to you. Um I know

100they use Google Classroom. My son's big on that. I know a lot of teachers use Remind which is big on that which is more of a teacher centric tool. Uh and those crocurriculars and at least from my perspective it works well for that. I just don't know if Team Snap would be the right answer. I'm not saying that it's there's not an app for it. >> A20. There should then be something else that if it's not >> as someone who's used Team Snap for like 10 years, I don't necessarily think it fits. narrative as always. >> No, I have no experience with it. So, um, but I think it's a vital tool that we should also be reaching out with our co-curriculars since >> they represent the school very well. >> Maybe not. It's not

101that one. We need to find something. >> Yeah, maybe they should ask technology. Maybe the should >> Yeah, maybe you should ask technology what's best suits. I don't think it's going to fit your team Snap and you're be like, "This isn't really what going to fit my needs." >> Just making a point. We need to consider the whole student body. >> No, I'm fine. >> May not be team snap. And that's all I want make sure I That's all I make sure I see. Use Snap. I don't know if that's the best. >> Of course, I got it. >> I I just a quick comment on too. I I think that um there are some co-curriculars that maybe use different um apps. We should probably just find out exactly what they are. Um you know,

102again, I understand what your ask is. It makes sense. You know, not just athletes, you know, other individuals that are traveling to different places. Um, we'll definitely look into that because it it really piques my curiosity to see what are they using, what's the parent familiarity and and think about parents that have, you know, multiple kids in uh, athletics and non-athletics. You know, do they have 17 different apps that most of us have that, you know, you have to track a bunch of different things. Is there a better way to streamline it? So, again, I just add it to my summer list to look at that um, possibility >> just because we had I'm sorry, the adviserss had to use their phones. >> Sure. Yeah. >> Personal phones, exposure to that, etc. with children. >>

103Yeah. Got it. After we vote, I have a question about the Gemini AI. >> Okay. Save it for the end. >> For the end. >> Yeah, for the end. Okay. >> Oh, I have one more. Sorry. >> I know the I don't know what the cart number 28 cart king easy cart steel construction sells graphic shelves graphics. >> Yes. It's a It's a card that we're purchasing for the middle school that goes with our positive rewards program where kids can come and where they earn their currency for lack of a better word and they can come there as part of the positive rewards program. >> Thank you. Question on the phone system that we're being asked to approve. I know Mr. Livingston mentioned something and then he came and spoke to you after uh the

104work session I think it was. Can you just like give me a little bit of an update from that conversation? >> Absolutely. So Mr. Living Mr. Livingston and I had a conversation afterwards. Um what they're going with is something called Zoom Phone. Uh and Zoom Phone is basically it's a it's for lack of a better word it's a web- based client. um his organ but his organization is saving a bunch of money by the individuals choosing to use their own devices. >> Um so you're starting to hear some buzzwords here where you're going like it's probably not going to work for the same setting. Um it's not necessarily that it's a bad service or anything like that for our classrooms where we seek to have that physical device mounted in a safety location and things

105like that. Um the application itself is then uh based on Wi-Fi and not necessarily hardwired. uh the servers are not located on our premise which our services are going to make sure everything is here. Uh it's just uh it doesn't quite align with what our vision is or I feel your vision is of the board. Um the price that we have on this agenda is something that um frankly our team is proud of. Uh to get a system for the entire school of this of this quality for this price I think is very good. Um and we're we feel this is going to be much more reliable. Um, unfortunately the other one just probably wasn't going to work out. >> But when you say web- based, you mean that if the internet went down, such

106as Pokemon, we'd have no phone system. Correct. >> Yes. Correct. >> Where the one we have, we're going to purchase, we've got a hard line. >> It depends on how the internet goes down. Uh, so it is still voice it is still voice over IP. >> Um, the other one is using Wi-Fi. If Wi-Fi goes down, your wireless signal goes down, then yes, you'll lose zone phone. With this one, at least it's hardwired into the wall. We're still going to physical servers. Um, so >> we have a reach. We have a way to reach if there's an emergency is what I'm saying. >> A much better chance of reaching with this system than >> running outside and throwing the flags out. >> Yeah. Um, so again, it's it's a little bit more controlled the way

107we have it. Again, no system is perfect. Nothing is failproof. Um, but this way is going to be a little bit more reliable. Thank you. >> Y >> Jason, being hardwired, will that help with safety as far as having lines dedicated to fire companies, 911, the state police, things of that sort? >> Yes and no. I mean, it's a different system. Again, unfortunately, um it's still it's still a network phone system. We are still running over the internet, but because of them actually be plugged in, we aren't relying on wireless signal. I'll put it that way. Um again, thankfully, we have multiple ways of communicating with emergency agencies. So, if for some reason our hardwired phone went down, we do actually have a cellular phone system. We also have radios that go off of um

108analog repeaters. So, we have multiple levels of of, you know, safety integrations and things like this, whereas if we did go with Zoom phone, we would actually be removing one of those layers. >> Thank you. I just wanted the public to be aware we had other things in place. >> Yes. Yes, we do. Thank you. >> Anyone else? All those in favor, please signify by saying I. Hi. >> Anyone opposed? You got You need to state what your >> Yeah, you need to state what your not >> You have my note. >> So for that would be in the budget. >> You did the budget already. >> Budget and then mine 1330 >> D and 1330. 13 B30. >> Sorry. You're all right, Denise, with everything. >> Sorry. >> Yes. >> Okay. And you got

109John's? >> That's what I asked. >> No, for the >> calling me after. Yeah. >> Okay. >> All right. Uh, where are we at? >> I think 14. >> I'm also requesting approval of items 14B through 14G. >> So move. >> Second. >> I have a motion by Mr. Kazinski seconded by Mr. Walters. Is there any discussion? >> Hearing of none. All those in favor, please signify by saying I. >> I. >> Anyone opposed? And that motion carries. Uh, under new business, Mr. Fitzgerald. >> There is no new business this evening. >> Okay. Thank you. Pleasant Valley citizens, is there anyone that would like to address the board this evening on any item? Please come to the podium. State your name, township you reside in, and there is a threem minute limit. >> That's not

110>> push the button. Bonnie Kling, Eldra Township. I just want to uh reiterate the and thank everybody for the support that they gave to the PV band on top of all the other awards that we got. I'm not sure everybody knows this, but we're also for up for the international award again this year. So, we're quite proud of our our students. Mrs. Hopeley, your speech was wonderful. I think it expressed a lot of the concerns that the students have in reference to the facility usage forms. You need to do something about that. And it's not a matter of getting into it's not a matter of that 10day frame. It's a matter of getting into that and being able to answer all the questions and getting them into their submitted because it's terrible. What compared to

111what we had before and what we have now, it needs to have improvement somewhere along the line. I know that you had a lot of my approvals, I think, tonight, but there's a lot more yet to come. And there's a real question because nobody really uh informs the people who were involved in that. Uh and typical for instance, I did all of the approval for our band camp for the high school and then come find out because I inquired not because anybody called me or text me or anything. Nobody called me to let me know. we are not gonna have band camp at the high school. We're gonna have it at the middle school again. So I had to go and and it was only because I had made the inquiry because I knew that

112nothing had been approved yet. So then I had to go back in and go through the whole process again for the middle school. So I think you just need to have better communication with the people that are doing those facility usage forms including improving the whole form itself. And thank you >> anyone else at this time? Okay. Uh Pleasant Valley school directors. Does anybody have anything this evening? >> I' I'd like to go first if anybody because I want to piggy back. Um, this isn't the first time that I'm hearing recently that there have been issues with communication on facility usage. So, I definitely want to piggyback and say that uh a deeper look into that is definitely necessary at this time, especially now more than ever because of all the challenges we face with

113the renovation project. >> Secondly, is there is an opportunity to stay with this? Uh I mean if we go back say 5 years has this board ever denied facility usage have we ever come to that scenario and if not do we now maybe look at an opportunity to while we're restructuring that is this more of like for volunteers is this more of a a decision made at a different level and letting the board know that way we're not messing uh with any of these dates. So that's just something I just want to put out there. You can mull over that. Sure. That's all. Yeah, I'm sorry. I I I don't recall that it was underneath school directors, but it is there. So, before we finish, I'm sorry. Um, I'm going to let Dr. Howard do

114her presentation. I'm sorry. That's my fault. No, it's not your fault. My fault. >> Do you want me It's good news. >> Back here. >> Okay. Um, I'm going to ask you I'm going to we're going to play a little school here not to look at your packets yet because I want you to hear what I'm going to say here first and then that will help explain what's in in the packet. Um, so when I was asked this week to put this together, I'm not making this like a 45minute presentation for you, but I'll be more than happy to answer any more questions you may have. You can let me know, get a hold of me. What I'm going to present on uh the screens is not what's in the packet. I gave you more

115information in there because I know you guys like to have a lot more information. So, I got really into the nitty-gritty for you there. But if you follow me along on here, then it will make sense when you're reading those graphs because if you don't read those graphs all the time, it might not make a lot of sense to you. Um so when we talk about academic improvement or or academic achievement for our students and we had the teachers here um a few months ago you know it is a role that we all play a part in this and I think my role in Dr. Conrads the boards is for us to find the tools the resources and the professional development for the students for the teachers then to go in the room and do

116do their part. Um we all play a role. So, I'm going to sort of concentrate on the things that we have purchased for our teachers to use and what we're seeing in this first year. Um, when I came to Pleasant Valley 5 and a half years ago, we really didn't have programs in place. Um, and so we have started to institute that. We um have brought HMH in. Um, we this is our first year. We'll be starting TIG next year. We're going to look at social studies next year and the following year we're going to look at math. So, um, so for our role here is what we've done so far. So when we're looking at what are we doing, we are looking at um increasing or elevating our student achievement, how are we measuring

117our sustainable growth, are we making action plans from the data that we have, and we are looking to the future that we want to be a school of excellence. I'm very proud of what we've done this year, but in no means am I saying we are where we want to be, but I think when you look at this, the gains we've made, um I know was on with NWEA on Monday with Dr. and they said for our overall in our math, they said they've never they were so impressed by this. And I want to say kudos to the teachers and the students in the classroom because they're the ones that make this happen. I can only give them the tools and so I really have big applause for them. So, um I will go on

118to next. I'm terrible with technology so I might have to have Jason up here. Um so I just wanted to talk a little bit. We talk about stuff all the time when I'm up here and we act like oh you actually know what we're talking about and it's if you don't live in our world you're like I have no idea what's what's an interim assessment to a summit of assessment and what are we using these tools for. So tonight we're going to look at achievement versus growth. These are the two things that we watch. We want to say at the end did our students achieve where we want them to achieve. You know where we started and it wasn't great. There's no way that I could get every kid to be at achievement. So, what

119we're looking at now also is growth. Are we growing our kids? Some of our kids may not have made it to the level we went, but when you see what they've achieved this year, it's it's it's remarkable. So, I wanted to say that. And an interim assessment, which is what NWA is, it's not summitative. A summitative is I get to the end, what did you learn? An interim is we're trying to gauge what do you know and what don't you know and where do we need to go? Is it that snapshot in time? And so with NWA, we do a beginning of the year, middle of the year, end of the year, and we're charting our progress. Okay? So when I go to my first screen, you'll see that little note in the blue. Anything

120above the 50th percentile is high growth. Now, that's not like when you talk about a regular standardized test and you're in the 60th percentile. So that means we're growing kids. So I'm going to go first to And I don't know if that's hard to see. Maybe. Can you guys see that? >> The little >> Oh, my little pointer. Oh, James, don't make me mess this up. So, if you go right I'm trying. >> It's one of your papers here. >> Yes, but I There's more than But go ahead and look that. Thank you. Go ahead and um Do you guys have this one? >> I'm sorry. >> But you probably have that first chart. You do have the first chart. >> Yes. So, um Oh goodness. Did I go too far? I did. I did.

121Okay. Okay, I told you I'm terrible with this stuff. I'm not going to lie. I'm a paper and pencil person, too. So, the first number is math. And this is for our entire district. So, I'm not saying this is elementary. This is math for our entire district. And this is kindergarten to Keystone. All right? So, I'm not looking at kids in AP calculus. I'm looking at kids from kindergarten to algebra 1. Our kids this year, we grew 79%. Which, remember, 50 and above is good. So 79 is awesome. The chart right below it is our beginning of the year and you can see where our kids started. Um James likes me to use this pointer. So right here >> oh James I can't do it. I can't do it. >> Helper. >> You can. Well

122anyways that >> there you go. >> I didn't even touch it. So beginning of the year you can see I'm putting it down. >> Oh gosh. I chose the button. Are you doing it for me? Thank you. Thank you Vanna. So, uh, you can see where we were. The red is, you know, where we don't want our kids to be. The blue is where we want them to be. But if you look where we went from the beginning of the year to the end of the year and growing our students, and it's not just the blue and green. Blue and green are mean, they're they're making the achievement. Okay? But even though we didn't get all the kids there, look at how we're closing the gap at the bottom. >> All right? >> We went

123from 13% not making it down to 6%. So, we are moving those kids across and that should be celebrated. Our teachers should be celebrated for that. Our kids should be celebrated for that because it's it's awesome. So, then we'll go down to reading. I could stand up here and talk about this stuff all night. I love this stuff. So, same thing with reading wasn't as strong as our math new ELA program. The math program is the one that we've been using. So, this is across the district. So you can see we started in the C 63rd percentile for growth which is good. Anything above 50 is good. And at the bottom you can see where we started. Thank you. At 54 we moved to 60 uh 62nd. Again we're moving the bottling groups across across

124the the chart. Now I am going to come back to a little bit of this in a minute. But now what I'm going to do is do each building. Um and then in your packet I'll tell you how you can break it down to every grade level. So, um I'm sorry before I get some extra feeling. It's the science. Uh grades 3 through 8. You can see where we were again 66th. Great. We had great growth for our students. Um and you can see again the numbers are shifting the way we want them to shift from the smaller on the red to bigger in the blue. Okay. Now, life science, if you really look at this, um you'll see that it says winter to to the end of the year. And that's why our growth

125isn't as great. Uh the first test we gave with life science that we thought would be the biology included um physics, chemistry, things the kids hadn't even had. So at the winter we pivoted to the test that's more the environmental and the biology. So we only have two data points and we don't have as much growth because because of that reason. Okay, questions. Okay, now I'm going to go to PVE and I'm going to say PVE was our shining star this year. Um, and I give a huge kudos to that building. And um, and there's a couple reasons I think that's happened, but I'll wait till the end. You can see like look at math. We started an 85th. We our growth for this year 85th percentile. That is phenomenal. Like I can't even tell

126you that. Like that's I could get teeyed. And then you go down to where we started 61st uh percentile for achievement at the beginning of the year. We moved to 80th. Um, again, look at the this the red 10% to two 2%. >> So, I mean, again, awesome. Uh, reading again, not as big as the math, but it's our new program. And so, we went from 69th um overall for the year. Um, we started 54th percent, we went to 69. Again, you look at the numbers, even the kids that didn't make it into the blue and green, it's getting smaller. So, okay. Can I just add to that too? I think part of the reason we're seeing um high levels of growth is we've been very intentional about that at the end. >> Did I

127jump? Okay. >> But go ahead. Go ahead. >> No, no, go ahead. Yeah, but but I'll just say that we we were very intentional and strategic in looking at our resources, looking at our students needs, um looking at our talented staff and and really trying to intentionally place students based upon the resources, the supports, um and and helping them to uh be aware of ways that we can really show some some high level and growth. And while we typically do this in the high school levels and you know we started doing this uh at the elementary levels, we really are scaling this up for next year at the intermediate and middle school to really be intentional to look at our resources um you know try to be very uh focused in in terms of the

128support and and I and it's going to help and I mean I'm looking forward to next year's data but I just wanted to let you know this isn't done because it's haphazard. This is done very strategically, intentionally, and it's also unique to each building. So, we do not say to a building, you need to do X. We talk to the building. We talk about the vision of what we want to encompass and then the administration as well as support um and uh professional staff are coming together, sharing insights and perspectives uh to collectively help to um create groups that are going to help support our students achievement. So, just want to share that because again when you're seeing this, please know there's a uh a lot of things that are going in on the back

129end to get to the point where we can see this great gain of growth >> and and and these the achievement levels even though we don't do PSSAs at PVE these are this is um HMH and NWA NWA is one of the oldest tools used. It started back in 1977 and it's why it's so reliable. HMH started back in 1920 well actually into the 1800s but 1928 is one of the most reliable companies for a English ELA reading program and we're seeing that. So when we look at these achievement levels on the bottom that is the predictor how the kids will do um on a nationally norm test with kids the exact same age as them. So and it's used in over 50,000 schools in 149 countries. So, um I think we So, when they're

130comparing us, look how many kids they're comparing us to on a on a norm there. Okay. PBI. Um we have um at the top we have math. Uh in the middle we have ELA and or reading and on the bottom we have science. And um I could go through every single one of those, but you know, you can ask me a question if you'd like, but you know, you can look at those. I was just trying to show you how to read these charts. and what does growth mean versus achievement? Um, again, all of the colors, all of the percentages are moving the way that we want them to move. Um, we see some bigger uh jumps in grades than others. Um, but nothing really went backwards here and the red numbers are getting smaller

131and the blue numbers are getting larger and that's really what what we want to see. Any questions about PVI? I know you guys can look at these closer when you can take it home with you and so on. Excuse me. >> It's a different slide. >> Yeah. Your See, your your your packet has more than what I put up here >> because the achievements >> on ours >> on our paper. >> Oh, okay. I'm so sorry. I'm sorry about that. >> If you look at the presentation though, it's >> it's there. >> Yeah. Sorry, >> we we we'll email it to you all. So, you have >> I'll send it to you now actually because Yeah. No, that's good. >> It's attached in your >> It's on the agenda, but I'll I'll email it to

132you as a separate if you want. So, >> yes, this this presentation is attached. It was public last night. So, yeah. >> Um I'll just say that Vicki wasn't here this week. Okay. >> We tried. >> So, I'm not even going to lie. >> Okay. Um Okay. And then the middle school, uh, we did not see as many as big of gains as here as we like, but it still moved in the right direction. And I do want to say this, um, I make this analogy when we talk upstairs and curriculum all the time. It's like building a house. When you're building a house, you have to have a very strong foundation. And sometimes you see bu people building a house and it stops for a while maybe for funds for whatever reason and it

133sits there and then they come back and the foundation is just not as strong as it was when we started and that's kind of what we saw the last few years with co these kids in the middle school are our co kids from the elementary. We are seeing great gains in the elementary and we're starting a very strong foundation. But what we're trying to do now is we're trying to do things with kids that don't have the foundation like the kids we have right now because they some were I mean they were learning on computers at home. Um but that doesn't mean we give up. That means we're trying to put things in place to help them and we're still seeing things move in the right direction which is good. So the great base that

134we see here at PBE score should definitely absolutely show. >> Absolutely. And I have a little bit of an action plan. I just talked briefly. Um that goes a little bit farther than what we talked about when we were here in February, I think it was. And then there's one big difference. I know the high school is going to look bad, but I'm going to explain why in a second. Um actually the ELA had the biggest jumps at the high school and big props to the ninth and tth grade teachers up there. that some of the changes we made really paid off. Um so I give credit to Mr. Boland and the department chairs and putting teachers in certain classes it did pay off for them. Um when you um let me see here the

135algebra. >> The first the first one is the first group is what? Math >> algebra. Just algebra. >> Just algebra. >> So what you have to remember there when we gave when I showed you the other buildings >> every single kid in the class this the building took it. These are just the kids that are in algebra in 9th 10th 11th and 12th grade. That doesn't mean these are not the kids that are in AP calculus uh statistics. So, we're looking at kids that are in algebra and maybe have struggled with math. And um Miss Hopeley, you actually brought this up to me and I went back to my team and we're going to do it. So, next year we will do all of our math classes. So, you can see where all of our

136kids in. So, then you get to see really ninth graders, whatever math they have, 10th graders, whatever math they have, you can see that because right now we're looking at kids that if they're in algebra 11th to 12th grade, they're probably struggling. Okay? But that was a great idea. So, thank you. Um uh then you have um uh ELA which is with all the nth and tth grade classes. And then the life science is just biology. And again some of that is just skewed by when you get into the numbers when you look at like it says 12th grade. There might be only two kids that took that class because there only two seniors in biology. Okay? So you have to just kind of remember that when you're looking at at all of this. So,

137I'm going to switch now to where do we go from here? Because >> H&MH goes to what grade at the high school? >> 10th. >> Thank you. >> Um, so this is what we've been doing, but we're going to do a little bit more. We talk about strateg strategic leveling and Dr. Conrad was talking about that earlier. We did that at PBE this year. We grouped kids by looking at at a multitude of factors. Um, it was not just one number on a page. It was the guidance counselors were there, the special education directors were there, the department chairs were there. We looked at scores and we put kids together kind of based on ability for a number of different reasons, but people could really focus. And that's why you see some of like our

138lower groups really grew this year because they had all of the supports they needed in that classroom and they kind of you know sometimes you know you might have had a kid that kind of sat there and everybody else raised their hand and did the answer and you didn't know what everybody else was saying but this year was very intentional. >> One thing I just wanted to add to is um when grouping students because we understand that the rate of change and growth changes each year. So I just want to make it crystal clear that students aren't placed into a group and remain solidly and isolated in that silo over time. The groups continuously change and we make sure they change. >> Right now we're at a place where we're um uh tracking that data

139multiple data points and we're uh taking last year's data. So at the end of this school year we will um and we've already done that too in some grade levels. uh we are then looking at that data to then uh create new groups and new teams going into next year. I just wanted to make that known to everyone. Where we're hoping to go is even as we are looking at the middle of the year, so after the first semester, let's say, that we can make some adjustments and pivots. Again, it's a little bit of a challenge from some kids this year, >> but we've had some discussions about it and and certainly, uh, we want to make sure we're doing one thing right before we move on to the next step, but >> and I'm

140going to talk strategic leveling and the the MT MTSS, which is the multi-system of support. Uh we are really going to work on that this year. I've been working with um Mr. Deutsch on that. We met with the IU yesterday and we want to really put supports in so we can identify those kids and really get in help them that are in the bottom tiers. Um next year we're going to work on making shedding the structure so that way we can really implement it. And I'm going to flip back and forth here a little bit. So I pulled just PBI's data which you have in your packet as well. Just kindergarten, first grade, and um second grade. And when you look at those color bands, it's quite amazing what they did with this structure that

141we put in this year. We've never seen growth like this. Um, we have never moved our bottom like this and we haven't moved our top kids either. Um, what we had some kids that always performed really well, but they didn't grow. You know, we're not seeing advanced on things. So now we're really everybody's accountable. What are you doing with this group? What are you doing with this group? What are you doing with this group? And we can chart everything. And that's what we saw with the leveling. And you know, we had some people when we started down there, they're like, I don't know. But when you go down there now, our teachers are like, we're worried about when our kids leave and go next door. What's going to happen? They're used to this level of

142support at whether it's they're struggling learners, whether they're gifted. Um, and I also saw this because when you see those colors up there, like so when you look at um math or uh I'm sorry, for first grade um kindergarten, the 15, we can click on that 15 and we 15% we know who those kids are. >> We know who they are and we know what they're struggling with. So then we can the special ed and the specialists, we can go in and work with those kids. We know exactly what we need to do. Same thing with the kids in the blue. just because you're in the blue doesn't mean we shouldn't grow you. So, um it's it's been really a great thing to watch happen this year. It's really amazing. Um and we've started looking

143at this uh that we're going to expand this into PVI and the middle school. It's going to look a little bit different because those buildings are a little bit different. Some things we do need to have the continual like to have some semblance of structure moving up through, but we also have to make it unique to that building. So, uh we'll be doing that. So that's with uh the leveling and the M um MTSS. We're going to continue to use HMH u PVE. They did HMH by the book and the gains we saw with our students um and reading with the HMH system was truly phenomenal and what our kids can do. Um I was just down at a meeting um a couple weeks ago with the ELA committee and they're like our kids have

144never we haven't seen them write like this in years. So, it's it's just it really is a good thing. There's going to be naysayers to any program we use. There's not going to be a program I come up here and everybody's going to say a thousand% we all want that. But the data speaks for itself. So, um we're excited about that. And because we're only in year one with HMH. So, I'm excited to see where we're going to be in three, four, five years. The other thing we've done in our department to try to help provide support because like I said I feel our our job in academic achievement is getting the resources providing the professional development and giving teachers the time. We sent out a survey to every building and made it very building

145specific with any tool that we use, any resources you need, any professional development you think you need. and we have the survey back and we've been going through it and um getting those things in place for the teachers. So we said, "How do you feel on this tool? Do you need more training? Do you need less? Could you be a buddy with somebody?" Um is a resource that you feel you need that we could get for you? And so um that we've never done that here at Pleasant Valley. So it's going to be very tailored. Um and so those are a few of the things we're doing to keep this going um into the future years. Uh, am I going backwards? Oh, they are here. Um, so our action plan, uh, a couple of some

146of these things we've talked to you about. And what I did is I made you like a little, this is the survey we give. I gave you like a little dictionary about what everything is. So if you go home and say, "What's Lolo?" You're probably like, you know, what is that? Or what is NWEA? I know we talk about it, but you might not really understand what it is. If you don't use it every day, it wouldn't make sense to you. So with PVE we said what do you need? What's working? What's not working? If you remember Missy Kern and Susan Price came we're purchasing Acadians and Lolo. We met with the IU today. We are have going into a partnership with them um to roll this out provide coaching. We're going to use our

147specialist at PBE. We're going to use coaches from the IU and we have mapped out the plan until next summer with them. And we did that today. Um, with PBI, we asked them, "What would you like to use?" They did not have to choose Waggle, which is from HMH. They chose Waggle. Okay. They looked at um, uh, PVE looked at Waggle as well, and PB said, "We don't want Waggle. This works better for our age group." Um, and keys to literacy. We are going to roll that out to grade five um, in the 27 28 school year. and kind of come back and forth a little bit. Um, we are implementing that at the middle school. Uh, we are very excited about that. We're partnering with the IU again on that. Uh, we have a

148a rollout plan. We are actually starting the training on that next week. And it's very intensive. And the one thing we did, we created a 48 minute period. We revamped when so kids are going to get 48 more minutes per day of literacy instruction which equals about 140 hours over next school year and it's going to look different because the middle school's different. So they'll do nine weeks of how to read and social studies like being that critical thinker. If you remember Mr. McCutchen being here he talked about that they'll do a nine weeks of science and it will be reading and writing lab reports. So, it's reading and writing and then there will um like I said, they'll do that. So, in talking with uh Miss Albbright and her team, they said, you know,

149we're trying to think about how do we teach notes to fifth graders? Like, what's that going to look like? I said, oh my goodness, it's perfect timing. That's part of the keys to literacy. Key to literacy is not a program. It's more of teaching strategies to teachers that they can use in their class regardless of what you teach. And one of it is taking two column notes. So, we thought to be consistent throughout the district, we're going to start teaching how to take good notes in class, what's important to write down, and um Mrs. Junior, you're going to be glad they're going to be writing writing those notes. And um so, when you start fifth grade, you're going to learn what you're going to need to use in the middle school and what you're going

150to translate as you go into high school student. And hopefully when they leave us, they'll have that. Um because I bet you guys didn't do that. Um, so and you'll read if you read in your packet, it will tell you exactly what the the different items they learn with keys to literacy. So to make everything manageable because we have a lot going on in the district, we're doing keys to literacy in the middle school next year. The following year, you'll see we're going to roll it out to grade five and we're going to roll it out to grades nines and 10. And actually, Mr. O'Keefe, you said, "What about going down?" So that's what we're going to do. So kids will see consistency from grades five up until they leave us. Um, and so that's

151a little bit of what we're doing. I mean, we're always doing something, but these are the big things that we're doing. Um, and I hope when I'm standing here next year showing you this, it will be even bigger percentages than what I'm showing you now. I think the best thing though is that we're going to be starting next school year in a much better place than we did this year. I'm very excited. It's not where we want to be, but we are definitely moving in the right direction and I'm very excited. >> Okay. I know you're excited. I'm big time on the scores here, but what are we doing with these math and science at the high school scores? >> Well, we actually looked a little bit different how we're going to do math at

152the middle school. Um, we're adding a couple courses, but they're also going to get this another nine weeks of doing math and breaking down math problems with the keys to literacy. But what what so that's what I know the math teachers got angry with what I say this but quite honestly I don't care because my daughter's a math teacher and she's very successful what she does. um we need to find ways as teachers to and if you have the resources to help them because these scores I mean 18% in 12th grade 26 >> but you have to remember that's the 12th grade it I have my notes for math that when it says it was only two kids that tested >> that's two kids in the algebra so like that's why I said you have

153to really watch those numbers at the high school that's not res representative of the whole student body because we only >> so where are we see where are we seeing with how they're doing in other math >> we did not do this this year with every class we are going to do that next year so you can see everybody >> one other thing too I wanted to point out and you bring up a great point uh what I what I tend to see and I'm sure you've seen this in your experience as well is that you know um unfortunately sometimes uh people in teaching in certain departments might be a little bit um possessive of some of the strategies and resources that they've used. So, we're really trying to have everyone kind of embrace that

154mentality of bring your best foot forward. What are the things that you're doing? How are you regrouping? I know that that's starting to happen, but I will say that on two fronts. One is uh as those departments are coming together to say how are we, you know, looking at this particular um let's say challenging part of the curriculum that we're teaching to really share those resources. But the other thing too I is is really starting to hone in on um what uh what are not only like I said what are the resources that they're they're >> to build the foundation they need to build >> where are the gaps and and as you know Dr. Howard mentioned we're are we are seeing some gaps. So I think it it's a two-pronged approach where yes we're

155teaching to grade level let's take seventh grade math but yet we know that there are some uh gaps. So, it's how are we embedding those gaps whether it's through homework or warm-ups and things of that nature um to really help uh be strategic. The other thing too and this is something that we've talked about um from a curricular perspective is take for example like when we attack a math problem and I use that because um oftent times you know whether it's PSSAs or even just in in life uh you know there's a set of problems there's a set of numbers you have to work through. I don't believe at this point in the conversations that I've had that um we are all if we have let's say uh one two three let's say five math

156teachers um all doing things the same way. So we're trying to be very intentional to say this is how we're going to attack a math problem when we see the word evaluate. We're going to circle that word step one. Next one we're going to underline certain uh numbers and then we're going to actually because there's a writing element to this as well. you need to explain how you solve your work. And I will tell you and and Dr. Howard has seen this as well, there's variances with some teachers that are excellent at doing that. And there are some unfortunately that aren't using the same strategy. So for us, it's looking at what is how are we going to streamline those best practices and really um transpose them to all of the different classrooms. So there

157is a model and you know you think about NWA I think we're starting to see some growth because there's a consistent model that people are buying into. We're trying to break some of those silos we typically see in the secondary to say it's okay. let's share some of the ways we're attacking and you know the problems are supporting and strategies so that way there's continuity because our goal is that if you were to literally take a kid from classroom A in seventh grade math and put them in classroom B they should be able to you know be spoton with the curriculum resources and everything that isn't always the case because sometimes they're using different resources or different techniques and strategies. So that's a big thing we're focusing in on especially for middle school and high

158school. We also found with math and this this came from PVI they asked us they said I don't even know if we're giving all using the same terminology and when we brought them together in professional development day over they weren't. Um so like sometimes you just take things for granted you don't know. Um and the other thing that you know then this really came from Dr. Conrad and we've really embraced it is that up until this year um I'm going to say my department but the curriculum department evaluated we don't want to be the evaluators. We haven't changed anything else we do. We're just not doing the evaluation piece. So when uh Dr. or Mr. walk into a classroom, we I remember when I was a teacher when people would walk in I know I

159was going to be evaluated get like little you know we don't want it to be like that. So they're not they're they're spending more time in the classrooms. They're not evaluating. They're there as a support. Um and so that has been another I I think it's helping it again. I think each year they'll get people will get more and more comfortable with that. So >> we're building trust. >> Yeah. Yes, we are. And you know, when we started this, we talked about everything from K to Keystone, K to Keystone. And like I said, it really was Mrs. Hobley who said to me, "Well, are we doing all kids? Why aren't we doing the AP kids?" So, you can really get a good picture of what's happening with our math kids at the high school. Um,

160because you also have to remember when you're looking at the algebra, you're not capturing the two classes that took algebra as an eighth grader. Those kids would have been in with that, which would skew it, too. So like when you look at the stuff at the high school, I'll just tell you this. For math, grade 12 only two kids are represented in that chart. And for grade 11, only 10 students. So when you So and then for um science, grade 12 was only five kids and grade 11 um only seven. So if that helps when you look at the percentage. >> So where what test are we going to finally see what the overall math ability is? is different. >> Well, you the one on the very the the very first slide back at the

161beginning, I think it was like 79% that was every math student from K to algebra. It would be much higher if I did the other classes because those are the kids that are in the higher level math. So, you'll see that next year. >> Thank you. >> Yep. So, do they have a Excuse me. So, is high school only because I don't know the answer. Why would I? high school, they don't have these other programs that are in PV, PVI, PVM because it they I kind of >> it's so specialized to some degree to your point that it's it they're such unique classes, your like statistics, your AP calc like so they don't have the same curricular resources. >> Yeah. I'm just they sort I remember years ago Mrs. Crescend um miss surface what I

162thought they had a baseline where the each department carried through with it because they >> planned each of the curriculums the department chair >> common assessments. >> Yeah. So we we still do common assessments and I do put a lot of stock in those but I also have to remember we create those. So, I'd like to base where our kids are based upon other kids in the state of Pennsylvania >> and um across the country, but I also like to see common assessments so we know what we can do. But common assessments are we create. We don't know how that stands up to what they're doing down the road in Nazareth. >> Well, agreed. But I'm just saying are all kids I think we're so diversified in our school and this is >> a perception

163of mine that maybe we need to start out with that so we can baseline them so we know where to start again to redo it because there's been such a diversif diversity. I don't know that's just a suggestion. We definitely do it up through like algebra 2, but then it gets like the at high school after algebra 2, you could take statistics, AP statistics, calc AB, calc BC, you know, trig, uh, algebra 3. So, it gets hard because some of those are one or class two classes, but up until algebra 2, we could Yes. And we do do that. >> And then in ELA also, because I know Miss Fiero, I thought she had done that years ago, too. >> They still do that. >> And because that was terrific, their scores. So, and science

164they have that so there's a baseline there. >> Yes. Yeah, they do do that. >> And NWA, I just had a question about them. All the data that they have that they say that compare it nationally to the national norms. Is that just NWA schools and what type of schools are they? Because when they say nationally, it's just like, well, how do we group then standardized test? >> I could probably get a list, but there are 50,000. >> Yeah. >> So, it's a lot. It's >> so private um public, you know, charter. I mean, I'm sure >> I know that it's just like I don't know how we really truly compete against all the other schools. >> Well, outside NWA, >> it's and it's very specialized as well because when they compare us, they compare

165us with kids at um in grade three who have had two two weeks of school. How do you compare to all the other kids with two weeks of school? So, it does depend when we test, too. So, this year we tested kind of early. Next year I'd like to push it back another two or three weeks. What would have if we were we did these tests I think the last one finished up in midappril. So some started in March because of PSSAs. So what if we would have gone all of March and all of April we would have seen a bigger growth >> and the kids coming in like I think the prek program is excellent idea that they're doing >> uh kindergarten boost. >> Thank you. >> Is I don't know it's a crazy

166idea. Is it possible for grade nine entry level high school to start off with something? You can't do it. It's a great >> We are because the great thing is every student when they move from one year to the next, these teachers are going to have all their NWA data. So if I were a teacher in 8th grade and I get my kids, >> I have all their kids and all the data. I know exactly where they are. And you have to remember, we're going to try to put kids where they need to be. So they're Yeah. So the eighth graders will have data coming into the high school next year. >> Yes, good point. >> And great point too because one of the things that we're actually teeing up for next year is having

167individuals, let's take for example third grade teams looking at the students that they have and their second grade data. So, one of the reasons we wanted to go with NWA is the transferability of, you know, as you're going year to year, you can take a look at something that um is is clean data that we can then say, okay, I already know based on this data, here are some, you know, groups that I might want to start considering or here are some skills because it actually drills down to the specific skill that they might be struggling with. So that way you can already plan your first couple of weeks to say here's a skill that typically the students are struggling with or maybe they've actually mastered this and we're ready to go at a faster

168pace. >> And and the middle school has used a few things this year and we're seeing how it's called maneuvering in the middle and it it's math and we worked um Sarah Macowski. Sorry, I can't think of her name. Um and she used it last year a little bit to see how it worked and we were using it this year and we're we're seeing good data from that too. So, we're we're trying things like when the teachers say, "We'd like to try this." We vet it out and if it's something like, "Yeah, we can stand behind that." We're we're letting them try and see if it's helping us. And and I think I think that it is. But when you say like how who do we know we're going against? NWA is one of the

169largest testing companies out there. So, we are getting the biggest pool to see how our kids are really doing against others. >> Then, when we put them up against PSSA and Keystones, how does that translate? Well, the proficiency um that you saw, not the growth in there, >> not the growth, the growth is what we g the kids today, but the proficiency is supposed to be an indicator on how they will do on the PSSAs and >> predictive information. And actually, um the email that I just sent to the board was just that um you, as you know, like when we get our 2526 student data, we actually won't get this year's PSSA and Keystone data until December. And I know that that's challenging for all of us because we'd love to get it, you

170know, right away. We typically call that autopsy data because it's like it's not very helpful in the moment in the middle of the school year, but it does help us to kind of triangulate and say, okay, well, here's what we said for growth. Here's NWA's predictive achievement. How does the two correlate and are we still addressing the gaps, you know, midyear? >> I can tell you that we're running, we want to see how accurate it is ourselves. So, we are actually um Mr. McCutchen started this. I met with him this week. We are putting a column in so we can see Pab Boss. If you work in schools, you probably know what I know you know what it is. It's a pain. It's a P roster verification right now. But um so we are putting

171like our proficiency and where our kids are falling against the PE boss predictor which is from PTE and they're lining up. So it's it's really good to see NWA POS. It's all kind of coming together because we're we're triangulating our own data >> and that it's good. Yeah. >> And then the other the other slide you had, you had leveling intensity. I don't know what it was, >> but I'd really like I it's just a bug I have. >> I would really love to see the leveling not just by lower range, middle range, higher range. There has to be a crossover. >> There is so much that goes into it. Um actually, Dr. I'm just saying is it being considered because >> we're doing it at I and middle school, but it's not just it's

172not looking just a test score. Okay. >> Um I I know that when I was at PBI, we just go out to see how it's going and see what they're doing. It's it's every like they had um speech and language was in there, special ed was in there, counselors from PBI, counselor from PVE, um there were teachers in there, and it's looking at all kinds of thing. It's not just even looking at um how kids are doing academically, but like hey, >> you know, like I know they probably say that they say like don't put James and Ray in the same class. That's probably true. >> So, um because it's it's not just academics, it's also the dynamic in the room and the dynamic with the right teacher. Well, and some kids need need to

173learn how to ask questions. And if they're not in a group that they're not asking questions, they need to learn from their peers because sometimes they learn better. Yep. >> So, I'm just I'm thinking you're considering that too for next year. >> Absolutely. >> That's I just want to make sure. >> Okay. Thank you. >> Appreciate that. Thank you. >> Absolutely. >> Thank you, Dr. >> I love to brag about our kids and teachers. Thank you. >> Hey, uh quick update for lacrosse. It's golden goal. Uh they're in overtime, so just wanted to let you know. I've been getting text messages. So, uh knock on some wood and let's go Bears. So yeah, >> I have I still have two more things if am I allowed to continue? >> Oh, wait. I don't even know

174where we are right now. >> We're under >> 17. >> We're under Pleasant Valley School directors is where we're at. So >> is that 17? >> Yeah, we're on 17 other Pleasant Valley school directors. Anyone have anything else? >> I don't. Sorry everybody, but I don't. So, um, the 10A that I had a bounce out to the end. Um, looking at it, just looking at it, that's just what happens. So, is there a way we can create a checklist when we need a program? Um, I think, uh, you're heading in the right direction. So, a checklist would be needed before a program's presented to consideration for payment before the board. We've seen numerous programs run through here with proceedings whereby we're told the program is all inclusive of costs. Of course, we have to be

175flexible things, but then there's a whole another genre of add-ons and and it's a good thing like you recognize it early. It's Bravo. But maybe we should take the time to do that and present that type of checklist and make sure it is all there before you present it instead of having to go back and forth because just the optics alone are like great, you can find the mistakes. great you can find something that is better but maybe if we took the time a little more and it's only it's just we have the welleducated mid team administration team it's terrific and I just want to ensure that the programs investigated has a trial run and data presented and versus just an invoice and and verbal recommendations from others outside our our area and really rely

176on our teachers like you have been doing and who are the first indicators of success versus outside sources marketing program they t and we have seen programs fall short of expectations and now we need to ask our taxpayers to pay more even though you do ready to learn it is moving in the right direction but I would consider I would like to propose that that happens >> I I would say that that is happening and like I said with HMH when it was purchased I heard the feedback from the board we want a whole picture for now and that's what we're doing but I will say with some programs when we purchase something and it's working well. We might see pockets like listen this is doing well for the majority of our kids but we

177need something else. So you are going to see that and we never it's not us going out and saying oh we're using this. We are sitting in meetings all the time. I'm always out in the other buildings and we're listening to them. They're trying things out and then we're bringing them. Um so we do listen to our teachers. Um, sometimes we do have to make executive decisions. Like sometimes in any kind of organization there's group decisions and there's some that have to be made. But I will I welcome that feedback and um I'll share it with my team. But I really do feel like they're working with everybody in the schools right now and we will do our best to bring you the complete package. But no, even when we do that, there are going

178to be times that we're still going to need things that go beyond that. And I will say we are very fortunate to be supported in the grants the way that we are because when I started here >> it wasn't this was all in the budget. We do not spend $1 out of the budget anymore. >> So >> but I I welcome that. Thank you. >> Sure. >> Anything else? >> I have one more. >> Okay. Um, so I just wanted to ask whether there's data or research regarding the difference between instruction first focus primarily on short reading passages versus students reading complete books, novels, library books, and extended literature. >> Um, so I think that Mrs. Fior and I could talk to you about that all day. We are both secondary uh English teachers. Uh,

179you know, that's our area of study. Um, I'll be the first to say it doesn't make a difference what you're reading. It's about can you read and it's teaching the skills whether I read a short passage or a long passage. I still rank books in short sections. So that doesn't really make a difference. It's teaching the skills on how to read. Not just reading the words, but how to read critically and to be able to analyze. So um, as we saw this year, you know, at the high school, they are not doing as many novels. They had the biggest growth using HMH. >> What grade what school is that? >> A high school. >> High school. >> Um >> and so did our elementary. >> And the other thing before is I have two more

180in here. Um the information on how these approaches affect the outcomes, reading comprehension, stamina, growth, engagement, critical thinking, and long-term development. >> I think that goes back to what I just said. Um, when somebody says we're reading for stamina, like even if you're reading a novel, you're not sitting down and reading that in six hours. It's still broken into chunks. You could find a study to tell you whatever you wanted to read. I mean, whatever you wanted to see. I could find a study that tells you that doesn't matter. I can find a study that says it does. Um, but I know that there have been a lot of studies done on like NWA, HMH. I know that the most recent one I read was from William and Mary. Um, so it's it's I think

181we have to look at those things, but then we have to try it here and see what works. What we're doing right now, it's working and I hope it continues and we'll evaluate it again next year. And then um I'm just concerned with the research about regarding higher order reading activities connected to books such as predicting outcomes and from a title or chapter, changing an ending, creating a different character, writing another chapter, discussing chapter motivation. These types of activities improve the inferential thinking and the deeper compre comprehension differently than isolated passage. And I don't know if that's doing that. I'm just concerned about that because >> well our data >> because I don't I don't know I don't see any data about the predictions and the outcomes and changing the endings about outside the box.

182>> I can understand that. So I can say as a former uh English teacher for I don't know this is my going on 33 years in education. I don't need a a novel to do that. I could take two short passages and do that. I could start that before I read I read a page. What do you think is going to happen? How does this book compare to this book? What does characterization look like in this book? How did they build suspense in this book? It doesn't make a difference. If if if you're a good teacher, I can do it with whatever you give me. I can do it with short stories. I could do it with poems. I could do it with a novel. It's it's a lot of things. It's and I will

183say this about NWA and HMH. Well, HMH, I can put the tool any tool in teachers hands. It is the craft of the teacher that makes it work. And we have great teachers that do that. And we're seeing that. So, >> I'm just concerned about them hanging on to the books and reading books instead of just passages, especially lower levels. >> I can tell you they're reading them. They're at that book machine for days at the other buildings, the vending machine >> and then they have the whole book. That's correct. You know, if the lessons, the passages are the key thing because I think books are the key thing and should be implemented as part of that program, too. >> Absolutely. But they're not ready for novels until they can read. >> No, not those

184kids lower grades. Books. Novels. I can see that. Yeah. >> Um, >> and I think that's it. But of course, again, if you want to meet with me again, I can meet with you and whoever >> just because I just want to see that. >> I'm right upstairs. >> Sure. >> Okay, John, you're up. >> Okay. Just a couple quick things. Uh, the Gemini, >> can I interrupt you real quick? Our girls just won. >> Thank you. >> Can you top that? No, I can't top that. That that that I can't top. >> It's awesome. >> Uh the Gemini AI contract, when did that come up and did we side on the number we're getting? I don't know if that came up. I know I missed two board meeting. >> So the Yeah, that's actually

185a really great question. Um we had done our pilot group in the secondary levels. Uh originally I was asking to renew that. Um Google had changed all their licensing models and they changed what was available. Um we are actually currently not paying for Gemini at all um because some of what they've given us now as free uh along with our Google education plus subscription that we have as a Google school um seems to be a tool that is working very well for us at the level we have uh so at no cost to our taxpayers and additional we are still able to utilize some of those features. Um, if in the future we see that we do not have access to everything we need, we may be coming back to the board of educ board

186of directors with that. But as of right now, we're we're good without having that on there. >> That contract ended then or it's just about to end. >> Nope, that contract ended. >> Okay, good. Thank you. Um, a couple of things. Um, obviously the PVI moving up which was Dr. Con was there. It was very lovely. Uh, I don't know if any of you have ever heard the >> the chorus sing there, but it blew my mind. I I mean I've gone to a lot of these all the different and that just those kids were incredible. Um hopefully they'll carry on onto the middle school and high school and stuff like that. They were they were fantastic. Um the high school lunch with leaderships got a little sweaty there too as well as the rest

187of us and we were working that. That was very nice. Um and last but not least um that's it. >> How about that? Thank you. >> I know. Can you beat that? >> No. Just to add on to the PVI, the programs and the songs that they sang were phenomenal. And they even had the elma mater elma mater that they sang at the end. And I would hope they carry that middle school too. This kind of program. It was unbelievable. The kids and then the poems and Mrs. Jagger really did a phenomenal job. The kids were great. And I just loved how they just applauded each other. They were really like bears together in their den. They cheered each other. It was terrific. >> Um I just have one last thing. Um I just want

188to say thank you to Dr. Howard for the presentation and it's great great information, great growth. I I just think and um the other thing I want to stress because I think it's fantastic because we didn't I've been here a long time and so I I know um but we're listening to our teachers and we're providing what they do need in the classroom and I think that that is part of the reason we're seeing what we're seeing. So I appreciate that and I appreciate the teachers coming and talking about what they need to in front of us. So, >> just want to finish out on that. Anyone else? >> One quick update. >> Oh, okay. >> So, yes, girls did win and we will actually be playing Delv Val at home on Saturday. >> On

189Saturday, >> please everybody come out here. >> Home here. I do not have a time just yet. I have >> I have a little bit of information. I got home. I have Saturday. >> That's pretty good. That's pretty good. >> Just happened. >> So, I'm I'm sure they they put it out there. I'm sure we can blast it out as to when uh >> I thought someone had the answer. >> Um but yeah, hopefully uh we can get a lot of attendance there. There's I saw a lot of people were there as well from um the our PB nation. So with it being at home, let's try to pack the crowds and really cheer these girls on to give them all the support we can give them. >> Yes. >> I would like to congratulate

190the senior class of 2026. We will not be here before graduation takes place. Best of luck to everybody. Pray for sunshine and rainbows. >> Don't worry. >> Oh, the rainbow last year was beautiful. >> There was there was a rainbow after the tripaa awards, right? You probably don't want >> Yeah. >> All right, Dr. Conrad. >> Yes. I'll be quick. I promise. Um last word. >> Isabella, thank you for all the great work you've done. Uh we're going to miss you, frankly, and we're really excited for you to do so well. I already know you are and you're going to teach me some of these things that you're doing because I have no idea, but it sounds pretty amazing. So, congrats and good luck at ESU. So, thanks for everything. Um, obviously we're excited for

191our class of 2026. We have commencement coming up. A lot of really cool things happening, like I said, with um graduation walk and I know the seniors are doing some really awesome stuff to round out the uh end of the year and just have some really great uh final experiences together. So, we're looking forward to celebrating them very, very soon. And then um just wanted to say thank you for this uh you know for our staff, for our board, you know, I mean obviously yes, you know, you're you're not getting paid money to to be a board member, but you're spending hours and I just just saying, but you have to really think about it. I mean, these individuals are are the leaders of our community, listening to um, you know, the constituents, listening to

192the taxpayers, listening to the parents, the students, the community, and and again, I think that their voice really echoes the needs of our community. So, it's really nice that they're bringing unique perspectives, insight that actually helps create the vision for us to be able to do our job on the day-to-day. Um, but their support collectively really is helping to move uh our district forward and and usher in a new era of Pleasant Valley. So, it is really exciting to, you know, honor the past but see the opportunities for the future. And it's really great that everyone's working together. I'm really proud of our staff, uh, you know, putting kids first, you know, making sure that they're safe, making sure that, um, you know, we're we're focused on their success and and, you know, you see

193that when we see our celebrations like in the fifth grade ceremony, the eighth grade move up ceremony that's going to be tomorrow. But it takes a village, right? And and I think we all can can embody that. But thank you all for um the great work you do, especially our board. Thank you for the great work that you're doing in the stewardship to move us in the right direction. So, thank you. >> I have to go back cuz um you mentioned about celebrating and about celebrating the growth that we we've seen. Is is there something we can do or maybe when you meet with the staff the last whatever the last last day, you know, >> you could you could have no school. >> I I don't know. But it, you know, we need to

194celebrate them >> before we Yeah. I mean, I think after, you know, Dr. Howard's presentation, I I think they need to be aware of the impact what they're doing. Um, so that is going to be something that we want to share. Um, probably maybe at the tail end of our retirement celebration just so that way they're all together in one space and they can see this because I mean to to to see it and to understand like, you know, we've rolled up our sleeves and and here's the the the outputs from the hard work. I think it's really important for them to see the growth and achievement we're seeing. >> And we're gonna we're gonna we I'm going to share this with the principles as well. I'm actually meeting with them tomorrow because to pull

195that data out of NWA the way we did it's not as easy as it looks. It took us days to do that. So um for us to put it together for them to see that because what people see they just see their classroom. So this way they can see overall. So we will share that with them as well so they can >> Yeah, please. I think we need to celebrate that. >> Absolutely. >> Okay. Thank The celebration could be is after they're done their meeting at the high school to just let them go home and not go back to their home school. >> I heard about that one too. >> There's always strings attached. So I put some uh you know >> I did hear about that. >> Well, we don't want to create past

196practices. So uh you know that that's kind of what it's predicated on but you know. >> All right. At this time can I have a motion to adjurnn? >> Second. >> Boy. All in favor? I >> All right. We are journ. Have a safe trip home everyone.