001Board of Education meeting to order. If everybody could rise for the pledge of allegiance and then if you could please stay standing for a moment of silence. Mr. Bronson, would you please lead us back there? Would you please lead us in the pledgece 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. Oops, I'm upside down. >> Again, I'd like to welcome everyone that's with us this evening. And if we could have roll call, please. >> Burger >> here. >> Clark >> here. >> Michael >> here. present. >> Present. >> Matthew >> here. >> Thank you. Um, I'd like to let everyone know that we did have an executive session was held today,
002August the 14th of 2025, immediately prior to this regularly scheduled meeting for purposes of personnel matters including but not limited to performance and or discipline negotiations and legal issues. Dr. Conrad, did we have any community questions this evening? >> Yes, good evening everyone. Uh, there were three community questions submitted for this evening. Uh, Don Yosiak from Chestnut Hill Township submitted two questions. The first question was regarding the video recordings of the meetings. Uh the last two meetings uh were not recorded at the time of the meeting and there were no connection once the meeting had begun even though prior to testing showed that we did actually have connectivity. Um I've confirmed that you know you had received an email with uh from Mr. Vanvoris uh on July 30th uh where Mr. Vanvoris actually explained in
003an email to you um that this had occurred. Um he explained uh in the email that we were upgrading the system and that this were was to be completed sometime in midepptember pending all the delivery days. I know that we'll address that a little bit this evening uh during the working session but as it stands now uh you know we are still on track and obviously we apologize for any inconvenience. The second question was regarding grievances. Uh so when grievances are filed uh we work with our unions and we work through the issues and we have some discussions um before they obviously lead to uh you know further uh escalated issues and and we really do try to come through with uh resolutions. In many cases we've actually worked through the challenges. There are small
004number of issues that we're still working through and I hope that we continue to have discussion and dialogue about those. Uh and then uh uh solicitor Mark Fitzgerald uh will answer the third question from Denise Hope Lead from Justin Hill Township regarding the administrator's contracts. >> Uh thank you Dr. Conrad. My understanding of the question was um that your contract or increase is on for approval but that of Dr. Rayen Howards is not. Why why is that the case? And it is it is due to the fact that the contracts are different. Um Dr. Howard has within her contract that was approved by the board back in 2021 that to the extent she meets certain performance standards, her her increase is is guaranteed within the contract. Therefore, the board does not need to take any
005further action on it. It has already been approved effectively through that contract that was approved in September of 2021. >> Thank you. Um, I'd also like to make a comment concerning our contracts and our collective bargaining agreements. Everything is on our website under the human resource tab. Um, all our again our collective bargaining agreements and all of the contracts that we have with individuals, our superintendent, our assistant superintendent, our business manager, our director of HR. They are all there for the public to review. We're not hiding anything. So there's true transparency and I just want to say that we are the only school district in Monro County that does that. I looked at all of the other three websites and none of them have any contracts on. So we are fully transparent in that respect.
006So thank you. Secretary's report. Mrs. Smail. >> Good evening. Tonight I'm requesting approval of the minutes of the meeting held on July 24th, 2025 and approval of the August 14, 2025 board meeting agenda. >> So move. >> Second motion by Mr. Walters, seconded by Mrs. Zip. Is there any discussion? All those in favor, please signify by saying I. >> I. >> Anyone opposed? And that motion carries. Treasures report. Oh, sorry. I missed you guys. Sorry, sorry, sorry. Pleasant Valley citizens. Oh boy. Um again, agenda items only. Please, it's agenda items only. Please come to the podium, state um your name, township you reside in, and of course, there's a threem minute limit. [Music] >> Disgusting township. Um I just have a couple questions with the payment amount. That's I'm sorry, 13A. >> Okay. >> 13A.
007Okay. >> The KSBA architects, they have a payment amount listed at $42,928.3 I don't know what the services are for materials and does this payment what does the payment cover um and are there additional payments anticipated for this project and then is this added to the total cost of I don't I don't know what it's for I can't even say it's added to renovation so I don't know um and then the 8B I'm not exactly sure what act that goes under because I tried working it all up for uh Dr. K's salary increase is why Dr. Howard's percentage raises wasn't there and I don't know the active thing we're following because I thought they were together um and Dr. Howard's evaluation if it's completed are they going to post it and then the approval I
008don't know when that'll be and I thought it was under a statute to report um 4C Conrad area school district I don't know if what this invoice is could be I don't know it's a BPLA and I don't know if it's for special services it's for $35,5860 and I don't know what it's related to and it appears to be specialized service when I looked at uh tried to look things up and the nature of the service if that could just be explained and then create a stitch the amount of $4,549.50 50 cents. What type what shirts were purchased? Who are the recipient recipients? And is it related to staff, students, or program? Um, I don't have one for this one. I'll have to ask it at the end. Um, I don't have a specific one
009for that. It's a statute question. Does that fall at the end? statute >> I would say >> or say do it now or later >> later. >> Okay. Um technology is explaining. So it's not recording tonight. Correct. >> No, we're recording. >> It's working. >> I'm sorry I misunderstood in here correctly. Okay, it's working. >> Thank you. >> Anyone else? Okay, moving on in the agenda. Treasures report, please. Mrs. Surface. >> Yes. Good evening. Tonight I'm seeking approval for items 4 B and 4 C. A isformational only. >> So move second. >> I have a motion by Mr. Burgerer and seconded by Mr. Walters. Is there any discussion? >> Yeah. Like obtaining the cyber schools that is that from previous years. There's like number of bills are for cyber and charge schools. >> Cyber charges
010schools are paid over 12 months. Even though the kids go 10 months out of the year, they're paid over a 12 month period. That's why you see payments in July. >> And that's our choice. >> No, that's charge forward. >> Okay. Um the Kenzel Airways 950. >> Um that was to clean the kitchen exhaust system built and filters at PBEI. >> Okay. >> Oh, um and I saw a couple like Maple Newton school district. They're for um they're LEA um local education agencies for stu our there's students that live in our district and they send a different they attend somewhere else so they send us a bill at the end of the year and vice versa we have students here that belong to another district we bill them at the end of the school year
011>> and then the Kim watched the title one consult for 5,000 is that she's getting ready to start consulting us or she already started >> No she's already been here she was here for three hours held a very informative um training session for three hours for the upcoming monitoring um and I was part of that and I know she's been consulting with our curriculum department outside of that. >> So she's working with the current admin is what >> correct >> and I also had the creative stitch online >> they they're the t-shirts for the custodial and maintenance staff that were required to purchase for them based from the CDA. >> Thank you very much. You're welcome. Anyone else? All those in favor, please signify by saying I. >> Anyone opposed? >> And that motion carries.
012On to unfinished business, Mr. Fitzgerald. >> Uh, there is no unfinished business this evening. >> Does anyone have any other unfinished? Okay, we'll move on to new business. Um, Monro Career and Technical Institute. Mrs. Surface, >> no report this time, excuse me. >> Okay. Um hopefully I know you weren't at the Joocc meeting, but hopefully we did tour the new addition. Uh it's just a few things left to go. Hopefully uh we will obtain the uh temporary occupancy permit and we'll be good to go. So it looks beautiful. Uh Colonial IU, Mr. Keller. U Mr. Clark. >> Oh. Oh, that's right. That's right. So um >> we need to change that. I have >> not have our first meeting yet. I'll have my meeting I think uh in two weeks. >> Okay. All right. >>
013I should have September report after that. >> All right. Sorry about that. >> No problem. >> Uh PSBA liaison, Mrs. Zip. Nothing new at this time. >> Okay. Under education, I have nothing new, but I know we have some things under the working session we're going to discuss. Uh finance report, Mrs. Surface. >> Yes, we'll be discussing that in items 12 and 13 later in the agenda. >> Okay. Thank you, Mr. O'Keefe. Athletics. >> Yes. Good evening. Uh welcome back PB athletes. We're excited for another outstanding athletic season in 202526 school year. Fall sports practices are in full swing and scrimmages and season openers are just around the corner. Make sure to come out and show your support for our student athletes whenever you can. Uh little public announcement here for promoting our ourselves. We're
014involved in this uh five night 5G lights. We also did it last year. Um what we're trying to do is get our name out there whenever we are have the possibility. And what we can do is to help get a uh a multi-million dollar contract to uh upgrade our facilities. Uh again, it it is for sports, but everybody uses our our fields and stadiums. So, it's going to be contributing to everybody as well as the community. Uh again, as I'll reiterate, Pleasant Valley has once again entered the T-Mobile Friday Night Lights 5G lights for the chance to win a multi-million dollar football field upgrade uh via T-Mobile. So to help win, you can help share and like this post and spread the word. Create PBS Spirit Instagram post and any sporting events. Include FN5GL and
015sweepstakes. Make sure to tag T-Mobile and PB Bears. Post early, post often. Uh it increases our chances of winning. And two schools locally, I do believe uh won last year or last week. So, it's it's weekly drawings that they're doing to to give incentives to our community. Uh, so if everybody can I know it's hard to tell, but you'll be seeing these around the community. Uh, I think we acquired probably hundred or so. So, they'll be at the stadiums, they'll be at the schools, maybe hang on the bear's neck somewhere, you know, just to get creative, to get everybody involved, to uh to promote what we're doing. So, I will leave this down here for anybody wants to jump up, take a picture, tag. You can even do the board meeting if you want to
016get really crazy. So, last but not least, uh, booster club support. Why should boosters get involved? Uh, why should parents get involved in a booster club? Being part of a booster club is one of the most impactful ways parents can support their children's school experience both on and off the field. Booster clubs help provide resources, equipment, team meals, scholarships, and so much more that often go beyond what the school budget can afford. Your involvement, whether it's helping plan events, fundraising, or even just lending a hand when needed, directly benefits the student athletes and enhances the spirit and pride of our school community. It's also a great way to connect with other families, stay informed, and be an active participant in your child's journey. No matter your schedule or your skill set, there's a place for
017you in the booster club. Every bit helps, and together we can make a big difference. So that's my public announcement for the booster clubs because I know a lot of them are struggling. So if our parents can help out uh I know it's it's it's difficult time. It's time consuming but you know it's our it's our children. Um I'm on two of them. Uh so it's it's very challenging but you got to find the time. You got to do it because it's it's for them. That's all I have. >> Thank you. Uh policy report Mr. Zip. There's one policy on later in the agenda for first reading. >> Okay. Thank you. capital improvement plan. Mr. Burgerer, >> the capitalist improvements plan the team met yesterday to discuss priorities for our five and 10 year facilities
018improvement maintenance plan and maintenance plan. Uh updates of the plan will be discussed uh at the board's September working session. Today, as was previously mentioned, we did a walk through to the high school on many of the areas that are being renovated. They're busily working to get everything ready for the opening day of school and um and getting the teachers in and getting their room set up. Um at um uh at today's working session, um CHA is going to provide an update uh briefing on the high school renovation. Uh we will also be uh discussing uh PDI and PDM chiller issues and uh looking and working on the path forward. Our next high school renovation meeting is scheduled for August 28th. >> Thank you. Technology, Mr. Clark. >> I have nothing at this time. Hopefully
019next time I'll have something. >> Okay. Thank you, Mr. Walter. Security. Yeah, just that it's good to see Chief Bronson hit the ground running and uh we look forward to a very successful school year. >> Okay, thank you. Citizens Advisory Committee, Mr. Gaziski. >> Yes, thank you. Last night we had our meeting um it was on safety and discipline and I thank Mr. Crely and Mrs. Service for filling into our board. We had Mr. Con, Dr. Conrad, sorry, Dr. Conrad, uh Chief Bronson, and our assistant principal, Miss uh Adams, Mrs. Adams and uh Paul Bre was there and Mr. Boland and Mr. Robas and they did a wonderful job all of them. There was a lot of good questions that were asked about the safety. Uh I guess one of the disappointing things about last
020night was that I expected maybe more of the community should have been there to hear about the safety that we're doing that the board has passed and what you know Dr. family and our security team has been putting together to keep our kids safe and it probably would alleviate a lot of questions as the school year go on. It's like why my kid this or why my kid that or why is this happening because a lot of that stuff is is answered there. Um we will continue again with safety again on September 10th. So please put that I know it's going to be a tough one because I think that's an open house by someone correct me I think. >> Yeah. Um yeah that could be a tough one. >> Yeah. Maybe you want to
021ton a week >> talk about that >> but Dr. and Chief Bronson would be there to continue to answer questions. I know I know I had some people ask questions about construction security stuff like that >> you know come out and and hear what they have to say. Thank you. >> Thank you. Uh superintendent reports. >> Yes. Um so tonight I'm seeking approval for item 7A. Uh, I also want to thank our PBE teachers, Joan Bumbolski and also Ang Gordon uh, who secured the donation of three bears uh, for our building from the carbon environmental education center and Jim Thorp. Uh, item 7B isformational. >> So move second. >> I have a motion by Mr. Walder, seconded by Mr. Galler. Any discussion? All those in favor, please signify by saying I. >> Anyone opposed? And
022that motion carries. >> Okay, moving on to human resources. Mrs. Fner. >> Yes. Good evening. An item seeking approval of items 8B through 8H, items 8 I through 8J are information. >> So move second motion by Mr. Burgerer, seconded by Mr. Clark. Is there any discussion? >> Hearing of >> No, I I didn't hear any. So you have something? >> I uh I just want to read this. I have a different way of looking at evaluations and I don't look at this personal as Dr. Conrad. I look at this as the district as a whole and there's a couple of I quote these improvements and I want to just discuss that. Uh it says improve student performance and achievement. I said this objective standard aims to demonstrate students improvement. Unfortunately, our current data indicates significantly
023challenges. uh review of the great PA school data shows that only two out of 17 academic areas for our students reach proficient level or above. Furthermore, approximately 93% of our goals in our comprehensive plan were not met. Uh prioritizing time on task for instruction is crucial to our educational institutions. Um we sent a number of times we had settled grievances by not bringing our students into settle grievance with our professional staff which falls on both ends. Um and while evidence for improvement may exist somewhat I say currently our data I indicate is not materialized readings I think we need an improvement as overall like I said I'm not direct at any one particular number two it talks about providing a safe and positive school environment for all students and personnel I agree that we provide
024evidence suggest efforts to foster a safe and positive school environment. Chief Miller did a great job of bringing in grants and stuff like that that helped. However, crucial terms objective is all. It's clear in several issues including numerous compad suits, continuous grievances, ulps, staff cases pro progressing to arbitration, involuntary non-hiring of staff for supplementary contracts, unprofessional handing of staff disagreements, is a negative effect in our school environment. numerous times when asked about money spent on hall pass technology which is big thing we push for safety we were told they were being used but yet we were found out in the end that they were not put into progress so again I believe this is another area that still needs improvement and the third area expand methods of effective and open communication with our stakeholders while
025communications are expanding in some areas I'm concerned we're losing ground in others our website isn't consistently updated which hinders effective communication and this is in the past. Constant shift to not include the taxpaying community in district-wide events um like night of unity still hasn't been fostered which we had cultural sharing and community bonding still hasn't been reinstated. Similar the AAA awards have cut I understand what we're trying to do with time and stuff like that but it's cut to just our seniors which I think there's a negative impact community engagement from our underassmen as well as their parents. This year teachers and coaches were also engaged were less engaged because they weren't even speaking on behalf of the awards or their teams. Um all to save times and again whose time are we trying to
026save the community or administration or professional staff. Committee questions are not always answered with clarity or complete accuracy. Um a formal procedure for evaluating the superintendent I feel is needed. Again, superintendent and our district involved in confidential surveys from diverse range of all our stakeholders, our staff, our other administrators, our students, our parents, community members to provide a comprehensive and accurate assessment of the performance that's happening in our district. It's due to these three that I will be voting no to a 3.5 raise. Um the contract says from 2% to 3.5. In my eyes, if you're trying 2%, that's low. 3B5 is 3.5 would be distinguished. So I will not be voting for that. Thank you. >> Anyone else? >> All those in favor please signify by saying I. >> Anyone opposed? >> I'm also
027opposing 8B >> John. >> Yes, >> I guess but okay. All right. Yes. >> Okay. All right. And that motion carries. >> Okay. Tonight I'm seeking approval of items 9B through 9 I items 9J through 9 L are information. So move >> second >> motion by Mr. O'Keefe and seconded by Mr. Walters. Is there any discussion? >> All those in favor please signify by saying I. >> Anyone opposed? >> And that motion carries. >> Item 110. >> Yeah. >> Okay. Um moving on to item 10. Mrs. Fmer, do you continue? Thanks. >> Tonight, I'm seeking approval of items 10A and 10B. >> So move. >> Second. >> I have a motion by Mr. Walter, seconded by Mr. O'Keefe. Is there any discussion? >> I I just want quickly. Um, I know this was probably covered
028once before, but when we get down into the 300s, like 305, 308, they mention crime codes, and yet it still says an administrative discretion, 1 to 10 days of OSS, possible school police or state involvement, possible exposure. I mean, I just wonder, Mr. Fitzgerald, if if crime if we actually know the crime codes, shouldn't that >> be turned right over to police? reason. Why are we saying that's a choice of our administration? >> No, no, I think that that's not what there that it's and I have I haven't looked at it, but I've seen similar language presumably when there's criminal implications that result in the arrest of a student or the conviction of a student that could trigger then automatic expulsion. It's not that they wouldn't turn it over. I was just I mean it's
029just the wording guy throw me off because it's like how if I mean I don't want to get into the rape one there especially but >> you know like if somebody even says that that should be >> no that yeah that's not that would automatically be >> so wording is just >> the wording is a scenario in which hypothetically a student is potentially charged with something criminally but then maybe the charges are dropped >> but we have to turn it over >> but yeah but it would be we still have the discretion to institute the level of discipline we want to which could be suspension could be expulsion. Um so that's I see that in a lot of of those provisions >> I understand I just I just >> but it would not >> possibly
030involve >> would not mean they wouldn't be sharing it out and with our own police department. >> Okay. Thank you. >> Anyone else? All those in favor please signify by saying I. >> Anyone opposed? >> And that motion carries. >> Move on to operations. Mr. Smith. >> Good evening. design seeking approval of item 11 A. >> So move >> information. There's no facilitation. There's nothing there. It's not. >> I'm sorry. >> So you have no >> you have no report on. >> All right. Information. Uh item 12. Uh that would be business management. Uh Mrs. Mill. >> Tonight I'm requesting approval of items 12B and 12 E. So >> move second. Sorry. Motion by Mr. Gaziski and seconded by Mrs. Surface. Is there any discussion? >> Yes. Um I I think gave me the one
031number two there. It says cross country signing service for a meeting on 99 is going to be 3,500. I think I think I read the contract that that 3,500 is for both our cross country season and our track two. Is that correct? It's for four. It's tra four track meets and then 700 for the front. >> Just in case people didn't open that up and they're thinking, "Wow, what's that?" That's that was blocked there. My other one was um Lexington time. Oh, that's I'm sorry. Number two, that's 13. My bad. 13. >> Okay. Nothing else. >> Okay. All in favor, please signify by saying I. >> Anyone opposed? And that motion carries. Also requesting approval of items 13B through 13. So move >> second motion by Mr. Gaziski, seconded by Mrs. Zip. Is there any
032discussion? >> 12B 13D2, Legends of Learning. I know you've only one before, but could you reiterate that? >> This was an online resource for science that the intermediate school requested from Mr. Eric. >> And then uh just a general question I put on. It's like title one and right to know grants pay for a lot of these programs such as the high school software renewal of 17,935. If by chance we didn't have those, where would that where would these finances fall that fall back into our regular budget? Is that something we look >> building into the general budget? >> Okay. So, it would be very tough for our taxpayers and stuff if we didn't have these things that help. >> Okay. And then 13C that was the explanation of the increase which uh Mr. order.
033I think that was along with the uh >> Firewall firewall with the firewall. Just quickly for those >> Yeah. the the what what the township did was hire an independent contractor to go over the requirements. and that contractor uh inspection team uh decided although under the criteria we were being grandfathered we wouldn't have to put the firewall in but they went to the most stringent approach so that no one could blame them in the future I call it nonattribution approach uh it um isn't require ired by law, but we're doing it because it'll make the building safer. So, we will have the that additional expense. Thank you. >> Thank you. >> Anyone else? All those in favor, please signify by saying I. >> I. >> Anyone opposed? And that motion carries. Under new business, Mr.
034Fitzgerald. >> Uh, there is no new business this evening. >> Thank you. Pleasant Valley citizens. Anyone like to address the board on any item? Please come to the podium. Say your name, the township you reside in, and there is a threem minute limit. So, can you simply um test Hill Township? Okay. My other two questions were um at previous board meetings it was stated Mr. Van Morgius would give a phenomenal presentation about Bear Academy. Is this presentation going to be scheduled or uh should the community expect should we still expect it or should we consider it cancelled? Um and then uh has PBSD reviewed whether it's in compliance with PA statute PACs 701 to 716 and has the statute been reviewed thoroughly along with any other legal precedence. Okay. The budget shows, this is budget
035and spending budget shows an increase in admin costs. So which specific programs or positions account for the increase and why is it prioritized over classroom needs? Um academic performance and curriculum. Our district's math and reading scores have been flat or declining for years. What measurable improvement target is set for this year and who's accountable if it's not met? Which curriculum changes in the past three years have been discontinued because they did not improve students outcome and when will the public see the first progress report on newly adopted curriculum and the metrics staffing? Has the has the board benchmarked teacher salaries against neighboring districts this year? And if so, what's the gap? And what's the plan to close it? And when will support staff raises be decided? And will they match inflation? Student support and safety.
036How many counselors are currently employed by the district districtwide? And what is the average student to council ratio? What percentage of reported bullying cases last year resulted in documented action? And what follow-up process exists to verify the resolution? What specific safety upgrades were made in the past year and which schools still lack them? Uh community engagement and transparency. Board meeting agendas sometimes are posted less than 48 hours before the meetings and will you commit to a 7-day public posting period? What formal process exists for reviewing and acting on public feedback for meetings? And when was it last used? And lastly, can you provide one example from the past year where community input directly changed a decision? Is there something else? Okay. All right. Mr. Fitzgerald's going to address >> Well, I I I guess I
037have a question. You you had made reference to PA statute 701 to 716. Was there a particular concern that you had that as to why you were raising that? >> I can't say it's a legal issue because I'm not you saw it. >> Yeah. Yeah. All right. Well, I mean the references to the the Sunshine Act, >> correct? Um and and that's it's a very voluminous statute, so put that out there. Um this is a district who who who plays its agenda um well before the required 24. It's a 24-hour requirement. Um and this is out usually at least several days if not for 48 hours. >> 12:01 Monday morning. Okay. So it's out hours in well in advance. >> It's automatic. I don't set that. more than 36 136 hours. Um um in terms
038of the agenda items, they are they are noticed on the agenda. Uh executive sessions are specific to permissible executive session uh items. Um issues involving notice of these meetings are advertised with uh newspapers of general circulation. So those are generally the requirements of Sunshine Act. So I don't know if there's a particular concern that that you had. >> Um I think over the past two meetings, yes. So I'm asking the question. Well, I I guess I would need to know what the the issue is. So, maybe I can address that. I could maybe help that conversation. >> Um I can't that's why I just posed a question that way because um I'm not the lawyer. >> Yeah. I I don't I don't see in terms of the how the meeting >> the things that occurred
039um last two meetings. That's why I'm asking the question. >> Yeah. In terms of now, if we're talking about voting meetings that I was present at, I I don't see any issue with how how the meetings uh occurred. Um, >> I guess you'd have to go back and listen to the tape. >> Okay. Well, >> that's what I can say. >> Well, you're referencing it, so I I I would help help me help you on the on the on the question. What was the particular event that caused concern to you? And maybe I can address that. >> Uh, I don't want to stand here as a lawyer to interpret what was said. That's why I have it in this context. >> Right. I I wish I could give you a better answer. I just don't
040know what your your >> I might want to look at that. Just >> anyone else? >> Jan Duna from Pulk Township. I guess we can never just have one person speak, but um I don't know if this is going to come up in the work session. We talked last time about the community questions and that all of the board members were going to receive I believe. Are we doing that during the work session as a discussion or is there any followup with that? I I could just tell you we did all receive them. >> You did receive them, but prior to this meeting I don't if we're going to pursue a discussion about the output of were the questions answered or and I know you don't have to answer those, but I think that's the
041point of sharing it with the board members is that maybe we can engage in that conversation and thank you Mr. Gaziki for the the brief engagement about our superintendent's review. and you brought up some valid points um about improvement in in the way the direction of the school is going and I I appreciate at least the conversation to make the people understand the entire process. Um last night at the citizens advisory meeting it it was limited but I think the big um end of conversation ended up being about the high school safety and I don't know if there's more to come about high school safety regarding the backpacks. there was some mentions of it and if that is forthcoming so that parents can be prepared what the overall plan is for the high school safety
042regarding backpacks if there's something more big to come because you did mention the word investment that the school had invested or that the board had invested in something and and I think that's what I was just trying to address that area but thank you for for having me last night it was it was good >> and with that I mean but I I'm guessing we probably would if we had time. But I guess September would be a little late. Is that something like we could just >> I think we could maybe How about during work session? >> Well, yeah. So, if you want to stay off the work session, we can that'll be recorded as well. >> Yeah. I mean, some of these questions they should ask at the work session as far as I'm
043concerned because so that we can answer them. This is our business meeting, >> right? >> Anyone else? >> Teresa Pash from Elder Township. So my two concerns I would think they would be in the agenda because the school year is starting soon. So the one concern is I'm following up with what Jenna Duner just said about the backpacks and so is there a what I would call a safe a security protocol that Pleasant Valley District is school district is having since the students with bringing their backpacks to the school and having them as I understand they're going to have them on their person. So, will that be addressed to the parents ahead of time of the process for that? Like, I don't know if there's going to be an X-ray machine or what the plan
044is. And then the other statement I would I would like to say is regarding student surveys. If if you're not going to address it in this meeting, can you address it in the next meeting of the student surveys that you plan to happen? Because I understand surveys come up during the course of the year. But the student surveys that you plan to happen to happen for the students um like say which surveys when they'll be given out and also your the mode of communication with parents. Thank you. Anyone else? Okay. Pleas Valley school directors. Anyone? >> I have an item. Uh at the last MCTI meeting there was it was a lengthy meeting. It went longer than a half hour. >> Um but there was a lot of topic going on, a lot of conversation
045going on regarding uh students that would have the ability to attend MCTI along with going to a charter school or a outside cyber entity. and we wanted to have some dialogue on that and I wanted to put that on a table. Uh it's being brought back to our neighboring districts as well with our shared MCTI students. Mark, you know where I'm going with this. So, can we have some dialogue and enlighten the board as to what's what's happening there with that conversation? >> Sure. Uh uh there was a question posed at the meeting surrounding um tuition agreements with uh some of the various statewide uh cyber charter schools to allow for students who are um residents of one of the sending districts um to MCTI um to attend the cyber charter or to attend MCTI
046that even though they're attending a cyber charter school. So the question ultimately was I think posed to me and we're finalizing our research on that as to whether there's any absolute mandate to to require or allow those students to attend. Well, first and foremost, uh students who attend cyber charter schools would not take any of the places that are allotted for us or for any of the sending districts. So that's that can push that aside. Uh ultimately the question is can uh the collective joint operating committee in conjunction with the the sending districts effectively prohibit students uh uh charter school students from attending MCTI. Um as the research is finalized I'm inclined to believe the answer is yes to that. Um it's not a I don't believe it's a first amendment issue as it would
047be potentially if you were at say a you know a parochial school for instance. Um, but I I think the discussion off the joint operating committee from that night was, you know, just start feeling, you know, your your your home districts as to where you would be on that issue. I don't think an answer needs to be done tonight because I think the the the issue is going to first go back to the joint operating committee. Um, but ultimately I think what the board should probably do in uh is is start thinking about does it want to have an official policy of of pro prohibiting cyber charter school students who are residents of Pleasant Valley to attend MCTI. I think that's the the ultimate question. >> I I've got a question. Since we take a
048charter school, how how's that billing? How would we propose that we would handle the financial aspect? Well, there is an offset and I I I I can't speak to it in the most uh gracious of manners, but there's a there's a process through the Department of Education as to how that would work when a student uh potentially attends half of their year at at at MCTI and does that then reduce kind of, you know, some of the exposure on Aaron for payment wise? In a weird way, it does. Um, so, so there there are implications to it. I can bring that in for for consideration. >> Yeah. Yeah. I I think >> that's what the I think it's done. >> Well, it it's twofold. It's it's one, it's at MCTI, they're going to pay a
049combination of an ADM rate for average daily membership as well as a capital expenditure. But then there is also a a reduction in the subsidy charge against us for attending the cyber charter because they're over at MCTI. >> So it's a it's a kind of a complicated topic frankly be because of the >> the issues with cyber charters generally >> uh but then the implications financially locally both for MCTI and and for PV which it doesn't always align. There's there's some conflicting issues there. >> But if we have right now we have we have a waiting list of our own brick and mortar. Never they will never take that. >> That's what I'm saying. We got six on almost a dead end. We got six on our >> wait for for right. Yeah. Sorry. That's
050all right. Go ahead. >> For right now you are correct. It but it it is some it's interesting it came up at MCTI because we were seeing that that same document come up at a lot. I represent a number of of technical uh schools and this tuition agreement was coming up. I think it was coming up in part because the cyers realize they don't have any statutory authority to send their kids to the the local uh CTI. So they're they're looking to kind of effectively backdoor their way into it. Um so it's I I think it's a I think it's a a pretty interesting question. I don't think the joint operating committee has officially taken an official position on it yet. I think it's something that we're going to further discuss, but I think it's
051something that then might come back to the the home the home boards. >> If I could interject, another problem with it is the transportation issue because it parent would have to bring the student to the home school to catch the bus because there's no specific transportation from their home to MCTI. So, that's another problem that comes into place. >> There are logistical issues. Mhm. >> Anyone else at this time? >> Yeah. Just >> Yep. >> Not on the >> Not on that subject. Okay. Um so just I guess from my perspective to explain a little bit about the process of why why I voted yes for the increase. Um the performance evaluation is based on five different dimensions. Those dimensions are scored as somewhere terminology around needs improvement, proficient, distinguished, some something along those lines.
052>> Correct. >> Out of the five elements, each of us scores individually. Those get rolled together. Overall, that cumulative score on two of those elements was distinguished. Three of them were proficient. So from my perspective, that puts the performance at above an average based on what we asked. From my perspective, I provided specific feedback last year on what I thought needed to be improved and I thought those items were improved. Um, and I think Dr. Conrad is open to feedback. Um, so I supported that increase. But that's a little bit of of the background of the process that we all do it individually and those kind of roll together. For me, it's it's very simple math. There's five of them. Two of them were above average. Three of them were average. That overall is above
053average, which is why I supported the increase. The other thing, and I and I get this is I guess more direct feedback than I I feel like what what I'm getting here. It's difficult to act on feedback if you're not providing specific information to act on it. So, if you feel like there was a violation of the Sunshine Act, it is hard for us to go back and watch a two-hour video and figure out at what point you perceived a violation. So, I I feel like it's not actionable for us to do anything about it and it's not helpful. >> I have a comment on the backpacks and I appreciate you bringing that up. Um, we talked about this. So, you were not at this meeting back in May. Uh, we did briefly talk about
054the backpacks and kind of action items we're looking to take at the high school. My interpretation, I said this to everybody, my interpretation is, and I'm going to use a vape as an example to keep this, you know, calm, but uh, if somebody if somebody were to bring a vape into a school, okay, whether they bring it in through their backpack, their pocket, put it in their locker, have it's really not changing much about access, right? So, I don't think additional extreme security measures are going to be needed. Obviously, everybody's going to be a little more heightened, a little more aware of things because it's a change. Um, I don't think there's any additional like big security things that need to be taken just, you know, continue to do what we've been doing. Um, uh,
055last year was a very good year. I like acting on things. The West Enders, the parents, you can do a great job with your kids, okay? In general, for the most part, almost every single one of you do a great job with your kids. There are a couple bad apples. I get that. Um, everybody experiences that. Um, just saying keep doing what you're doing and if there are any specific safety concerns, bring it up and we'll talk about it. >> I just want to jump on that safety as well. Um, I think one of the big things as we said starts at home and I'm wondering like I went to the safety institute in Harrisburg last year and in there they had a video that showed parents how their students how their children could possibly
056bring stuff by vaping and different things in the school and it showed how water bottles was one thing how different junk drives and different things like that. So maybe she brought maybe there's something like that that we could throw on our website to hey parents here's here's some of the new trends that you know people are here students are doing that's why we're looking for these types of things you know just to give them a little update on on that you follow me on that. >> Yes I do. >> Yeah. >> Okay. And the other thing I just I know we talked about possibly in September. I know people are still asking about the kindergarten thing and we're supposedly getting going to get back the data that's going to be happening in September. And I
057want to wish the best of luck to all of our staff, teachers, administrators, coaches, the students, and athletes for this upcoming year. All the best to you. >> Yes. >> It's coming way too quickly. >> Anyone else? Okay, Dr. Conrad. >> Sure. Um, just a a couple words of um acknowledgement for some great things that have been happening. So, I just want to thank all of our 12-month staff, especially our custodians, our maintenance, bookkeepers, payroll secretaries, um all of our administrators, you know, uh a special shout out to Mr. Snail, um because obviously, you know, he is constantly running around the high school, um you know, coordinating things between CHA. Mike Sanders is here tonight. He's been doing an incredible job. Um the communication has just been wonderful and uh you know, again, we have
058a large project that we're we're uh you know, working through. So, we appreciate everyone's uh patience and um you know, understanding that, you know, we're going to have a great school year, but we're also still working on some major renovations. So, um you know, just want to thank everyone for for pulling through in in the summertime and uh you know, we have a lot to continue to work through. Um we had a wonderful teacher induction. I believe we had 22 new teachers uh that were here uh for the past two days. So I definitely want to uh acknowledge Lori Bulmer, Janelle Peton, uh Cindy Johnson. Uh our technology department has done a great job. Various departments, we have some mentors. Witson's was here. Um and it was really nice that people were able to come
059out, really encourage our new teachers, a lot of uh really bright and uh smiling faces. We really look forward to, you know, meeting with them on a personal level, but also um you know, they're going to be responsible for helping support our kids. We are really thrilled uh for what they're going to be able to bring to Pleasant Valley. Uh and it was a really great opening. So uh yeah, so thank you. And then um yesterday actually, I'm not sure if some people knew, but we did actually have a leak and and clearly the rainstorms came through. Uh we had a leak in the uh athletic uh weight room in the high school. And you know, um it had nothing to do with the construction, but just some pipes and things uh just weren't um
060aligned. and and all of a sudden, you know, a bunch of people and I would really want to shout them out. Um, you know, Mr. Boland, Mr. Smail, uh, Mr. Krosinski, uh, Crystal Ref, uh, the custodians, technology staff. We actually had some, uh, individuals from St. Luke's that were coming in and and really all hands on deck just to make sure because the rain was just coming down so quickly. Um, we actually had Mo I I called Mike Sanders and Mike was able to put some calls in and all of a sudden Mo who is working at our high school was able to turn back around and and just, you know, help us out and to patch some things up and then fix things, you know, and not just a patch. So, it was really
061nice that everyone was coming together and uh that's what Pleasant Valley is all about is us us working through challenges and uh and everyone lending expertise, but it's nice that we uh rolled up our sleeves and and I really want to acknowledge all those people. Um obviously we look forward we do been doing doing a lot of great planning this this summer. Um the admin team has has been working extremely hard. Uh we're looking at curriculum supports for students. Um and you know we're really looking forward to all of our 10 month employees, our teachers uh coming back this year. We have excellent teachers here and uh they care about kids and and that's what keeps us going uh really proud and and uh strong at Pleasant Valley. So look forward to working with everyone
062as they come back uh next Wednesday and Thursday for uh teacher orientation. And uh that's it. So, just go Bears. >> I just want to again wish everyone a great 25 26. I can't believe it's 25 26 and my last one coming to kindergarten. So, um have a great year everyone. You work so hard for our kids and our community. So, I really appreciate it. Thank you. Motion to adjurnn. >> So, second. >> All in favor? >> I. Anyone oppose? Okay. about like a three minute break. Maybe I can get my voice back. >> Yeah. All of a sudden it like left me. like to begin our uh working session meeting and we're going to start with operations. Randy or even >> All right, good evening everyone. Uh tonight we have Mike Sander from CHA
063who's the senior project manager of our next door renovation project going to give you a little presentation on some things and just going off there's a lot of moving parts over there like guys there working on it. So Mike is coordinating everything very well to take care of uh good evening everybody. Thank you for having me here. Pleasure to be back here in front of you guys again. It's actually only been a couple weeks since we were here last time. It's the end of uh July, but uh even in that short time, we had a ton going on. Glad you guys had the opportunity to see that kind of firsthand a little bit. So, we'll uh a lot of this stuff actually even from the time these pictures were taken is now outdated by by
064a lot. So, it's very fastmoving process so far. We we have a tremendous amount of workforce on site. I think I quoted that last time. We are averaging above 100 guys pretty much every single day. and that'll be the case at the end of the summer. So, um, a lot of manpower, a lot of moving parts and pieces, and it's a lot of there's a lot of great work happening. So, it's really happy to be part of this great team. We'll kind of go through here and, uh, >> I can't wait till it looks like that. >> Well, that's a picture here at the end of the project, but uh, so just as a reminder, which is, uh, kind of a daunting task, everything in blue is kind of what's been under construction or some
065some shape or form, which is a lot of stuff that we walked through this evening. So, um, we're really working to wrap a lot of that blue up. We'll turn that over to green to be used and then work on more of the center sections. Uh, as well as, uh, outside there's been a mass amount of movement, uh, going on, paving going on in that new parking lot. Um, we have light bulbs being ready for lights to be set. We have underground utilities being completed. All the stuff for the heating, the oil tank relocation, new propane uh, tank, all that great stuff has been going on all around the site. So there's a a robust amount of activity happening everywhere. So it's really worked on all all the sides. >> Right. Just to uh kind
066of walk through, we were able to hit a bunch of these spaces tonight. They are even further along than what they were photo here. So uh the final finishes is are being installed everywhere. We have flooring and ceilings going on on opposite sides of hallways and corridors throughout that G section, abandoned coral room. That auditorium entrance as well as the library. Uh and then not to forget the new bear academy is pretty much wrapped up in just the waiting floor. uh behind the scenes where the mass amount of work has been going on that we do just get to cover up. We have brand new duct work and electrical with low voltage and plumbing systems that have all been completed above the ceilings and and waiting and ready for the next phases as we introduce
067the actual uh headend equipment that gets installed in the next step. So all that's been moving on we we are starting testing I know as Dr. conversing fire alarm and low voltage systems. That's getting wrapped up as our life safety tests complete. And then we have uh are in the process of finishing all the temporary partitions that now set us up and separate us from uh the students and staff as we look to start the new school. So we'll have separation from the cafeteria, the center board, other areas like that. We have just more photos of of all the stuff. Um brand new IDF rooms. We have those ceilings already closed up since when that picture was taken only a couple days ago. Uh and then the bear academy and the new bathrooms, the single
068user bathrooms that'll be outside the cafeteria. Uh just equally, as I said, there is a massive amount of work going on on the outside of the building as well. So starting in the back towards the stadium, as you saw, you may have been seeing we have new concrete sidewalks being installed. We have the uh base paving for the parking lot extension and infills is being installed. All the curbing is now complete that define the new islands and the new edge of roadways. Uh and in the one picture here, we do have our our subcontractors on site installing the new underground propane tanks, which helps bring this up and add to the the heating capacity of the building in the near future. Um all the other utilities such as relocating that the giant oil tank has
069been completed so we're prepared for this upcoming heating season. Uh and then we are continuing on still with the building addition foundations are still occurring in the admin area, starting up in the mechanical and the kitchen area as well. So, uh, it's been a a very very busy site. There is a lot of people, a lot of activity. As you would drive by in the day, it's very hard to park. So, it's a good thing. And just as well as with that, you can kind of see the found the foundations are complete. Installations on the outside in that center photo there. And we are uh wrapping up the plumbing underground already and and preparing actually to stone that. And probably before I come back to you again, you'll see a new concrete slab there. At
070least that is the goal. or at some point in time in the upcoming September month. They're planning on uh starting to set steel columns that will define the shape of that building addition. So, so that's great. Uh that parking lot up there, PPL was here, which is wonderful. That's always a task to get them there, that new uh future parking lot. So, they did their work, which means now we can continue on doing another underground basin and then we'll look to complete and pave that that lot sitting out at the by the bus depot there on 209, which helps alleviate a lot of congestion as well. So, a lot of stuff going on. A lot of great stuff is happening. Um, >> Mike, can I ask a question? So, that new parking lot once it's
071done, are we able to use it? >> Yeah, we're turning it over. >> You'll turn it over. Okay. There's no >> Originally, we're going to hold on to it, but with the help and partner with everybody, we found other solutions. >> Oh, okay. Wonderful. >> Do you know what about that happens >> sometime in October? >> Okay. >> Yep. So, the same site guy is doing all the paving out there. He's going to jump right over there. I would hope to beat that, but that's kind of what he's projecting right now. >> I'll take the opportunity now just to add to that because once that is provided back to the district, our intention then is the staff members uh and and um transportation bus drivers that are parking in the front of the high school,
072they'll slide over. That also then creates other opportunities for our students who have a desire to drive to school. um that has been communicated to the high school uh parents and students that you know opportunities in the future and again contingent upon when this uh space is created and and finalized. We'll be able to then have some of our staff moved to that main entrance as they were last year which then creates some additional opportunities for students. So uh we'll keep everyone up to date on that. But just wanted to you know clearly ex explain that to everyone what that timeline now looks like. So thanks. All right. Then a a a quick snapshot as we talked about last time and it's a little fuzzy. I apologize there of uh where we are percentage wise
073in phase and and versus where you are overall spend. So you're a little bit under 10% overall on your uh project budget and we are well past that in the the progress of the job. So we do have a lot of material storage set on site uh and preparing for our next phase. So, as we can kind of see as we're nearing completions in the front group there, we had five or six what we call phase sections that are wrapping up at about 95% mark. Uh the building additions are set scheduled to wrap for the next school year, the start of the 26 season. So, they are tracking on on target at about 10 to 15% complete >> and you'll you'll be working on those while school that the addition that additions are are continuous
074throughout the year. as well as our next one is that center core, the area that we walked around today that was completely blocked off. That's there at the second floor of like the science area. That's that's the continuation of our upcoming phase and gets turned over at the end of the year and then it's again um then rolling on into our our next step. So really the next thing is we have uh cleaners on the docket working hand in hand with with Ry's team as we're we're systematically going through rooms final cleaning them getting them ready for turnover and teacher movement which is a great and a challenging process all in itself. So a lot of moving parts and pieces there but everything is coming together. Uh we are doing final test and checks on
075all light safety systems. Um, as this is a giant phase project, we do have a long duration of time where we run both old and new simultaneously together, such as HBAC or electrical and fire alarm. All that is we're kind of fine-tuning to make sure they they are cooperating with each other, the old and the new and uh making sure we're kind of in unison with that. Uh, and then we we by this point we'll have all the temporary partitions and we'll have the fence relocation. So, all the the traffic flow is set up for where it needs to be in the fall. And then like like we just mentioned, we'll continue on the actual building additions themselves. So over the next several months, you'll see a large progress in them as they regain their
076focus to actually expanding on those itself. Um so we are working with the the admin staff doing great making sure we're all finalized as far as egressive pathways and there's no pinch points and then to make sure that we have a final traffic plan so everyone's aware of the first day where they should be and making sure we're separated and everybody is is under wraps. So that's really what we're working for on the on the next day. >> Any questions for Mike? >> I'm not sure if it's him or us. The drinking water we talk about drinking water for our students and stuff throughout the building because there's not going to be fountains or anything like that or if they are fountains are they really safe because of all the construction of the water. Is
077that something false on us? Is that something you're providing? >> So So anything that's new that we have get will get tested. we get it back to be tested and we can extend that out to different areas. Um, so right now domestically we don't have >> I didn't see any water fountains. That's why I think >> well there is water anything that is not a construction area that was there is there still to this day. So uh there's some outside like the main lobby area or the cafeteria are going to remain in in function are not affected by the way the old building was set up. So a total tie-in won't occur until it that building mechanical addition is complete which would be next. So you have kind of two separate systems. So no impact
078on the water >> on the rest. So we can certainly do additional testing >> and we have testing testing. >> We kind of we've been kind of doing that in conjunction with Michael is a very good contractor. So they're pretty in the whole process. >> So for let's just say the past 10 weeks have about 100 people on site every day around you know seven days a week. >> Yeah. when the school year starts, can we expect to see that same volume of personnel at work during the school year or is it going to be back off, not as many personnel? Is it seven days a week at that point? What what does that look like? >> So, I I think it'll be a back down on both cases. So, there will turn to a
079not, you know, unfortunately or fortunately in school construction, the biggest window to get stuff done is when people aren't there, which in today's world is about 10 weeks. Nine to 10 weeks is our golden hour. And every contractor knows that when they have free rain, they're going to go as far as much as they can. So to that benefit, they man up to a job like that and continue to work as hard as they can. As we go into the next steps, you will see a lot more uh a a a bunch of different subcontractors for the general contractor as we work such as steel and masonry all those guys, but I would anticipate that our our uh total manpower will tip down. It will not be that high. Um they still will continue to
080meet the phasing schedule that we need and then we may see points in time where we have a giant influx depending on how that system kind of gets itself set up. And then I would anticipate next summer we'll have a lot more people here just as well again. Yeah, >> anyone else? Okay, >> we're good on that one. All right, item uh B, high school traffic flow. Who's doing that? >> We start with that one. >> Thank you for walking us through earlier. No problem. >> I'm glad you guys uh it it's great to talk about it. It's another thing to live every day and really appreciate it. You have a lot of people trying really hard to make some great things happen. It's a big project. >> I'll let you start and then I
081can jump in and >> Okay. >> Yeah. >> So, we uh we worked with one of our our site plans that was created actually for the contractors and help modifying how to color code it to help uh depict a lot of traffic flow. So, obviously during this construction period, you have a lot of unique traffic flow that will occur compared to when the project's all done. We want to make sure that everybody is on the same page. So, I'm going to pick to start at kind of the the bottom leftand corner and we'll work our way uh to the top uh right. So, first of all, probably the most important is that that uh purplish line there that nice that the mouse cursor is just on. So, for the beginning for this upcoming school year,
082that will be the entrance and exit of the parent drop offs at both the morning and afternoon hours. So, they will flow down around that new parking lot that we are talking about to the backside uh behind the gymnasium and unload where that green uh little star asterisk is and that blue hashed area. that takes them into a direct access corridor and then they'll be able to disperse from there and the traffic will then go around the island and head back down until it it enters that two-way traffic and then you uh discharge out to 209. So that'll be continuous there. Above them there is a gate that will separate them from the bus traffic. It's an existing gate that will be either banned or closed at at these times to make sure there's no
083back and forth to keep you keep parents away from uh bus traffic. Is there parking in the purple area? >> There is going to be some parking in the purple area. Yep. Yep. >> Then uh the next one out front, so the orange areas as we move across this, that will be the combination of staff and faculty uh parking as they share that one. There will also be, you know, bus drivers associated with those different spots as well. and the that blue star or asterct will be where uh staff that's parking in that area will will enter the building as well as one that's just a little bit cut off to the top up there. They will enter by the band room, that hallway that we walked down today as well as a card reader
084and other band room access. Uh so then for as far as staff student driver traffic, we have those dash blue lines. So, we'll have entrance off of the 209 side as they then enter that temporary curb cut to avoid where the building addition uh footprint is right now. And that's how they will enter into that parking lot area. Uh we're going to drag that fence in to provide a little bit more driving path for people so there's not so as clutter in there. So, that'll happen next week to allow for a little bit more access along that dash line. So, then that parking lot will be split. I may have not captured the perfect delineation, but it will be partially staff parking and partially student driver parking. So, that's the separation of those colors when
085you're looking at that map. Um, and I think the kids have already painted most of the spots that are out there. So, that's pretty cool to look at as well. And then student drivers will then enter into that the green asterisk up top there again at the band coral room uh entrance there, that long hallway. Then as we kind of scroll up to the top of this back there is the buses themselves. So all the buses will will come from the middle school side and come down off of like the 115 area and we'll now circle around which is the final layout of that new parking lot out there. So they will uh come around down towards the temporary fencing that we have that separates us by the mechanical addition and enter in there and
086head towards the library and then up towards JC uh JCM. there there will be a desicate designated stop spot and then they will stack there for their offloading and they'll enter in by the library which is their designated student rider entrance will be offered by the library. Uh the other accessible buses and everything else will also be up there. We did pour a temporary ADA ramp to allow them to get over the curbs and then go into any first floor area that we would need to to make sure that they're accommodated. So that would be for drop. So that will be our our morning rap. >> One one thing I wanted to add is is first off we probably had I think 15 people or so putting our heads together thinking about you know all
087the var variables that we have to really consider. Um and and obviously with any sort of construction we know that there's going to be um some challenges you know because people are used to doing it one way and now they're going to have to do it another. So um you know we we're trying to communicate this not only to the board who um you know received this map I believe it was yesterday. um make sure you know that that you guys had time to really digest it. But then also for our teams, you know, whether it's our safety team, our um administration team, our athletic team, you know, things like that that we really have, you know, considered uh you know, how it's going to impact everyone. If you take a look actually on the
088map, and it might not be visible right here, but um uh on the lower right hand side, there's actually what I call keyynotes, okay? And there's some very clear things that I want to make sure everyone understands. So the first one is that all parent drop off and pickup will enter and exit from route 209. Okay. Um and so as we kind of looked back to the map, it was that purple section as you can see. So you can imagine, you know, that if we have an increase in the number of students who are getting dropped off, uh that that 209 is going to be backed up. And and again, we're trying to encourage parents to, you know, consider either car pooling or, you know, more importantly, just taking a bus. Um, the other thing
089I wanted to make uh everyone aware too is that the student drivers uh that are in that kind of uh bluish color where those parking spaces are kind of near the auditorium, the students would actually be entering from Route 209 from the roundabout and then they would also be leaving the school in the same uh you know out through that area of 209. So again, it's delineated under the keynotes. um staff. What we're saying for all staff is that staff, all of them would enter Route 209 and they're going to exit out of 115 again to avoid a bottleneck and a split from that particular area obviously in the mornings and then in the afternoons. Um and we've also worked with the growing place because we know that we have to accommodate some of the
090families there and obviously they'll be able to enter through 209. They're communicating this with their families as well and they're going to be exiting Route 115. There's two main points that aren't here, but I think it's it's worth saying. Number one is that no one but construction vehicles will be entering from Route 115 and coming down that driveway to where the JC Mills is on the right and then you get towards the um auditorium. That's number one. Um and I'm trying to think number two was where else? Oh, number two. So, um, for parents that have students at both the middle school and high school in the past, you know that you've been able to kind of use that connecting road along the fence near the stadium that is inaccessible, completely inaccessible, and it's it's
091due to pure safety. Uh, we have buses, we have students. So, what that means then is that parents who have kids at both the middle school and high school, you're going to have to drop off your student most likely at, you know, the middle school 115 and or, you know, 209 first and then come back around and then go to um, you know, the alternate uh, road, which would be then in the in in the case of the high school because they're starting a few minutes earlier, dropping the high school students off first, coming around the roundabout, and then dropping off at Route 115. Uh again, we all know that there's already traffic and challenges there in the morning. So, we are continuing to encourage parents and families that unless you're driving to school in
092a designated parking spot, the bus might be your best bet. So, just keep that in mind. Um and obviously, you know, we'll continue to make adjustments if need be, communicate them not only to our families, uh to our um athletic director, you know, and and we'll talk about the PM as well because it's a very similar pattern and we'll talk about that in a second. Um, but certainly we want to monitor this and we want to uh make any adjustments. But I think we're in a really good place, not only communicating this to families, but everyone knowing exactly what they can and can't do um with regards to where they can come, park, enter, and exit. Okay. >> One question I have is for this is still am. >> Yes, this is A.M. >> So,
093I'm dropping a student off. I come looping around. Can I make a left to go in front of the school to get to the circle? >> That's my question. No. >> So, you can only go right. So if I have to go the middle school, right? He's saying you drop your kid off. >> You're going to come back through that's a right now back in that purple, right? Like cut across the school to try to loop. I have to get back around to get the other kid over there. >> How does that What's the >> I have to go right all the way up past back up. >> No, I think the only access I know other you're talking about the other side. >> No, no, no. No, >> it was said that all traffic
094to exit the 209. >> What can I cut from the school to get the circle to go back left >> to come up to the old former right aid come down to 115 to get to the >> most the small traffic >> unless you have a security guard that's gonna traffic >> you actually can't get through that parking lot to the bigger circle. Yeah, >> they when they put that purple in, they actually put like a blockage there. >> No, >> when you come out on the purple, you can only go right. >> So, you cannot get to the circle. >> So, you have to go right and then pull in somewhere and turn around to get back to the circle. >> Correct. >> In the same boat. >> Yeah, my son is too. >>
095So, I'll have to drop my son off, then back out. >> Make right all the way around. Unless you had someone drive me and go left. You're saying if I can't go across and face that building because that's where that is. >> We're gonna have to route parents all the way. So So for instance, if parents are going to work, they have to take that into accommodation. They have to go all the way around. That's right. >> Unless we can post someone. >> We'll just whip a UI at Burger King. That's what's going to happen. >> That's exactly >> um So if that's the case, can we then read that out so people visually see it on this map? >> That's a good point. Um, we did actually order signs very clearly that delineates that
096because you'll see it in the PM where we're actually going to need the sports buses, the athletic buses, and the mini buses to pick up the students um uh you know that that need to use that front entrance. So, that's that's why we have uh we do have signs that designate not only in the orange space to say this is for staff parking only because I would imagine that there may be some people that want to, you know, steal a parking spot real quick. Um, I I we I know we have signage, but yeah, I mean, we can >> And you could just put a little verb in the in the key. >> I I think I think um that could be helpful. We didn't want to make the map uh confusing because I know
097Mike and I talked about, you know, Xing things out. I think, you know, and that's a good a good point for Chief Ronson is that, you know, we we probably and and we've actually talked about today that we'll probably have to have somebody right at that location, somebody at the parent drop off because again, there's going to be a lot of parents that are getting frustrated that, you know, it's impacting their time and that's why we're continuing to encourage to say you might want to think about alternates. But, um, but I think for us having somebody there is also going to be really important. The signage is one thing, but following the signs is is another. So, but yeah, good point. So, and then if you want to jump into the PM because it that
098that area actually does uh it's addressed in the PM2. >> You have that visit just one. >> Yeah. >> Okay. So, uh the PM1 has very very similar setup as we again have the separation of the buses and the and the parents. So, you will have the buses up at the top. They will stage in their actual formal staging which will be kind of diagonal or caddy corner across that parking lot. So they'll all span out there for the uh the loading operation and then they will still again then exit up towards 115. So that'll again the top will all be just buses only. The purple again signifies where the the parent pickup is in this case. And as you can see the the difference here is that we do have stores and accessible buses
099now have to use the front of the bus of that school area to pick up and load at that that time in operation. So, um, as we talked about then as well as far as student drivers, we do have them, uh, exiting via 209 and then faculty up to 115 to provide a little bit of separation and help with congestion in that area. >> So, you're saying they're going up 115. They're going to go up the old Chestnut Hill sitting on the right hand side of the JCM on the left and during the morning. How is I mean I know we say it's only construction but is there going to be a gaz bunch of signs that you know signs >> it's going to be >> I I think I think the person that we're
100going to put in the morning side or speeding let me see I need to get done quicker. I think for us too, I mean with with our ad admin team and again I think all hands on deck for the first couple of weeks in fact because I think it is going to be a little bit of a learning curve because people a lot of people would come through that 115 to try to cut through and then make a right out of 209 to get further down without avoiding the um roundabouts. So yeah, I mean I think we're going to have to really have people stationed there during that time and that's something we'll we'll work through. Great point um for that. So yeah. >> Okay. >> Good luck to the security guards. >> Yeah. >>
101All right. >> Orange. >> Yeah. >> On to item C. HBAC chiller at PVI. >> Yes. Yes. I think Randy and I can can jump on that one together. I I let him speak for his his struggles over there over the last, you know, year or or more. But, uh, so you do have a an ongoing fit with the chillers over there at PBI. They're original to the building. They're nearing their end of their feasible life. Um, what we talked about is is looking at possible replacement options. And what we'd like to do is bring our team in there to check it out, give some potential options and review, and then bring that back to the board. Um, you are having continuous issues with that. they do have some immunity issues as well as the
102amount of time, effort, and money that is being spent on them. So, I think a a fasttrack investigation uh bringing back some recommendations and see if we have some opportunities or options to even try to target it the following year. Uh chillers are a very long lead time. So, that is kind of the hence the priority of of jumping on it, not necessarily the actual thing itself, but they take nine months to make. So, it's something that we want to look at immediately and try to figure out the best recommendation for you guys moving forward as that fits into a a larger picture. Anything we want to add on the show >> really know we've had some issues over there over the years and uh they are old and we'd like to take advantage of
103some new technology and hopefully address these issues. >> I think Randy ought to mention about the repairs that have had to be done >> that they're costly. >> Very costly. Um, you want to see your dollar amounts? I mean, probably I think I put around 30,000 or not, I'm sorry, the school put around $30,000 last year in maintaining those chillers and getting them ready for the school year and throughout the summer and I'm probably close to that mark again. Um, now a chiller is quite expensive and there's two of them. Um, so last year I was hoping just okay, we get 30,000 at it and give Mike and his team some time to prepare for a much needed updated system. Um, but it's it's now. It's the time is now to do it in my
104opinion. >> We didn't talk about budget bud budgeting for this during the >> We did. Yes. >> What we'd like to do is is we'll bring our team underneath our our retainer with you guys, investigate what we think and bring possible solutions to you forward. And that's the reason I want to point it out to you because if we decide that we want to proceed with one of the options, we need to move on it relatively quickly to make a fight to try it for next year. So, we're going to bring our our mechanical engineers or header departments in, try to investigate, figure out what we think some of the viable uh solutions are. It's not just we don't just want to pull one out and put another one in its place. They are facing
105some internal issues that we think we can correct with proper equipment changes. So that's kind of what we want to look at first. >> Maybe we could just verify that also the problem with the repairs is getting the equipment to work because of its age correct. >> Oh yeah. Yeah. I mean parts are a little harder to come by >> and when you find them they make sure you pay for them because they're limited. So they are looking to do this, bring their people in right away because they need the lead time to get the equipment. So they are looking at whatever solution they come up with our approval possibly next month. >> Based on the replacement, are you going to have to halt any type of construction in any specific area to change them
106out >> in this PBI? >> PBI. >> This is PBI, not the high school. >> The high school is good. We're already we're doing that. Yeah, those those come next summer. So that that set up >> and >> but PBI know it would be a we look at replacement options to make sure that any potential future plans would be accommodated. We want to we wouldn't be shortsighted and just to do a very simple swap be very easy to do the size tonnage right now. Yeah, come out put ones in or make a project to do that. But that's what we don't want to do. We don't want to be very shortsighted in what you're going to potentially or could potentially have to do to fix long-term HBAC and moisture issues. >> Yeah. knowing knowing the
107frailness of the system, what we we're trying to do is be proactive so that we don't find ourselves with a situation where we're without the equipment. >> So, we're we'll have the plan put together. We'll present that >> possibly in September, right? >> If the board thinks it's a reasonable approach and and then that would be scheduled for next year, next time. >> Yeah. And there are dollars already. >> We've already set aside money. >> We've already have money set aside in the capital improvement. So >> this is part of our major plan. We will allocate funds for >> So these are just things that are >> we'll uh we'll bring in our team of experts and and try to get feasible feasible options presented in front of you and allow you to make that.
108Yeah, that would be the first meeting in September and then hopefully things look okay, we could approve it at the voting meeting at the end of September >> for this one. And September is >> once we get there, then we we have to do the RFP to get both of those, you know, from the contract. >> My question was going to be a September early enough >> for to do it next summer. >> We're going to we're going to try very hard. So we'll keep kind of lock the reason for >> that's why we're telling you >> in order to have confidence that we can do it next summer. It requires us to review what they're going to bring forward in September so that we can make a timely decision so we can go out
109with the RFP request for >> that on at the end of August. The question is I have a question that if your guys get here between now and our second meeting which is the 28th >> um could it possibly you know would you have a recommendation that quickly? >> We're going to try. Yeah. >> Then maybe maybe it could get on the 28th that fighting chance. >> Okay. I see lots of heads going this way. Yes. >> Yes. the step would be to give you a recommendation and some options that would be >> okay. All right. Next item unless there's other questions. >> Um I have a general question about the the um the site is the is the baseball field right now currently being used for any type of storage or activity for the
110fall? the baseball field, the >> ice cream. >> No athletic fields where everything is contained within that was the old lagoon, the the pendot lay down area. >> And then the the area that's next to where the uh toward the middle school on the left there like you're going to that side that end lot that you're using for storage, is that long-term storage or short term? Like where the materials that is there, are they going to be used for the uh additions or is that more long? So, so it is it is bold. So, we have items that may sit there that aren't used for next ones such as mechanical equipment or you have things as simple as masonry block you see stacked up there which is used continuously throughout additions, foundations, any anywhere. So,
111it's a combination and the contractors have their cams which is containment of you know sealants and all the day-to-day needs that they may they may have. So, I did >> anyone else? Okay, next item is middle school classrooms without AC. >> Yep. So, so our next one is you guys, as Norm talked about a little bit earlier, and invest into your capital improvement plan. Um, I think that was brought you earlier this past year, looking at um potential options to help remediate the 29 or 30 some classrooms that have that do not have the HBAC at the middle school. So, what we spent some time looking at the overall picture of your buildings and would like to present to you guys in the September range about uh the future steps in the capital improvement plan
112as we factor in some of those key projects such as the middle school uh that about 30 rooms that do not have HAC and how that lays out in a total master plan and fits into what would be your your spending. So, we'd like to come back and have a I think we have it on the docket if we can for the first one in September. >> September. >> Yeah. to to walk through the economic step in a capital improvement plan or what we think should be our next steps and the middle school one is one that falls higher on that list as well that do not have agency or other >> and say we wanted to move forward there lead times will still put us at next summer >> we would it would probably
113factor the summer after that >> summer it would require a further design process because there's a lot more systems involved with that whereas a little bit that would be in 1927. >> Um Mike's going to come back um in next month and present the whole capital improvement plan that they just redid. So, but these two projects were rose to the top as that's why we're bringing talk tonight. All right. Any additional questions for Randy or for Mike? Okay. Is there any public questions at this time on anything to do with what we just discussed? High school, middle school, PBI. Okay. Thank you very much, gentlemen. >> Thanks. >> All right. Going on to finance. Good evening everybody. Um, tonight I have a few items. Um, the first one is is a review of our capital
114reserve, our 2018 bond, and our consolidated bond report for July 2025. The capital reserve account has an available balance of 21,91,982.3. This is the um account that these additional projects will be funded through. Um this has been planned for a couple of years now. We've been contributing to this account um in planning for the future renovations or anything that comes up, capital improvements with the district. The monies in this account, keep in mind, can only be used for capital improvements. It cannot be used for other things. Um, the 2018 bond account has an available balance of zero at 73125 and the consolidated bond account has an available balance of 2,449,56 at July 31st, 2025. Um, that amount is part of the contingency. There's a $4 million contingency in the high school renovation project. Um, so
115if we would have to touch that contingency, that's this would fund that that this $2.4 million. Does anybody have any questions on those account reports? >> I just have a comment. I'd like to thank you for making the consolidated one. Makes it much easier for us to follow. Thank you. >> You're welcome. Makes it much easier for me to follow, >> Tammy. Tammy, I the $142,000 change order, >> correct? >> Is that there? Yep. No, it's not because you just approved it. That's what I thought for the August report. >> Okay. Thank you. >> You're welcome. >> Um, any other questions on that part? My second item that I have tonight are our FTEP reports for April and May of 2025. I'll review the May one. Our FTEP reserve balance as a May 31st, 2025
116was 5,516,82946. This is equivalent to five months of reserve and we are required to maintain four months. So we're in a good position with that. Any questions on that? My third item tonight is the border ground lease. Pleasant Valley has an agreement with JRM Border Brother Farms leasing 10 roughly 10 acres of land PD land located behind the Pulk Elementary School. Um, the ground lease is a a price of $500 per year. It's been like this forever. Um, the lease, the current lease expires March of 2026. Um, I know it's a little bit early, but the Borger Brother Farm said they called twice and they just want to make sure that the board is interested in renewing this so they know what they're doing. Um, so that's what I'm here for to get is the
117board okay with put I will get this going with Mark. We'll get a new lease. Um, and we'll get it together for the next five years. >> I was just going to ask how long was it? That's fine. >> Yeah, we'd have to mow it or do something to it. >> Yeah, they take care of everything. So, and it's they pay $500. They're never late. Um, and they're eager to know that they're going to be able to continue to do that. >> Okay. >> Good. >> Okay. I'll work with Mark. We'll get the new lease put up and I'll bring it forward in the next couple of months for formal board approval. The last item that I have um BHA has requested um a swing set to replace the frame of a swing set at
118Poke Elementary. Community members have also asked about a swing set there. Um, so I balanced out what we have in what we've received in rent payments from BHA since they started in September and the utilities and we do have enough that we can purchase this swing set res uh resource playground resources came in. They did an assessment for the safety. We cannot replace this. We can't put swings on frame that's there now. It's out of code. It's not safe. So it does have to be replaced. Um, I believe the attachment is like $16,000. Um, so it would be for the BHA students that are there during the day for them to use it and then it would also be available for our community when they could go to that playground and use the other items
119that are there. um this would be we would be able to take this out of the facility budget and as I said with their lease payments over since they started being in there since September I believe it will cover the cost of this >> um I've actually fielded qu fielded this in the community so I'm very for this >> yeah I have also >> are we okay >> yeah okay >> so I'll get the formal proposal and we'll put that on for the next agenda for for the people. >> Um, and that's all I have tonight. If anybody has any other questions, >> great job. >> All right. Any public questions on finance issues that we just talked about? >> Yes, >> Miss M. Have you any hearing any buzz on the the state budget?
120Um, that it's still hanging. >> It is. >> I know the Senate tried to pass something I think so the schools would be fun, but I don't know where. So, right now, um, basic ed funding, special ed funding, adequacy, and the tax equity have all been approved by House and Senate. Um, they don't plan on releasing any of that money till September or October. Um, so normally we would have the first installment by this point, but they're delaying that. Um, the charter school bill unfortunately failed. Um, and there's a few things left. They're going back and forth now. Um, so no, there is not a projected date that it will settle. Um, but I'm I'm good with the basic ed and the equities that they pass. That's good. The charter schools a little bit of
121a disappointment that that did not pass >> um or any other. So, but other than that, there's there's minor things that are left that affect education. Um, the federal title monies were released um were the grant taken back up. They were coming down from federal to state. Um, they were frozen. They did open back up. >> Okay. >> All right. Thank you. >> Now, I have a question. Tammy, you're we are in a good financial position. Correct. We were not going to have to float a trend or anything of that sort. Correct. >> Correct. >> Because there are some school districts that don't have enough money in their general fund. And what they have to do is they float what is called a tram, a tax revenue anticipation note where they borrow from a bank
122until the funds come in from the state. But because Tammy has done really good with our general fund, I'd like to commend you that we are not in that position. We are in very good shape. >> Okay. >> Make sure everybody pays their school taxes and discount period. All right. Thank you, Tammy. Moving on to education and curriculum. Um, >> yeah. >> Oh, there we go. Okay. First is Keystone. Okay. All right. Hello everyone. Um, I spoke last with you, I believe, in February. Um, I am, you know, the assistant principal at at the high school, but I am also the school assessment coordinator. So, Keystones are sort of my thing. Um, and so I'm here to provide an update and um to give you some information, but also um to appeal to you as
123well to continue talking about the importance of keystones. I think we've heard a number of times things were brought up about um you know what is Pleasant Valley doing for their students? How are we you know um within our county competing within the state, within the nation, things like that. So um last time I think I focused on a lot of data um and there were a lot of charts and things like that. So I wanted to reel it back a little bit. Um and if you could please Thank you. Let's just start talking about who are Keystones important to. Okay. Um and so tonight I'm going to talk about uh the students, the teachers, and the community. So um we've spent a little bit more time talking about the students. So I'll just provide
124a quick refresher on that and then I'll go into these different points about how they're important for teachers as well as all of our community members. So um hopefully in the end we can all see that keystones are important for all of us. Okay. So, just um a refresher. This is a slide similar to what I had shown before. Um when we talk about those pathways to graduation uh that are a state graduation requirement, two of those pathways can be met simply by a form of Keystone proficiency. Ideally, we want our students reaching proficient scores on all three exams. That would be pathway one. However, pathway 2 is also available to the students and counts as a keystone proficiency pathway. It allows them to reach a sum total of the scores. So maybe one might
125be proficient, the other one might be just under proficient and the third one's somewhere in between, but across the three tests altogether it reaches this magic number which is 4452. It's just the number they come up with. um and then they say that is a composite pathway and we actually have a number of students who are able to achieve um through that composite pathway when they cannot reach pathway one. So again, just want to note that of the five pathways, two of them are met by Keystone exams, which are an expectation, something that we prepare our students for all year long, something that's built into our schedule that we provide accommodations for. Our cyber students for our MCTI students, they're being tested, you know, if they're nth grade, they're being tested at MCTI. If they're
126AM or PM, we're working with MCTI and and they understand the importance of that scheduling. So this is something that they're already doing in order to achieve um towards that graduation pathway. Additional pathways, if you recall, they have to take another type of assessment. For example, they would have to take the SAT or the PSAT or the ASVAB test or they would have to get a four-year college acceptance letter, things like that. And when we talk about these graduation pathways, we are looking for our students to achieve these pathways by the end of their junior year and that was something we were um working really hard. We had a number of seniors that were starting off, you know, 24 25 year and they still didn't have a pathway and then it was sort of a
127bit of a scramble um to try and figure that out. But for the state um and for the accountability purposes, we're really looking for them to reach that pathway by the end of junior year. We have our students testing and retesting primarily in the freshman and sophomore years with an additional year for junior year if we need to do any sort of remediation and retesting beyond that. So plenty of time to work towards those two pathways. So that's the student piece, but we also want to talk about teachers. Okay, it is important to teachers um to have our students participate and to do well on these Keystone exams. And so what I have here, if you look, I know there's two pie charts. I'm going to explain this in a second here. Um the pie
128chart on the left, this is coming from TDE. This is the breakdown for a data available classroom teacher for how they are evaluated during the year. Okay, 70% comes from that observation and practice. So like formal observation, walkthroughs, anecdotal notes. When they get that then they have the teacher specific data, building level score and the LEA selected measure. The LEA selected measure is the um the student performance measure. It's a it's called an SPM and it is something that all teachers um hold their students to and they do like a pre-post uh measure of growth. But let's focus on that building level score. There it is 10%. What is in that building level score? Well, that's what I've done. I've taken that 10% and I've broken it down and there are four parts to it.
129All four parts are dealing with our students achievement and their growth as well. So when we look at the keystone performance that is going to be specifically based on our percentage of proficient and advanced students. Closing the achievement gap is really looking at a growth measure for what we're doing with our historically underserved populations IEP students as well as lower SCES students. So that's a growth factor. Um academic growth factor is specifically PEOS. um that is uh looking just at the Keystone exam scores and how much we move the students from one year to the next. Um and then finally those academic factors attendance rate graduation rate are the top two in there. So in a nutshell when we look at how we evaluate teachers 10% of their evaluation is the building score factor and
130of that building score factor all of these pieces deal with standardized participation and performance and then the community also should see that these keystone exams are important. When we talk about what traditionally was called the district report card, now we have the PA future ready index. Here I've just given a quick snapshot. You will see that this is available publicly to anyone. You just sign on to PA Future Ready. You look up our high school and you will have these fast facts as well as these performance measures. So what are we going to have listed here? We're going to have listed our test scores, both achievement and growth scores, which are two different kinds of things. our graduation rates, our attendance rates, the career standard benchmarks, how are we doing with those? Um, and also
131all of the data for post-secary transitions. So, you can see when people are asking in the community, how's Pleasant Valley doing? This is the main source of data. And one of those very important data points are our test scores. So, I did put a little bit of data together because I was trying to look at what we've done from 24 to uh 25. So, class of 25, they just finished graduating. I looked at this same data from the class of 24. And just in one year of applying some small changes um in expectations, uh we have some really encouraging numbers. So we see 74.15% of seniors attempted all three keystones. That's gone up from 69%. And then we identified our two subgroups. We've got um PBBA seniors. We went up to 60% who attempted all
132three keystones compared to 42% from the first year. Um that's a really nice jump there. And then also we saw 63% of students with IEPs attempting all three keystones an increase from 41. Um and then on this we also have uh 18% which is about 48 students for the class um that did not take any keystone exam. And what's important is this number is down from last year where it was at 22%. Um I provided a similar pie chart last time so I thought I should update you. This data is not verified by the way. We will be um verifying it with F FRCP when we put our graduation report in officially um in October. Um but just from the data that I've collected uh you'll see here our graduation pathway breakdown. um keystone proficiency
133really didn't change that much from uh 23 24 to 2425 were about the same. We did see quite a jump in the alternative pathway um and just you know kind of brainstorming some ideas. We had quite a few more instant decision days uh where we had I believe it was Keystone, ESU, and I think there might have been one other college. Um they came and they did an instant decision day and so a lot of students um were able to get their four-year college acceptance from that as well. Um I do know that the non-grad pie slice there kind of looks rather large. So I did some data digging because I thought that might be a question. A large percentage of those non-graduates are coming from students that are returning as a result of being
134um an IEP student and having the ability to return after their four years. So they can come back for a fifth year, a sixth year according to what's in their IEP based on their age. Um so then just looking at the data on the side there, trying to pull out some uh important stats. Like I said, the um proficiency in Keystones was roughly the same from one year to the next. We did see um 12 students were proficient on one or more exam but never took all three. That number went down and that is actually a good thing because I think it went down because the number below it went up and that was that we got more students attempting all three exams. So we had 84 students who attempted all three keystones even though
135they didn't reach pathway one or two because obviously those 188 students sitting there in that blue did attempt all three in order to have that. But so um attempting it even though they didn't reach the proficiency that went up from 69 to 84. So what we're trying to show you is all of the numbers for participation are going in the right directions. the the not so great things are going down and the good things are coming up. Okay, so just again to uh reiterate here, improving instruction, setting appropriate rigor expectations, these are all things that um are happening in the classrooms as a result of aligning to these keystone standards. um that is for all students. Being able to provide two potential pathways towards their state graduation requirements that is available for all students. The
136fact that the scores on these Keystone exams are contributing to the ratings is happening for all of our classroom teachers and what is being dictated um by the school report card and how it informs the path of the way that our district is continually improving that is going to benefit all community members. So what are we trying to say? Participation in the Keystone exam that's everyone's responsibility. So, what we're looking for is we're looking for your support. We're looking for you to help in spreading the message about the importance of the Keystones. Please communicate that to all of the stakeholders. Um, help us when we are promoting schoolwide initiatives and trying to increase that participation and get that number up. And we have a goal and we are lying in it, but that's what it's
137got to be. Um, the state is saying 95% participation rate is what they expect. Otherwise, they want you to work on an improvement plan. We're going for 100. So, we would like you to share our expectation and celebrate our success as we continue to show data moving us towards that 100% participation rate. And that's really the purpose of my uh presentation. Any questions? >> Yeah, couple two. uh one you talk about this attempt went up to the 69 to uh 74%. What did we as a district do different that now these kids more kids are taking it? >> Great question. Um I was pretty aggressive as a school assessment coordinator uh in making sure that I was personalizing a lot of contacts. So uh we had an excessive number of connected messages going out. every
138student, whether they were being tested or not tested, was sent a letter saying, "Here's what your testing status is. If you need to test, this is when we're scheduling you. If you don't need to test, congratulations. Thanks for your participation." Um, we also looked at a lot of kids. I would say that we're sort of like I'm going to call them bubble kids, you know, where I'm looking at the fact that they participated. Yes, they've met the participation requirement, but man, they're only like 20 points away from getting that composite pathway. Let me come talk to them. And so, I was actually pulling a large number of students in. I was showing them their data. I was showing them. So, they're becoming um more literate in the Keystone language. I think that was a big
139part of it. A lot of students were like, "Oh, I can do that. That's easy." And we did see a number of students um reach that proficiency pathway as a result of reassessing in their senior year. >> So we're not doing anything as far as saying, okay, if you don't take these key exams, you can't walk at graduation, you can't play sports or n or something like that? >> No. I and I do remember we proposed that as a potential um idea uh to uh to incentivize uh participation um but we did not uh put that into action. We wanted to see if we could kind of >> do the personal >> Yep. be more personal and just uh increased communication was one of the main goals. I also held a Keystone parent info session.
140We did have low attendance in person. Um, but I did take and um, I recorded that Keystone info session and I posted it online as well. So, that's a resource. Also, there are parents that want to opt out their students, and I took a more personalized approach with that as well. And I was able to have a conversation and sort of find out the root cause for um what they were concerned with and whatever their cause was, I just made sure that they were well informed. And after becoming well informed, there were a few parents who decided to let their child participate anyway. So once again, communication is what's >> Okay. Another question is you said that you test as freshman or sophomores, correct? >> Yes. >> Okay. >> So what material are you testing?
141What they learn from kindergarten up to 8th grade then? >> Great question. Yeah. So the Keystone exams are called end of course exams which means it is just for what they learn in that year of school. So PSSAs before that would cover more than one year. But a Keystone exam, algebra 1, a ninth grade student, what they learned from August until they take the test in May is what they are being tested on. So it is just from that year. >> So they take all three of those tests as freshmen and in their scheduling they're able to take those classes in. >> Yes. So traditionally, u most ninth graders take algebra and biology as freshmen and then the literature course is our English 10 course. It's a sophomore. two is a freshman and then the
142other one that and then they have the junior and senior year to re take those tests that they need. >> Yes, this past year we did test a number of seniors because we're sort of trying to um triage the situation of a number of students that did not participate initially as freshman and sophomores. Our goal ultimately is to not test any seniors because we have exhausted the reassessment process by the end of their junior year. plus >> that's you. >> Thank you very much. I appreciate it. >> N it was a good presentation. I I I thank you for taking our feedback for the last conversation we had and and >> we've done an awesome job. Thank you. >> So what's your next steps just to continue doing the things? >> Yeah. So next steps
143I think um I've had these individualized conversations. Those conversations need to start spreading you know. So, um, in sitting with parents, they're sort of like, "Oh, I I didn't understand that or I heard other information." It's like, "Well, that's why I'm sitting here talking to you about this." I'm definitely going to hold more of those Keystone information sessions. Um, and we're also using our teachers and our trigger courses to work with the students to inform them about the importance of keystones and to keep the keystone sort of in the forefront. Why are we doing this? we are educating you but we are choosing this objective because it is aligned to a highly rigorous curriculum that then also prepares you for this keystone exam. So we're continuing with those communication fronts. Um I also want to
144survey um I want to get a little bit better feel for the cyber population. What can I do to connect with more of them? Um we provided transportation if they um requested it. very few actually took advantage of that. And I'm just wondering if we need to be more um assertive in that kind of communication, maybe going one at a time. Um I was also told to enlist the help of uh the cyber counselors and cyber academy in general. They said they would partner with me on that. Um they're also considering different kinds of incentives. So, I sent out a letter to um 141 juniors last year who had received uh their graduation pathway by the end of their junior year. That should not just be celebrated with a pat on the back. You know,
145maybe we can do something to say that was what was expected of you. We're really glad that you you put that as a priority. you know, let's let's have a breakfast for you or let's be, you know, we're just we're looking for ideas to incentivize more. >> When do the students first hear about Keystone that these exams >> and the parents um I would say >> absolutely right >> I would say >> we need to start a little earlier >> at the beginning of their Keystone course in August. Um I know just I as a teacher that was something that I always did for my Keystone course. It's something we're expecting of our uh Keystone course teachers, but we're also, you know, as we are getting better at utilizing data in this district, as the
146next presentation will show you, we're also making sure that ownership of that data is across all content areas. So, we want these conversations happening in social studies classrooms, in art classrooms, um because, you know, a lot of the skills they're working on are also going to apply to their performance on the Keystone exam. So if we start making you know the conversation more ubiquitous then I think that's also going to help. >> Um if we can get something in middle school you know and start talking about that to prep them that would be fantastic. >> Okay. >> Yeah. I'll echo what Mr. Oi said. Great great presentation. >> I got a question here. This is gonna go it's gonna start here but go bigger. So you had mentioned in the one slide here that the
147data that comes back on the keystone is reflected back then on the teacher through the um effect of teacher effectiveness model through a building score. >> Yes. >> How how do how do I as a teacher get assigned a score a building score? >> So it is through a combination of calculations that make up that pie chart. So being a member of the teaching population in this building, you are already assigned that building score. If you are also a Keystone course teacher, well then you have a roster of students that you have directly affected with the Keystone curriculum. That's where your teacher specific data is going to come in. >> And that's is that being accounted for in their performance evaluation? Is that kind of >> Yes. Yes. This this pie chart on the left
148here is everything that goes into the final 131 rating for a teacher. >> So, >> how does that So, if you have all your classes where your kids are, we said um a sophomore or a freshman and you that's all you have and these kids are being tested. I teach seniors and I don't have anything to do with Keystone. How is this equitable between how we're being evaluated from a and this again this is going to go bigger here but >> how does how does this how does this factor in music >> I think it is a really valid question um it goes back to the ownership like we all own that data a lot of times even though students are testing at the end of course in 9th or 10th grade we're still seeing
149many students in need of remediation and reassessment. Well, that remediation and reassessment is happening after they finish that Keystones course. So now that is coming on teachers of the following year. So senior year is most definitely the most removed, but we are communicating with our teachers that this is all of our data. We are all sharing these students. We own all of this together. And therefore when you think about the scores that students are getting, you have the ability to affect them through the courses that you have when they are going to be remediating and reassessing at a later date. >> Yeah, I think it ties in though to uh so I understand what you're saying. I I do understand what you're saying, but I think it ties into a performance kind of management. It's
150really related to performance management. If that's the model that we're using and that 10% is not applicable to 90% of the teachers like directly applicable >> they're missing 10% of their scoring element >> like fizzed music and stuff like that that all even those teachers are fault >> they well they are and just to to provide some further clarification so the 10% that's um you know and this is delineated by PTE under the 131 and and uh some of the the acts and regs that have changed um it actually comes from assessment okay which is a part of that breakdown um growth attendance rates and um and that's applicable to the professional employee. So yes, there are some there are some factors that might not be directly applicable to a teacher of a specific content.
151But again, I think that's where PTE has kind of that universal outlook to say we have let's say 90 teachers in the high school. And although only 12 of them are responsible for like the math, you know, scores as a direct result, you can't negate the fact that there are um you know, uh 70 other teachers that have to create that safe environment. Um you know, focus in on uh making connections to increase um uh let's say attendance to instill upon our students how important testing is and giving your best performance. And I think a physical education teacher, you know, somebody talking about like, hey, you know, here's measurements, here's data, here's, you know, your your 40 yard run, right? So, but but at the same time, is there growth, right? What was it last
152spring? What is it this spring? So, even though you might not have a direct impact on, you know, that particular content, I I I truly believe that it does take that village of educators to say we as a group want to keep kids safe. We want to increase uh connectivity to our students. We want to increase their attendance rates. And by doing all of those things, we will see academic achievement improve. Um, you know, I so I think it is uh, you know, larger than just a content area, right? And I think that that's something that we're really trying to communicate with our staff is the importance of us all, you know, having that same message, you know, not only coming from the ELA teacher that yes, it's important in 10th grade at the end
153of the course to do really well in the ELA keystones, but that the social studies teacher, that the fizzed teacher, that the counselor, that the nurse is saying, hey, you know, get a good night's sleep. You're going to really need it because you want to be able at to perform at your top level. So, I think that that those are all the the the factors that we have to really, you know, consider. And and the reality is this, this is something that is is in place whether we agree with it or not, you know, on different levels, it's there. So my I think you know what Amber's trying to say too is that like regardless of whether or not you agree or disagree, unless you're going to the state and enacting that change, it's going
154to remain that way. So, let's embrace what we can do as as a group in that building to positively influence that because at the end of the day and and Amber's absolutely right, you know, and I appreciate how you kind of categorize that for this, you know, how does this impact the students, right, first and foremost in the different pathways, but how does it impact staff, right, for the building level score, but then also community? Because again, you know, like you have different um levels of uh data that we're synthesizing to say yes, future PA ready index um you know, has has X level. You take something like niche, right? That that takes basically like you know people randomly giving scores to random things. Is there really some validity to it? Maybe, maybe not. Is
155it more opinion based than fact-based and numerical based? Of course. So we have to be very mindful of the source that we're using. Um, I would probably trust, you know, World News Reports, uh, you know, list of of top high schools as opposed to something that's arbitrary that, you know, somebody is just putting feedback in. So, again, you have to know the source that you're you're pulling from, but the reality is we're pulling from PTE. Like, this is a non-negotiable source. Um and but I will say this if you don't mind kind of just going on too just just I I really want to appreciate and I want to thank and I think it's important um you know the efforts of obviously Amber uh in the high school obviously you know Brian Ariela um are
156you know we have John and Bernie here tonight too and the reality is that like you know we we've took we've taken all the feedback from the board and and again we had a really good discussion in the spring right the goal isn't to ever be punitive to our kids ever but we have to figure out ways to make it meaningful And it can't just be uh Amber talking to kids. It has to be the counselors and the teachers and the board and the community and the parents. So, this is kind of where we're trying to get that holistic approach to say, "Guys, this matters." And it matters because we want our kids to show how smart they are, but there's only one way you can do that. And it's very easy to write it
157off and say, "Well, I'm already smart. I don't have to do it." No, let show us how smart you are. Let let's prove it. Let's celebrate it. Let's, you know, have that personal touch that I think is important. So, I appreciate you doing that. again, look at the jumps that we've seen. So, we're going to continue to work on that. I got some good things for us to add, you know, for maybe uh some end ofear eighth grade parent meetings uh and and and groups that we're talking to students that are coming over in eighth grade in the spring to say, "Hey, you know, you're going to be a ninth grader and this is what you're going to be doing and here's when you get that course list in the middle of the year and
158what classes you're taking." Just remember that, you know, you have one year to really hone in on that algebra skills because you're going to be assessed and then you're going to be reassessed if you uh don't perform well. So, a lot of really good stuff in this. I appreciate the information and I think we're moving in the right direction. So, >> so that 10% I mean just because it's really a question of clarity >> that 10% like for me >> um that that 10% is for every teacher whether they're teaching >> a keystone course or not. >> Actually, every teacher, every professional staff member, you know, so so actually the nurses in fact. >> So, if the building scores poorly, it impacts everyone. The building scores well, it impacts everyone%. Okay. >> Yep. But I
159just just to go this and I just would like to I don't know how this could be done but we're in the process of getting a bunch of new staff members. So if you have if we're bringing I'm just let's just generalize a bunch of new staff members that it's their first years of teaching and stuff like that. Are we almost going to see kind of a decrease in our scores because possibly they're not all up to steam right away? I mean this is just a generic question. It's not like we're pointing at, but it's like, okay, we end up, we lost, you know, four biology teachers and now they're brand new and now we're testing in biology. So, those four new are affecting 90% of the teachers. It's like, wow. >> I I I
160think it could be it could be. >> I mean, it's not it's a I mean, it's not expected answer. It's just like it just >> I think we look at it different ways. I mean, again, you know, are they bringing value right from the gate or, you know, was their value lost as people were exiting? I mean, we we have to be mindful of it. But here's here's the thing and that's a really good point. There's an effect in our scores, right? I mean, just for that, >> but but given given that stamp of time, what what I'm hopeful for is that with 25 26 and like I said, we have 22 new teachers in the district. This is really where we have to get those veteran teachers to really sit down with those newer
161teachers to say, hey, you know, here's some of our data. Here's some of the things that are really having a positive impact. Right? We're talking about like SATs and like the heart of algebra as a major focus of the SATs. Well, if you're not focusing on algebra, you're never going to do well in the SAT. So, my point being that like if there's certain elements that we can get, you know, a veteran teacher, teacher that's been here for a long time and then obviously, you know, a newer teacher to come together at those curriculum meetings and, you know, have time for planning, it's going to have a positive outcome regardless because there's nothing to say that the new teacher who had some different uh ways of educating uh it can bring those some of those
162fresh ideas to to someone. So, a lot could be learned from veteran, a lot could be learned from new. So my point is is that collaboration and focus on curriculum and content is going to be really the most critical mass piece that we have to focus in on. So >> I do have one more question for you and and this it's okay if you don't have an answer right now because it's completely um theoretical. Are are you seeing a decline because there's lots of schools now that aren't requiring standardized testing for entry. Are you seeing a decline in participation in the SAT rates? And do you the percentage of people taking the test and do you think that that will negatively impact the willingness to participate in other standardized testing? >> Um the SAT scores
163are something that's handled by the guidance department. Um that's not something that I coordinate as a school assessment coordinator. Uh but those um I can get that data for you. >> Yeah. Just curious if like is a smaller percentage actually taking it >> and if they are is that ne do you feel that negative impact in in the high school assessments? That's all. >> Yeah, I I don't I don't know the numbers on that. >> Okay. Thank you, Amber. >> Thanks. >> And WA. >> Good evening. So Bernie and I just want to kind of update you uh some of the learning aspects of the fusion uh conference that we attended here and uh it is this working. >> So this isn't attached. >> Okay. >> Yeah, I know. >> Is it attached? >> No,
164no, no. Okay. >> Just the bill. It's okay. >> Just the bill. >> It's just the bill. Ah okay. Yeah >> for some of these presentations we we'll have them attached after >> yeah that would be great >> uh but um one of the the uh conference sessions that uh we attended down there was utilizing RIT scores for algebra readiness and uh this actually really obviously hit hard um going down there because uh part of our comprehensive plan is increasing u STEM related classes and fields and getting those kids involved there. So when we take a look at uh algebra one readiness, we realize that as we move kids into more of those advanced math classes, that's also going to open that gateway there for STEM related courses that that we offer and what we're
165trying to move towards in the future here. Um so using this here right now we actually find out and I've been working with Timir we're currently missing some of the students uh that could be prepared for taking some of those advanced classes algebra one say in eighth grade um based on some of the state uh state scores recommendations and final grades because there are many factors that come into play as we know keystones and PSSAs right we're trying to increase uh that um participation rate and how well they do on it. So some of those kids are missing. So um learning from the conference down there with this specific and some of the schools and how they're using this uh this uh this cut score that's found um using the RIT uh we're able to
166look at increasing some of our um numbers in algebra one. So, uh, over the past couple weeks, uh, Tim and I have looked at the spring scores that we, uh, took as a pilot and actually, uh, got some good data there. And we're actually last year we had one algebra, uh, class in 8th grade and we're increasing it to, uh, two classes this year. and uh through um looking at that RIT score and also uh conversations with the parents, making sure that the parents are aware that we're using this uh this score here to kind of suggest that we should move these kids in there. We've uh increased our numbers right now to two uh two classes, which is which is awesome. So Jonathan, what does the RIT stand for? The >> ROS unit, which
167is a calculation that they they use um based on standardizing of questions and kind of score. >> Say it again. >> A ROS unit R. It's R A U I believe CH or SH. I don't know off top of my head. Sorry. >> I didn't know if R stood for something and I and then T. Okay. And then um so so our goal here though for it to be meaningful, we need to make sure that we're monitoring yearly because that that fluctuation from your uh your fall testing to your winter testing uh is is actually going to be different. And uh this is going to lead into kind of my next slide which is analyzing some of that map growth there and having uh those data chat conversations with our students and the teachers uh
168and owning that that data there. uh what do we need to move our kids to that next level of of a risk score kind of breakdown because it it it kind of blocks itself off depending on if you're kind of correlates with like basic and proficiency and um advanced. So how can we u move those kids and what kind of supports can we provide uh through uh win or our roar or um you know bar period depending on the grade level. Um but here obviously with wind specifically for algebra. Um so um like I said with goal moving forward here we need to monitor it yearly as we progress and see if there's uh any adjustments that we need. Do we need to adjust that score make it a little bit higher? Do we need
169need to make it uh less? It's like I said it's also going to provide that instructional support there. And we are going to use it to identify our students that are on track. and uh we didn't um um they didn't focus on ELA or science down there, but I've had some conversations uh with um through networking that there are districts that are using it for ELA and science as well. Uh another uh session here was analyzing uh map growth data here and once again this goes back to our state testing here in general is owning that data and reflecting on it. um we need to make sure that we have that that time built in to actually take a look at that data and we do have that coming up in September after we I
170think September 2nd we're having PD on it how to actually uh analyze that data and start to own it and start having those conversations after we take that preliminary uh diagnostic test here and um with owning that data and reflecting making sure that we have testing consistencies across the board. We need to make sure that we are uh narrowing down that average testing time because they suggest about 45 minutes and last year in the spring we had some students taking about four days. Um so and it might be a 35 minute block but you're you're looking at you know over 100 minutes uh 120 minutes. So that's that's a lot and based on what they're suggesting um we need to make sure that we are uh providing that consistency. We also need to look at
171uh students that are rapid guessing. Um this this assessment here um you you get false data when a student is rapidly guessing because there has an opportunity to to select the correct answer. And so the purpose of these tests as you you'll um kind of see is what those um students don't know. We already know students know a great deal, but what don't they know? And that's why they want to limit that time to 45 minutes so they're not spending the time to calculate everything out. What what do they know within that time frame? And that's important once again with that testing consistency. And so um an example here is using that map data to accelerate placement. So I just focused here on elementary. It's not just at the middle school or the high school
172level or intermediate level. It can be done at the elementary level here. and look at those students that are pulling away from that pack and actually then looking at where they are and having those conversations to move them forward. what when we look at grouping and clustering and um that next level that they go to, where do they where do they belong and providing those supports in that that core instruction to keep that advancement moving? But also looking at the effectiveness of our our instruction, you know, are we providing that that necessary um support is our core instruction providing for our students to meet what we are um setting goals for. And so um and this ties into um how are we doing this forward? Uh having those uh student and uh teacher data chats.
173We want to make sure that our students are owning it, our teachers are owning it, our staff, administration, everyone is owning it. So having those conversations and making sure that they were reflecting on where they're at, setting those goals. Uh in the beginning after those students take the test. uh do we um do we think we're going to have um Billy move up by two rip rip points or by three or by 10 and you know what is manageable for those students and goals that they can set and if they don't make it how do we what how do we move forward using some of those instructional strategies and then once again always identifying um students that are on track from fall winter because our final test um will be right before the PSSAs and
174Keystone so we want to make sure that they can provide those instructional uh shifts needed to help those students succeed on their state testing. Another thing here is understanding that uh that RIT score and how it they actually developed some of those questions which was kind of really interesting to to hear about down there. So no two students are going to take the same test. They have about 40 some thousand questions in their in their database bank. So, that's really kind of neat. And it's going to adapt in real time based on how well uh do they answer that question correct or do they uh get it wrong and it's going to to adjust based on that. You'll see on one of the slide kind of how it narrows down um so they get that
175that they they shrink down that standard error measure for that student so that they're actually getting an accurate reading of what that student uh doesn't know and what the student knows. and each question um for it to be put in a bank and be part of that that RIT score process there is a uh a very timely and uh strenuous uh item calibration. So each test um always has one to three uh field test questions. So that's why you see there could be anywhere from 40 to uh 43 questions depending on what how that student is given that test at that time which is random. But what they what it does is it takes they analyze all the data from those field test questions and they estimate how many uh students uh that actually just
176guess on that question. Uh and there's a threshold there. So there's a minimum of a thousand students for it to kind of analyze. if if it doesn't get um populated into those qu uh to that student um for that you know um beginning um of assessment or middle or end then it's not going to go through that process. So it has to have at least a minimum of thousand students actually taking that that question and what they do is they examine that data does it fit in a writ score based on similar questions that are associated. So they they may add it to the bank, they might put it back to their engineering team, they might modify it and then calibrate it again and retest it. So this is an ongoing monitoring system that they
177constantly do for all these questions. They will even take previous questions and they will go through a monitoring process. Does it still fit um with current trends as it as it progresses forward every year? And so um and that's why when you take a look at the RIT scores uh they are stable over time and that's how we can track that growth from kindergarten to 12th grade or if we're looking for you know specifically science you know we're looking at kindergarten to uh ninth nth grade or 10th grade if they're taking it um depending on the year. Uh so um a little bit back on that and then also I didn't break it. There it goes. Uh so this is where I was saying uh that standard error measure is going to shrink as they
178take those questions here. So on that chart there as they progress through those uh questions that they take their RIT score is going to adjust. So if it's green, they get it correct, then that question gets a little bit harder. And then if they get it wrong, it decreases. And eventually once you hit and that only goes to 20, but you would narrow if you can you ask about 40 to 43 questions that standard error measure is going to be reduced to about two written points on each side. And that's what we're looking for because now we really know what the kids don't know. And that then drives the instructional practices of what our our teachers are going to provide that student moving forward. And so tests are tailored to those students uh because they
179use the previous scores. And that's really important that we we got the opportunity one to test it out to make sure that our staff were was okay with it and our students as well in the spring. So we actually have data which if we wouldn't have done that we wouldn't have a a starting point. So it's actually really good one. It helps with our algebra readiness and increase our our class section but also now we have data there that uh we can we can actually go off with. And so, uh, remember there that the tests are designed that students are only going to get about 50% of those questions right the way it narrows it down, okay? They're not going to get 100% right. And, uh, there's always about 40 to 43 U questions there.
180And I'll turn it over to Okay. So, one of the sessions that um I really enjoyed and that I thought was really important to a lot of our teachers um was called where's my data? Um and this ties directly into what we were just talking about with the teachers who are like 90% of the teachers not directly affected by state testing scores um but they're affected by building scores that have test scores factored into them. This session was specifically about supporting secondary students in social studies and electics with the math growth test. Although um if you look down at the bottom, this strategy can be extended um to our intermediate level and even um in the special areas at our elementary level to some extent as well. Uh this is basically focused on how the
181MAP growth data can be leveraged outside of those core testing courses. Um by June of this year, we had provided the opportunity for every one of our teachers in the district to get trained in what the MAP growth tests are, um how to give them just in case they were covering class or they had to actually administer a test. um and also where to find the data and what it looks like as just um the brief introduction that the core teachers got in March and what this session focused on was using data evidence student driven decisions um in content literacy. So, we ha I'm not going to repeat our entire discussion of teachers in other content areas in electives um taking ownership of student test scores, but this is where that ties in where if
182you're teaching a social studies class, if you're teaching a music class um and you're giving the kids something to read, um maybe they're going to write a response to it, maybe you um want them to just have that information to increase their knowledge of that subject area. uh whatever the goal is. Some students who are struggling with reading maybe won't understand that. Maybe some kids who need an extra challenge aren't really going to be that interested in that reading because it's below the level where they're reading. Using the math growth data will help teachers to identify an appropriate reading level. Um so one of the strategies that can be used for this is differentiating text sets going by the same topic but different um possibly different genres different lengths of text different types of text
183to meet students individual needs. Um, so if the goal is content, everybody will be able to understand. Everybody will get properly challenged in the way that they need to be. And then that also puts all of the teachers on board with these test scores are affecting my score as a teacher, my final evaluation. So, yes, we're going to do a little reading in my classroom and I'm going to support content literacy, which is ultimately literacy because students should get used to reading text about a variety of topics because when they take the keystones or even in the lower grades when they take the PSSAs, those passages are about a variety of things. They could be about art, they could be about music, they could be about history or science. So, we should be reading in
184all subject areas. And so this will help our teachers to get started with that and a lot of teachers are already doing that. Um so this will also help them. Um one of the things I have up there too that ties in with technology is that um reading levels can be adjusted so that you're reading the exact same piece but the lexile level um or the vocabulary level more specifically is adjusted for um what the student can follow. So it can provide an extra challenge for students who need that. It can also um scale down vocabulary so that all students have access to the content information that they need to read about. In math scores can be used to gauge where a student is having difficulty. So for example, in an industrial tech class, a
185student might be struggling to get a project to come out right. It could be because they're struggling with measurement. And if we're looking at their MAP growth scores, we can identify that. >> It's time to go to home. [Music] >> Yeah. Sorry. >> There you go. Sorry about that. >> Likewise, um the math and ELA can be used in conjunction with each other. So in math class there are problems that are written. They're like word problems. Um some students will struggle with those because of their reading level. Um so in that way um we can start working toward getting kids what they need. Um and provide the proper supports. Um, next, there were several sessions uh that I went to that I thought were all really great. So, this kind of pulls the information from
186them. There were a lot of sessions that were basically um we're from this school in this state and this is how our first year went. this is what we took away from it or we've been using this for a really long time and these are this is all of our knowledge that we're offering to you. Um and these sessions were run by faculty andor administrators from schools all around the country. I was at one where there were um people from um right there in a parish uh neighboring to New Orleans and I went to one where the school was from Alaska. Um, so wide variety of different types of schools that were offering their insight. One of the first things I won't reiterate everything that John said about the time, but sticking to those 45
187minutes and this might be really, really hard. This is an entire mind shift about how to look at this test. We've been looking at tests, even tests like the I Ready test and our STAR test that we've done in the past for ELA as a demonstration of mastery. Math growth is not supposed to be a demonstration of mastery, which is going to be hard for the teachers and it's going to be hard for the students. This is supposed to be identifying what students still need to work on. So, when we're talking about sticking to that time, and John touched on this a little bit, too. a student who's struggling even for like five minutes on a math problem or going back to reread a passage several times to answer an ELA question. They have not
188mastered that skill. We can't let them struggle over it till they get the right answer. They might get the right answer, but that's actually going to be false information for us because they haven't mastered that skill and they do still need to work on it. So, they do need to get that rapid response. um not rapid guessing, but they they need to um answer the questions that they can answer correctly quickly in that allotted time frame to give us our most accurate data so that we can give them what they need. John also talked about um the RIT scores maybe being different for different students. So, for example, um we might be looking at math growth in an ELA class and we might look at John's results and it's like, well, John has the ability
189to move up like maybe like 10 to 15 points by the time we get this test again. So, that's going to be his goal. But maybe Amber probably can only move up like two to five points. So, we're going to put her goal somewhere in there. Um that's also a mind shift for how teachers are setting their own goals possibly because we used to do this by a whole class where you know Miss's class is all going to move up 15% by the end of the year. We need to individualize this and so the goal should really be targeted to the individual students. um that might translate into a whole class goal, but that shouldn't be our primary focus if we really want to be using this um how it's intended. One of the things
190that um the schools all said was we also have to build a data culture. Um and Amber touched on this in her presentation as well. uh having data chats with students. Um making looking at data and using data for planning a habit, not just on act 80 days, but a a daily, a weekly, a monthly habit for short-term and long-term planning with our lessons and unit preparation. Um it needs to be an integral part of parent conferences, professional conversations, and our professional learning. And then they also stressed continually supporting an implementation through targeted professional development. Continually gathering teacher feedback. What are they struggling over? What are they having a hard time with? What do they need? What are the things that NWA recommends as things that they do? We have um professional development plans for
191September and also for February as was recommended in the beginning. September's would be um now we have data let's spend some time learning how to interpret it and then in February we'll have given the second round now we have two data points how do we use those to make predictions for tape for state test scores um but in addition to that we've already planned a refresher session for next week for when our teachers come back because we did our training in March and June um So we we are kind of trying to to gauge how we should be planning things and we are going to get that continual feedback because it is that continual support that's going to ensure success with this. Looking ahead um they do hold fusion every single year. Next year it
192is in Orlando and we are looking to send a team of teacher leaders to next year's conference so that we can start having teachers who are attending sessions becoming more knowledgeable um and can come back and share the wealth. We did originally um last time we were here have a tenative testing schedule up um and we adjusted that a little bit um based on um when we went back over our notes for this some realizations that we really need a wider window between the tests. Um originally if we were going to give our second round in late January, early February, just before we had the the final as of now scheduled PD session, um then our gap to the next one would have only been maybe four to six weeks, which is not enough time
193at all. Um and there would have been a huge gap between that first and second window um September to January or February. So we adjusted the second window into December um and the third one to March. And of course these are tentative as we move through the year. We may realize that there's um something we can pinpoint that will be a better fit. But that's what we're shooting for right now. And I know that the next slide is probably the end. But I did want to give one update. Earlier this week, um John and I both attended a webinar from NWA with some very important norm updates. Um and it was too late to stick any of it in the presentation. I just today got a copy of what they did. Um but we can
194always share that at a later date. Um one of the things with the scoring and with the question pools um has been improved upon. um they used to take um difficulty level of the questions first. John explained how they kind of feel the questions and adjust to where the student is for difficulty level and then the questions would come from a wide range of grade levels uh based on the difficulty. And now what it does is it will first take all the questions at the students level of difficulty or level of challenge from their grade level so that we really are getting a much much more accurate picture on where that student is according to where they should be and what they need to know. >> So I just wanted to make sure everybody knew
195that. >> Any questions? Yes. >> Okay. >> So, um for insurers, you said you're going to do a refresher. >> Yes. >> Correct. Um the data that or the information that you gained from attending this conference, is anything being incorporated into um that >> into the in service? Yes. Sorry, I'm getting tired. I think >> um >> we'll certainly be available and all the administrators who attend will be available for for questions. Um, but the refresher is really designed to be a navigation thing because um, of course, as seems to be our luck, the platform doesn't look exactly the same as it did last, >> right? >> And we have, you know, uh, 22 new teachers, so we want to make sure that they're getting exposed to, you know, what they need to do and
196help learning some of that setup process. And interestingly, four of those teachers actually have previously used NWA in their prior district. So again, having that infusion of some new faces to then uh something that I think is going to be really important is is is going to be very helpful. I think the other thing too um to just to maybe answer that as well is and I just I kind of I I synthesized some of the notes that that I had taken um and shared them with you. Do you have a question? I'm sorry. >> Yeah, I just did. I mean, yeah. So, when do you plan like Sue asked when do you plan on doing this? You just said you can't because of that. So, when do you plan implementing what you've learned today?
197>> Well, well, not that we we can't, but we just haven't addressed it yet. I think that because this is going to be whole faculty and we have it set up for 90 minutes beginning of the year is a little hectic. um it would be a lot more beneficial I think if we're using department time and working closely with department faculty meeting time where we have smaller groups um to really get what the what the teachers are needing and what information pertains to them because information that goes to like the math teachers the science teachers will be different from what ELA and the electives social studies teachers would need to know about because they would all be using this in a different way >> and I think because it's a new endeavor I think there
198there's two strands that we need to focus on. One is kind of that visionary expectation of NWA and then one is the mechanical side of things of like what do I do? How do I get to the reports? Right? And as with anything new and you think back to Power School when we transitioned over, it takes a little bit of time for them to get acclimated to it. Um I did want to point out a couple of things that were really some of my key takeaways and I know we've talked a lot about this and I think it's important for our parents, for our students, and also for our staff to really understand. You know, NWA data is intended to inform, not blame, right? I think oftentimes, you know, when we look at student achievement
199data and we say, "Oh, you know, Pleasant Valley hasn't met our our targeted goals." Well, you know, everyone starts pointing the finger, the board, it must be a superintendent, superintendent, it must be the teachers. How about this? How about we all acknowledge the fact that um we need to take stock in where are we? What are some of the gaps? are the gaps that we have started the school past couple of years maybe without teachers maybe we're not paying high enough salary to attract teachers there's 15 different things that I think we need to be mindful of my point being is that we have this um you know a group of students and we really need to in my opinion be a little bit better to work together to address some of these things rather
200than to point the blame because it's very easy to blame things without you know trying to fix the problem. The other thing too, I think this was really important um is is again that that not only that information but having the data um is not the same as using it effectively and and I say that because you know we we say sometimes that we're very data richch you know I can interpret um the uh future eda index or keystone scores really because what is it telling you that we should be doing and I think where we as a district need to go is having those in-depth conversations as we've done with like our ELA a curriculum to say, hey, you know, there are some gaps and and there's evidence to show that we need to
201focus in on these particular areas and where do we find the time to do that? Right? So, I think, you know, having the data is is again differently than than using it effectively and and one thing that they kept on saying at the conference was the goal using data is to illuminate, not intimidate. And again, I think too too often we're so quick to say, you know, we didn't have this number of kids coming out for uh you know, sports and you know, there must be a failure of the coach. Is it really now? Because I'm pretty sure there's other influencers, whether it's transportation, um academics, there there's 15 other things that are going on. We just need to be mindful of that. Um the other thing too, and this was a big piece for
202me, was uh that data is going to help us to really personalize learning, but in order to do that, we have to pull our own data. We have to use the data and really really have to have hard conversations about you know what's working, what's not working and and I the I part of this is really important. What am I going to do about it? So the board you have an expectation as superintendent. What am I as superintendent going to do about it? Then what is the principal as the I going to do about it? What is the classroom teacher going to do about it? Right? You know, um you have to remember that that the greatest influence is in the classroom for academic achievement, but we also have to remove the barriers that we
203have like challenges with discipline and attendance because if we can get over some of those hurdles, then yes, we can help our teachers to have that environment for learning to take place. So rather than blaming and I think we do it too quickly here and as many schools I think we just need to really have some of those um hard conversations about what are some of the things that we can control what we can't control and what are we going to do to streamline um you know using that data to to inform parents. I think you're you're going to frankly see some challenges because oftentimes we we we teach to a test and I don't mean that just at Pleasant Valley just saying in general as an educator's former teacher not everyone does it but
204what I'm saying is that you know you're so honed in on your content um and saying hey I'm a math teacher and if this kid failed in ELA it doesn't really matter it's not my content area that's not true this is our kids you know these are all of our kids so I think we really need to kind of embrace that um uh holistic approach and then figure out with our expertise like how are we in particular influencing each of these. So I'm I'm looking forward to it. Obviously as with any new endeavor NWA it's going to have some challenges. I think informing the parents is going to be important to make sure they understand that hey I thought my kid was at this grade level getting honors and now you know I'm seeing some
205gaps but again we're trying to illuminate. We're saying here are some things that we can focus on better so that way um uh we're increasing achievement. So that's kind of what our big takeaway was and obviously next steps of uh making sure that the next uh building level leaders the teachers are having that opportunity to uh work with people in our district and and in other districts to really you know take it to the next level. So any other thoughts or >> so that refresher you talked about so now that everybody that went to this conference now is a subject matter expert is are they doing the refresher trainings? No, somebody from NWBA is doing pressure training. >> That was built into our contract originally when we purchased this. >> They're doing it for free.
206>> Yep. >> I was able to have a conversation with them and said we we definitely really need this. So, we were able to to get it for them to do it because they typically don't, but we we put precedent that we need to make sure that we're continuing that PD for our our staff members. >> So, how are we going to continuously do that? How are we going to have somebody in house to be that expert to make sure that we're educating our staff and not have to bring in a contractor every so often? >> And that's something we we we actually discussed about having with those team that like a team leader, a team of teachers to actually become experts as well as with us so that we are then all together going
207to be able to continue that, you know, move forward and have those conversations. uh you know for example the just with the the algebra one having a conversation with him at the middle school having that conversation with our department chair down there as well as the how are we going to use that algebra one readiness those cut scores where do we need to make those adjustments because they're they're in the classroom they're going to see those instructional strategies how can we make that actually work moving forward and where do we need to make those adjustments so that's that's kind of what we're looking at you know >> yeah down the line >> and and just answer that a little bit further. I think some of the teacher leaders too, right? So, you know, it can't
208just be a this is an admin thing or this is a reading specialist thing. Like we have to be very mindful of how this impacts each of those teachers that's in the classroom because then they can give us some more um input on that. And I'll say this because I think it's really important. Um you know, John and Bernie are obviously our administrators and they have the ability to um you know, perform evaluations and and and walkthroughs and observations on staff. um I strategically made the decision that they're not going to because they need to be a lay layer of support. They need to be looked upon as somebody who is a resource to the teacher and so I really want to remove that you know stigma of well they're just coming in they're an
209administrator they can you know influence my uh you know evaluation. So again, trying to make some of those strategic approaches because we do have excellent teachers that are going to take something like uh you know the the uh NWA and say hey I'm very good at data analytics or somebody else that says hey I'm very good at curriculum and and we talk about uh curriculum instruction and assessment somebody who's great at instruction and that team approach can then help um you know influence what are we doing in the classes because it's being driven also by our teachers that are seeing it firsthand or seeing gaps in maybe a curricular resource ource that um you know is starting to um be exposed for a particular grade level that we need to hone in on this or
210this primary resource doesn't cover some of the gaps that we we're seeing our kids coming with. So having that that uh teacher expertise and really like I mean we've talked about it a lot. We have a lot of great teacher experts. We also have to rely on them to make sure they have the time and opportunity to make sure that they're working um with with everyone to to help out if that helps. >> Anyone else? Thank you very much. >> Who won the bet? >> I checked over the carpet. >> Um, this is my first time speaking before board, so you know, I might talk a little fast. Um I'm here to talk tonight about um what we're building into our elementary and our uh PBI building. Uh we're going to be starting to launch
211our formal jump into the NTDSS. NTSS is a multi-tiered Oh, I have the clicker. >> Which one do I push? D >> tops are right. >> Okay. Had to put the last one. So multi multi-ter MTSS stands for multi-tered system of supports which if you look at the triangle the bottom part of that triangle is the representation of the full student body for any um academic area. So for there's four core areas of MTSS and we'll get into each of those core areas. Um all students will receive what is on tier one. So that's like the general education instruction, the primary um information that's provided to all students. Tier two is where we will be using a lot of that information that we'll be getting from the NWA the NWA and um we're going to
212be using those that information and that data to help our students to differentiate which students need what supports. So that's where the we need to know what they don't know. Um, so you'll have that's where the small group instruction comes in into place. Tier three would be more intensive that a tier three group of students would not be more than uh two students at a time to one staff. So those are the kids who need the really intensive interventions and um I'm from the special ed department. So that doesn't mean that those kids in tier three are all special ed tier the this MTSS really doesn't have any any indication of special ed because you could be a student in special ed and receive all of your instruction in tier one. It's it's a matter
213of where you're at academically, socially, and emotionally. >> Oh, what did I push? One button. Sorry. >> Okay, Jason, I just There we go. >> Just put it down. I got you. >> Okay. I won't break I will not break anything else. >> Um so here's where we have been the three stu the three levels. Um the map growth is really going to be valuable for us determining what students need and what they don't what they what they don't have. And that that's where we're going to focus this. This is basically a national standard of 20 the 25th percentile and above. those students would go into tier one. So that's where the kids who are pretty much on grade level, maybe have a couple of deficits here and there, they're going to receive the tier
214one instruction. The nice thing about MTSS is the goal ultimate goal is for a student to if a student moves into tier 2. The ultimate goal is that is not where they stay. So 11th to the 24th percentile would be about where we're at with this tier two. Goal is is to provide the student with with more intensive instruction to get them back to tier one. Our ultimate goal is for all of our students to be in that top in that lower tier which is tier one. Tier three um you might go from tier one to tier three but then again it's a it's like a step. We have to get the students back to tier two and then back to tier one. So we need this is where the supports are going to be
215intensified uh supplemental data. We supplement data for students observations and classroom assessment. We take care of a lot of that stuff with our students already in the special department. But this year I'm be working really closely with um the PBE and PBI uh building admin and their SAP teams and their CST teams. Those two buildings have a lot of resources already in the building physically that we will not have there won't be really any purchases needed for some of the tier two and tier three interventions. Um because we already have a lot of that go to the next one. >> I don't want to keep I don't want to keep messing it up. Jason, you know how dangerous I am with this stuff. >> Um so again, this is just a breakdown. 80% of the
216students should be in tier one. Um 15% tier two, 5% tier three. That's the re the re recommended rep uh frequency which is daily. Everyone receives the daily core. So you're all tier one. All the kids get what's in tier one, but then when you go into the next level, then you're either tier two or tier three. So three to five times a week. We have a six day cycle. So that if we have kids doing um small group instruction, they would probably do like days 1, three, and five or two, four and six. So that way we can use our resources we already have. We have reading specialists. Teachers can do the the tier 2 group, the general ed teachers can do the tier 2 groups, math specialists can do tier 2. Um and
217then when you get to the tier three, that's more really concentrated on the uh reading specialist and the math specialist. If a child is already identified with special ed, that's where the special ed teacher then would be doing the intensive instruction if that is their focus. If there's the specific learning disability, that would be where the special ed teacher would step in and focus that. So this is the K toy framework. Basically, it we had it was summarized because originally the presentation was 22 slides long. We knew we had to jump. So these are just three basic uh statements about the the tiers for math and ELA and they're very close and the same. We're going to be using the HFH. HMH has a lot of programs built into it that helps you to differentiate
218the instruction. So everybody will be receiving the same materials, the same content but on a different level. So we might have some higher level readers. So they might receive the content at a higher reading level where our lower level readers would receive it then at their level. And this is where we're going to be individualizing which will then drive the students to read more. Uh hopefully the goal is to improve scores at the end of the day. But our focus is to make sure that our kids are learning to read, they're learning the essential math skills and they're moving forward through when we get when they get to those levels where they're taking the test that hopefully we're that's our goal is to help work through that. Um tier three for the math section we
219have we do have some things in our toolbox which would be I ready um for math. We also have the Sunday system in both both buildings which is an alternate curriculum that focuses a lot on this uh sounds and and language mostly phmics and phmic awareness information. Next one just the next goal here is the behavioral intervention. Now this is kind of my this is where I this is my strength the behaviors. Um we all have all of our buildings have an expectation of behaviors. There's an expectation of uh student behaviors across the board. When you go out into society, we have an expectation. That's where the tier one step would happen. Kids are learning. Um the first I don't know how many of you end up at PBE in the first week of school.
220Um it's all hands- on deck like Dr. Conrad says all the time and we are all there in the building helping kids get through things. The first week of school kindergarten is rough. So we're teach the teachers in that building particularly teach the kids the basics of what they need to know. It's the whole group the classroom. They take a tour of the building. So first they for the first day they might go to the library. They'll go to the cafeteria as a group. They learn how to walk in the hall. That would be a tier two a tier one behavior intervention. A tier two intervention would probably be more of a pulling the child aside, you know, talking with them. Um maybe if the child really is struggling, then we would have some self
221monitoring skills and we're addressing individually. Tier three is really when we're really getting into, oh my gosh, this child really needs a little bit more than the whole group instruction, the classroom rules, the expectations. they need some more focused information and supports which would come maybe from the guidance counselors, our school social worker. Um, again, I'm in PBE a lot. So, um, for I would intervene with some of those things. There's two links there. Those are the links to where we're going to push. We're going to kind of take the current CST process and blend it with the MTSS goals objectives because technically they really do do it at PBE and I they just call it CST and SAP. So, we're going to put it all together into MTSS which is kind of more of
222a modern version of those two. Um, those two links, they take you to the one link is for a step-by-step guide. One of the problem things that we found is teachers were reacting to a student's behaviors and they were being referred for special ed, but not every child who has a behavior in the classroom needs an IEP. So, we have developed a step-by-step process on where the teachers will go through um to identify that. And that's something we're going to be rolling out a little bit slower because it is new, but we are rolling that out within the first month of school to um the PBE and then PBI. The second one is a drive of um it's just a whole bunch of resources that we found for when a child is not having a
223good day or they're they're disrupting the classroom. Um, I found them on a couple of different sites and I didn't want to have to reinvent the wheel, but I and these ones are really good sources. They'reformational that what it does is it tells you if a student is doing these things or you're seeing these behaviors, this is the things that you should avoid saying or doing, this is maybe try that and then the next column is try this and then there's an explanation as to why. Um, and being that on the behavior, I'm really focused a lot with the behaviors because that's where my background has been for prior to coming to PB. The behaviors we there's a there's a reason behind some of that. We may not see that reason, but we might. And
224and some of the reasons are hidden, but there's when I look through those resources, they really are very good at narrowing down what you might be looking at. Our kids come to come to school with any with all kinds of baggage and we have to make sure that we're helping them to unpack that and help in making them feel safe. So it's an environment where they can learn. Next one and this is the this is the other section of MTSS which is the social emotional learning and this is going to be integrating mostly like the second step uh curriculum that we currently already have. So again, we're just kind of morphing these things into a different format. These resources are all pretty much there already. So um we're just tweaking it all. Every student in
225the elementary and the building do have an SEAL class. I think it's once every six days. >> They go to the cell labs. They the kids learn different play skills, different interaction skills, different problem solving skills, managing their emotions. We all have emotions and sometimes they get the better of us and we have to figure out what we can do. Some of those things for kids who are struggling a little bit might include like a behavior chart. Um, one of the things that we rolled out last year with a lot of the specialized students that had behavioral behavioral charts was changing the language of that. So instead of saying Johnny will not or I will not, it was a language change to I sat in my desk today. I raised my hand in this class.
226It's it's it's an I statement, but it's a positive twist on it. So, you know, I was I stayed in my area. I didn't run down the hall. So, those are the things that we're trying to help the kids to understand that we're making it a positive approach. So, it's more of a trauma-informed approach. Um, tier two, maybe some extra counseling from the guidance counselors. The the uh all both of the buildings have social emotional learning groups. They're six weeks long. And then if the child was really struggling, we would would be at the point where we would be moving to u maybe a yes referral or for our social worker to meet with the child onetoone or maybe two students to one. Uh we're also bringing the parents in on this process. The parents
227will be involved in this. If we're talking about um your students, we're going to provide your child, we want to provide your child with a small group or a check-in, check out. We we use the term for a lot of our kids in the special ed department and we're going to kind of push it into the MTS process with the whole schoolwide is um a safe adult. someone that child feels comfortable with because if they if the child doesn't like me, they're not gonna talk to me. But if they love Dr. Comfort, they're going to tell him the world. So, and at the younger ages, and that's where we're getting the kids to learn this is a safe place, a safe person to talk to. So, if I am struggling, I can go with that
228person. >> And that's it. Any questions? >> I just when you talked about your behavioral intervention. >> Yes. >> This was brought up last night if you remember that. Um the one of the members the parent members asked about are teachers being taught this like you said if the student starts acting this way is there a professional development you're giving to our teachers that they say hey here's certain situation kid might do this here's a way you might say or what you might do deescalate that possible is that >> we are we have talked about professional development but >> I'm pretty sure over the past few years we've done some uh professional development about DS escalation. But I think, you know, if we're doing some really embedded trainings, um, what we don't have, what something
229that we're working on and and Mr. Voris is is doing this is, you know, having that repository. So, we talk about like a staff resource, maybe having the ability to actually see, hey, here are some strategies that you can implement. Even though you might have, we did this training last year, we are obviously, you know, we get feedback from our staff. So, you know, when we're talking about at the different buildings, you know, what are you seeing um that are the concerns? Whether it's um you know, whether it's school safety or um you know, maybe it's it's uh trauma that's happening at home. Um, I know that some of our our teachers, as we talked about last night, that the counselors are like kind of more um I guess experienced and also have that training,
230but I think there are, you know, uh, tricks, techniques, and and strategies that can be also used across in each of the the um the classroom. So again, I I think what we'll do is we'll always take a look at our uh previous PD, but as reoccurring themes like we know that this has been happening for the past couple of years, especially in the elementary school, like you know, behaviors for students that haven't had any preschool experience. Making sure that those kindergarten teachers in particular are getting a little bit more embedded training to say, hey, here's some like applicable strategies, not just high in the sky like theory. This is like this is what you can do in the moment. So we're we're definitely >> like in elementary you used to have a lot of
231teachers who were had kids at their own so they kind of like do that but now you're getting to the point you're getting a lot of younger kids who don't have and it's like their first reaction is like I want to treat them like kids are that and that's what I was just wonder will have a conversation about that and sometimes we'll talk with the teacher directly of the three of us and um we collaborate on what's going on with the kids because before we get to that point where we need an IEP, we really need to kind of get we need some data. We need some understanding just because a child and I kid you not, I had a child last school year that he was literally lying on the chair upside down with
232his head between the seat and the back, his feet on his legs up on the chair and the teacher asked him a question. and he picked his head up, answered it correctly, he was right on target. >> That is just how that per that particular now and it's not appropriate, but that's how he was regulating himself. And he is a child who was my one of my students with special special needs. And he did he he has he has an autism diagnosis. >> This is how that particular child regulated himself when he was stressed out. He just hung his head over the back of his chair like that. teacher needs to understand at that point. >> 100% right. Absolutely. >> Stress that after I saw that and he answered that question, I said, "No, >>
233his behavior plan is working and we're not we're not changing." >> Yeah. >> And and and to that point, I mean, we just want to make sure that our teachers also understand maybe some of the challenges. So whether that's from, you know, our special ed team or maybe a counselor, um because again, each classroom is going to have some unique dynamics and and some um kind of maybe off-putting behaviors or or um you know, academic challenges. So, I think trying to get those resources in. But, you know, I I I think there's a lot of good collaboration, especially at, you know, PBE, PBI, because we're talking about such little, you know, students, if you will, um, and then staff members that, you know, are saying, "Hey, let let's kind of get these students off on
234the right foot." And then, obviously, as they metriculate up, we're seeing a lot of those, um, behaviors dissipate because they know um, as we kind of say, like, you know, they know how to go to school, right? they know how to behave because even if they haven't had that experience and there's also like that window of challenge between like September and October I mean every single December we see like you know the challenges with some of the kindergarteners even though they're much more extreme than they've been for the last 10 years they do start to kind of you know um dissipate after a couple of months of kind of consistency and rules and communication and and you know that that's good to see >> some of the kids into a graph and you can clearly
235see it it's like a big bell Yep. >> November, December, January, May, February, and then >> Yeah. >> So, I mean, it is about the teachers knowing if is that gonna know you're going to die on that. If you're going to die on that kid, haven't sit in that chair properly, you're going to be fighting that battle the rest of the week, the rest of the rest of the year. But that particular teacher that he had, she was okay with him sitting like that. She just didn't realize that he was actually paying attention. So yeah, that's just we we have to be flexible because they're kids and some of them are five and they've never they have never left mom's side for more than a couple of hours before here we stick them in a
236building away from mom and eight hours, seven hours >> and it's really is all hands on deck at PBE for the first week of school and >> some kids take a little longer and that's why we want to have this MTSS process so we can get the services in place >> especially process ES take 60 days and some a lot of times the kids don't follow at the end and because we didn't put other stuff in place initially. >> Any questions? >> Thank you. >> Thanks. >> Middle school furniture. >> All right. I think I should be able to work with this. Um before before I show any of the pictures here and probably many of you have already been into um the middle school, take a look at that. I just wanted to kind
237of shout out and give a thanks to the custodial staff and the staff. Uh they've been tremendous with uh moving the furniture, getting the floors done, just making sure everything was ready to go because it was huge coordination to make sure that we got the furniture there and then disseminated out to all the rooms to make sure it's all good to go. Also, the admin and secretarial staff there uh were a huge part in that as well, making sure that we had that. And then Dr. Howard and Vicky Aurora for um just a big team effort there putting that together. And then uh um Premier uh that company, Ryan, Gwen, and Chris, they they um were were on the phone uh emails making sure that we had everything ready to go. And then also uh
238you guys, the board for approving it because I think uh it really shows uh for our community and I think the kids are going to really love uh and the teachers as well what what it looks like and and that kind of that safety net feeling there. >> And I'll just sorry to say this, but I'll just add to it too. I mean, I know Dr. Howard really had this this vision of like, you know, when the when the staff comes back, the rooms are going to be ready and and obviously that backward planning of months, you know, and and and talking to the board, getting your approval and having this new furniture and having that vision. I mean, we've had such great feedback from our teachers saying, "Wow, I can't believe, you know, this
239furniture is in my classroom." So, thank you to the board and our community, but also, you know, for for Dr. for Howard's vision, obviously for John and Bernie, for Vicki, for the custodial staff, for Tammy to, you know, look at our finances and make sure that, you know, we're still good, you know, whether it's capital improvements or or other uh funding streams. Um, but but again, this year's going to be exciting because I think it's it's it's very refreshing for some of our students to step into that role. So, and there's a lot of pictures, so it'll be kind of fun to go through. >> Yeah, I'm not gonna I'm not going to talk about all of them, but there are um this was before a lot, you know, staff were coming in, so they
240said everything pretty much. There were a couple that were re rearranged by staff for what they want, but most of them were just kind of standing there. The other piece there is also the the sign. So, we got uh new signs and labeling for all the rooms because they got all rearranged and organized to make a little bit more sense when you walk down the halls. Uh so, that was one of those just one of the signs that is outside the door. Uh but there will be uh right now actually all the other all the classrooms have teacher names in them. They slide in there but uh some science classrooms there and uh just regular uh ed classroom and teacher in one of the teachers there are actually starting to rearrange uh in um pairs
241there. They're rearranging those and uh some science and some standard rooms here along with also some special ed. And you'll see there are small group table there as well for uh the uh regrouping and working with uh students individually. So it really does give a a fresh look >> across the board which is awesome. And you can see, it's kind of hard to see, but the the hallway there, you can see the flags that are up there with with the room number. So, it's a lot more visible now when you were walking down halls for kids to know where the room is, but also our our response team, so they can see where that classroom is if there is a, you know, an immediate issue. And then also the uh the esports lab there. >>
242So, I just wanted to give you a >> great little update on that. Their signs are really sharp. I was in like, "Wow, you really know where you're going now." >> Wow. >> We have a we have a couple others. We We're still working on finalizing like a way finding like a big one for the main entrance there. We're still in the works on that and we just have to try to organize what do we want to make sure that we're way finding too. So, I can attest, I was in the building last night for the sports parents meeting, and it looks really nice. I mean, the the the desks I came back and told my youngest that you're going to enjoy what you're going to get. >> Yeah. >> Those those chairs are comfortable
243for the >> They are. They are. They really are. >> Thank you. >> Who's next? >> Uh, that's me, but just a couple quick points. Uh, so we do have a pillar program. I know. Quick, get Listen, I I was good here. We're two and a half. >> Let's see if we're under, right? >> All right. Uh, one minute. So, uh, we have a pillar program. Uh, it's primarily located at Pulk, uh, through BHA. We do, um, support the students in the PB community. Uh, we do have some students in that program from Pocono Mountain. So, there's about 25 spaces. Uh, autism is the primary diagnosis. That's typically serving kids in grades K through three. Um, we have a great connection with BHA and actually they have a great connection then with ESU. They do
244some field experience for um uh you know teacher training and so forth. Uh they have space obviously at Pulk, but we're also going to open up one of the classroom spaces at PBE. Done. Look at that. >> Wow. >> Who who didn't you know? So >> any questions? >> Is there any room for expansion at >> there is uh oh well at Pulk? Yes. Uh we're working on that. um that was not part of the most recent um lease, but I know uh myself. Yep. Exactly. Yep. So, uh Mrs. Mel has done a great job with uh you know, trying to occupy all the available space. They want to move into space. We're not ready because we have to do a couple things here and there, but we're going to get there. And uh yeah,
245that that's our next uh focus. I'm sure it'll happen this year. >> Okay. Any questions from the public on the education curriculum piece? Okay. I'm assuming there's nothing under transportation. Nothing there. >> No. >> Okay. Uh before you before you go real quick. So what is this bill? No. No. What is what is this bill that's attached? Nobody spoke to >> that is for the the map uh fluency with coach and also with the the September 12th uh data um like training. >> So is this something we need to put on to be approved? What? >> Yes. for uh yeah approval if you got approval in August. >> August. >> Okay. So you need for me at least. I need you what it is. I don't know what it is. >> We need some direction.
246>> We didn't know that the bill was on there. We thought that was our presentation. >> No. Well, the bill was on here. So that's why I asked what it was. >> Yeah. So that is for the training of the elementary with the math fluency with coach and then also the uh the September 12th looking at the data and and having them come out and actually present uh for our staff and how to analyze that data moving forward. >> So why wasn't that a part of the original bill? Like shouldn't that been a part of their package or what they're selling to us? So, um we because we used grant funding, we tried to kind of like offer kind of like the best price at that time and then um when we were looking because
247we also were spending that that grant funds on other things and then um it actually worked out because I was able to uh work with them to get that uh PD on our first day kind of free with that. So, it kind of like worked out. But, uh that's just kind of like how it it laid out. We wanted to make sure that we still had fund grant funds and other avenues for renewals for our teachers and stuff like that for software and stuff like that. >> So, how many of these are we going to see then throughout the years? >> There there should be definitely one more for the February one which was also not included in the original. >> So, is this being paid with grant money? >> Yes. >> So, we didn't
248see this coming. Well, it we had an opportunity to get uh really in-depth support for something that we're doing new. Uh I mean certainly we could >> forego the bill and and you know >> it's not to forgo just >> to be prepared for it. Yeah. >> It's it's just like it's like okay again this well >> it should have been one package deal like after >> right you bring up a good point. I think you know so take for example when we're doing our science curriculum this year I think what we'll then incorporate because that's good feedback is to say okay so here's what the bill is here's what we anticipate if we were to do some embedded you know PD from them this is how much it could cost as an add-on but
249I think exactly to your point so it doesn't feel like it's just add ad here's what the whole package is focusing on part A right here but know that you know we may have to cross the bridge where part B is going to cost 10,000 and 10,000 or whatever. >> We should negotiate that up front to get that into our our >> as an overall package. >> Yeah. Not this, you know, when you go to the car dealer. >> Sure. >> Sit down the finance person and they >> No, you want the outdoor price of what it's going to cost to >> to fund our district for these new programs. I think that's what we need. >> We have to grant money. What the heck are we doing to the >> right like if you
250did as a bigger package, you potentially get a >> better deal. Yeah. >> Right. Peace millions like this. But we said, "Hey, we're going to we're going to commit to doing all these things, >> right?" >> So, because of that, >> I mean, I know it's grand money, but still be >> conscientious. And just like from a perception perspective, >> it seems like we didn't know >> that we needed this when we could have just said this is the plan. >> Yeah. >> Right. Like, I'm gonna I would like this money here and then we're going to need more money in this month and more money >> in approximately this time. So that at least >> we're aware that we considered that as part of the >> it it again talk about growth, good feedback
251and and definitely something that we'll talk about you know as we're doing some of those future plans knowing that like there may be um either additional costs, reoccurring costs um startup cost if you will. So this to me is is kind of a startup cost. And again, I don't foresee us, you know, doing this year over year over year. But at the same time, I I think you're right, like in terms of a bigger bundle, you know, with maybe a bigger percentage of savings, we can say, hey, this is what we're asking you for approval, but know that in a few months we might need to come back for that 10 to 12. That that totally is reasonable. You bring up a really good point. So we'll work on that as a team. Definitely. Yeah,
252that's that's a good thing. That's the right thing to do. >> Are we okay for it to go on the agenda? think you're successful. You kind of have to. >> Okay. Very good. Okay. Now you can sneak out. >> All right. Technology. >> Uh, good evening board. I appreciate I have three presentations for you. >> Are they all pages? >> I told Jason you can't do presentations. >> I'm sorry. I had >> I had to take the opportunity to wake everyone up. >> There was a lot to unpack under Ed. So, thanks. We appreciate it. The comic relief. >> Uh actually underneath a we had e-haul pass. Just a really quick update on this. I actually believe it was um you know Mr. G who mentioned earlier about e-haul passing usage of last year. Uh
253so to touch upon this uh technology department the police department security as well as building principles working very diligently this summer to make sure that this roll out is actually uh much more widely implemented this coming upcoming year. uh middle school and high school. The principles are both actively working with uh their own administrative team to ensure that this is going to be a priority. Uh and that we are indeed moving to this electronic format. Uh we're actually repurposing um quite a hefty amount of iPads that we have. So it's not costing the taxpayers anything. These are resources the district already owns. We are going to be repurposing them and actually giving them to the security officers to use for this program and this purpose so they can actually have an easier way of actually
254uh checking students in the hallway and such as well as using those iPads for other possible uses as well. And uh we're also looking at repurposing again some already owned iPads um to set up kiosks and key positions in the school to actually better track the students as well. So again really trying to make sure we're integrating security technology and also the schools with this. Uh any questions about Paul pass? So, is this going to be up and running when school starts? >> The vast majority of it will be up and running when school starts. Yes, there may be a couple >> majority mean one school, both schools. >> Both schools, middle school and high school. This is a priority priority for day one. >> What's going to be missing in most of it is
255>> there may be a couple locations where iPad kiosks aren't set up yet due to electrical, especially in the high school with the construction project. There's going to be some areas where the grand vision of these locations having these devices, it may not come to fruition. The classrooms are still going to be utilizing e-all pass. It just may have to come from their own device instead of like a kiosk. >> Yeah, that's that's the only >> there will be spot checking on that. I just want you to be aware of that. >> That's absolutely fine. I appreciate >> on whether or not kids are carrying around pieces of like 2x4 in the hallway. >> I I'm checking myself actually. I'm gonna say I plan on being in the high school quite frequently. So I will
256trust me ceiling tiles. Uh does anyone have any questions about eh? >> Okay, >> awesome. Uh second item I have is a boardroom audio and video update. This one's very short. Uh Dr. Conrad mentioned it actually during the last meeting. Uh really we are on pace. Last I checked with the company. The products are coming in uh and we are waiting to install them at a convenient time midepptember to hopefully not disrupt any kind of board meetings but hopefully get that hardware installed uh so we can increase our streaming audio and visual. >> Any questions about the boardroom audio visual? >> No. >> Excellent. Thank you. And the last one I have it's not on the agenda sorry uh is to just briefly touch upon master library. Um, so again, technology department, maintenance department, and
257athletic department in this case have been working to get the master library software up and running. This is replacing school dude. Uh, I'm happy to announce that for our public, the link for them to uh reserve facilities is now live. Uh, it's in the same exact location that it was in previous uh previously. All we did was remove the school due link and we connected the master library link. So, they're able to actually go through and start implementing these requests. uh they will have to set up an account the first time. Um I tested myself earlier. It worked fine. I set up an account and immediately um actually um someone approved it and said, "Yep, you are who you said you are and now I can start making requests." So that should be open and
258available to our public community. So is there any questions about that or the rest of technology? >> Public technology question. Okay. Can I just note too that uh it will pick up schedule star. So if I make a change on a game because it's canled for the weather uh it reads it I believe it was hourly it would read it would draw that data from schedule star and update the system. Uh the only thing I have to do because it was just today correct that they uh schedule star and master library made their connection. So I need to individually go in over the next couple days and mirror what schedule star and what it reflects in our system uh for the facility. Uh so we'll get that done and and we should start to see
259that schedule star being pulled over from our athletic side. The only piece that's missing right now is making sure that we can say uh schedule star football field is equal to football field in master library and then it'll make that connection. But unfortunately, we have to do it for every single area in the district. So that's going to take a little bit of time. >> Head start start up and all. So we're going to try and fit it in at least hit the fall scores now. So it brings it over. >> So wonderful policy. Nothing. >> No. >> Uh superintendent report. >> I don't think there was anything. Yeah. >> Oh, yeah. It was just the uh Yes. Revised. >> Yep. So, we talked about this uh for the past few board meetings. Uh what
260you'll see um attached is just the dates. Uh we we talked about moving to a uh a working session, a true working session starting in September. So, the September goodness, what is it? September 11th board meeting would be just a voting meeting. Those I'm sorry, a working late night. I know uh would just be working sessions. They start at six o'clock uh with no executive session before that. And then um the voting meeting would be the second meeting. It would just be for strictly um you know voting on those agenda items. Um and that would start at 7 o'clock with an executive session prior to that. Um and again look forward to you know having a new opportunity, new forum to uh have some really good discussions. I apologize. I know tonight was a really
261long discussion, a lot of educational focus, but we really want to make sure that the board was informed and the community was informed of some of these great things that we're implementing this year. I can promise you in future meetings, we're not going to have as many presentations and things listed, but we just wanted to kick it off and make you just aware of this information. Uh but I think that'll be really helpful to streamline discussions and topics and you know should are we do we have the the will of the board to put things on the agenda and then voting on the agenda which I think will help um the length of our meetings as well and the efficiency. So any questions about any of that. >> Okay. >> Cool. >> Any questions from
262the public on that? >> Okay. Security. Anything Mr. Bronson for security? Okay, >> Jim, I promise next next time you go first. >> Here's the next one. >> I heard >> Well, I'm at the next working session. >> I'll let you go first, both of you. >> Um, so, um, we pushed out last week, uh, to all grades 6 through 12 the all season pass. Um, one, it gives us an opportunity to track, um, you know, what students are coming to our ticketed games and all. And two, uh, it gives us a safety feature. Uh, something happens in, we know who's coming in the gates now for those grade 6 to 12. And, you know, we'd hope to to take it further because, um, they were just showing IDs before. and you know, you look
263at the ID, but you have no tracking of who was entering that stadium when when you just show the ID. So, that went out. We had a couple people that did have some issues, like didn't understand it. They reached out to our office. Uh we printed them out. We had some homeschoolers reach out to us. Um and you know, they had some issues and we pushed the pass out to them as well. Uh it was very successful. Uh I know some people have already uh put it on their devices and all too and we have hard copy. So, uh, I'm excited to try this this year. Uh, I'm I plan to put out a connect dead next this upcoming week coming up. Still bring your ID. You know, we got to give some flexibility here
264till everyone gets it. Uh, still bring your ID and all. And, you know, bring your pass. If you, uh, you know, don't have your pass, bring your ID. But, you know, we it's a teachable moment for us. And, and I think we'll get some good data to see, you know, what kids are coming to our game from home. So, uh, and there was no charge from hometown. Uh, I just sent them, uh, the email how I wanted it. They sent the directions how to get it, and it shipped it right out to all the students. >> Any questions? Okay, all that. >> Um, so, uh, just to give you a heads up, um, a lot of districts are looking at upping their ticket rates. our league uh EPC uh for championship games and all have
265raised this year uh ticket prices by a dollar. Um, so we're seeing the impact the cost and uh, you know, official rates are going up. Uh, those costs are going up yearly and I I've been here three years now and we still haven't raised the ticket price, but every year that official fee goes up so many dollars a year. uh for next year we ought to think about possibly raising in a dollar or you know whatever is feasible um to uh kind of meet the needs of what we're paying our officials and I think most of that ticket fee goes to those official fees if I'm correct u the the ticket fees help pay for the officials am I correct with that yeah >> when was the last time we bumped it does anybody know
266>> it was before I'm here six years and it hasn't >> okay 4 million. >> So, I just wanted to bring that uh bring that up this evening to think about it since we did it at the league this week at our league uh league meeting with our principal. So, just something to think about as we move forward. >> What about um bonuses if people buy? >> I do give a discount like if they buy four pack lot there's a season pass, >> right? Uh so for football if uh you buy a season pass which is five games home that' be $25 currently they only pay 20. So we do give them a discount uh when they buy multiple uh games. Uh same with the year like a whole like year pass or just a
267basketball pass. There are added discounts in there to encourage them to buy the pass instead of the individual price. Now, do you send this out like this on your birthday? Something you send out say, "Hey, >> it's on our best way to usually uh last year I did it right before the first football game." Uh I send something out earlier in the year that we have our tickets up. So, I do promote it. Yes. >> Well, I was just saying like so you said before your first football game. Well, somebody might have to save up to be ready to buy a season one if they want to do a season. Maybe if your kid plays in three sports or two sports or something like that and you let them know earlier in in August, they
268can say, "Okay, well, save up now. Here I can buy this. It's going to save me over period of time." >> I did push something out beginning August when I had the the store set up. I have to input all the dates for the tickets and all that, right? >> Uh and and one of the things what's hold me up this year was the wrestling. >> Um the league put it out a home and away. I have to fix that because we don't have a girls wrestling coach coaching staff. We have to do ours together. So, I'm working still working on that, but fixing all those dates and all. Wrestling's not done, but everything else is and up and on there. So, again, it is um we did push it out on our uh social
269media uh with Instagram when we uh launched it as well too. So, we are trying to get it out there. Um, >> but the ticket raise is going to have to when? >> Uh, I'm asking and you It would be for next year. I already I already put the the current prices down. This will be for next year. This will be for next year. >> Anyone else? Anything else, Jim? >> Uh, yeah, just the last thing. U some numbers from uh for this year. We had 421 signups this year. We're down uh from last year at about 485. So, it's about 60 less people. Uh some of the the crucial areas uh girls tennis um you know we're down about 10 girls there uh for girls tennis. Uh our biggest one was uh cross country
270uh we had 28 uh last year this year uh we're about half that right now about 14. Um, but I give it the first week of school. Sometimes we do get for those sports or cuts just happened uh yesterday. Uh, they'll reach out and maybe move to another sport. Exactly. >> Or bring a friend. Uh, our biggest concern, and that's not even in our disc here, it's the league is girls field hockey. >> Our numbers are dwindling. Uh, it's a struggling sport. I just received an email today that Freedom High School won't have a JV field hockey team this year. Uh so it is a big struggle and at our last meeting you know there was uh even one of our sister schools up here in the Monroe County may not have a varsity team
271so uh it it's it's a struggling sport. Um so that's something that I need to work with with PBYA. I know they had a good turnout last year with their youth program but we won't see that yet for another few years. So, uh, we still need to keep developing, uh, reaching out. Uh, at the middle school, we usually, you know, don't give up until at least that first week of school to once the kids are in school. I know Miss McKver, uh, she stands out front next week during the, uh, new student orientation with the sticks and all, uh, just to get the girls interested, get them to sign up. So, >> so numbers, >> I'm sorry. >> What numbers do they have for this? >> They're only about six right now. That's high school,
272middle school, middle school. Okay. >> Middle school. >> High school. They >> uh high school is at 17 currently right now. >> We probably won't feel >> theaters. Everyone goes down too. >> Yep. So, what do you do with that coach then? What's going to happen with that? Because I noticed you hired all those. >> We did. Um in the past, we use them to help work with with those students who can't, you know, um make the varsity field. they still work with them. That's what we've done in the past. I mean, we still have to develop our players. Um, you know, varsity working with varsity. We do keep people on. I mean, that role of 17, some of those are JV players. You know, they're going to get varsity time because of the numbers,
273but if we don't develop them, what are we going to do with them? I mean, they're not going to get that time like they would. Um it's something that yes happened before and um we did keep them on I know prior to us prior to me coming on uh I know you uh the board previously uh had gotten rid of some coaches and all with with JV programs and it kind of hurts the program because those JV players don't get the attention that the varsity players would be getting. It's a it's a lose-lose situation is what it is. >> Um I I don't know how else to explain it. It's a lose-lose. I mean, >> um, yes, there's not enough JB players to warrant a JB team, but what do you do with those players
274now that they don't you say that we don't have enough team? Do we have that coach there? If we get rid of them, then what happens to those five or six players that um, >> yeah, >> we have. So, it is a little >> understand it, but it's like I mean, you also have to look at the fiscal responsibility. It's like we're going to spend $3,000 for somebody to watch after three, four kids. That's $1,000 a kid. >> Well, I think we have to wait and see once school gets started. See what the numbers are next time. >> So hopefully they'll go up. Maybe they can get some more. >> And Jim, you've typically seen that, right? So when school starts, you know, we get a little bit more >> couple more kids. Okay. >>
275They they do try and recruit. I will say yes. >> Like I said, volleyball did their cuts yesterday. So those those students are >> Yeah. I was wondering then too then from a communication from a communication standpoint like you know will the or is there a possibility that the coach for cross country can get a list of those kids that were trying out for volleyball that didn't make it >> out when the girls are told right that you know they need a little more improvement they're handed a flyer to for field hockey >> okay for other that's good that's a really good thing yes just to give another opportunity >> try to push >> yeah no that's good I'm glad that we're doing that That's cool. Nice. >> Anything on athletics? >> I actually have
276a question for you real quick. Um, >> how are you having any issues right now with facility usage with the season around the corner with people requesting access to do training, not just with athletics, but with clubs? I'm hearing some stuff from the community that they're not getting answers on like the space that they need to start prepping for the year and stuff. Are you having any issues with that at all? Uh the only thing I got copied on this summer was some grass cutting for fields. Um but I got nothing. >> Okay. So all like sports and clubs have somewhere to to practice to get ready for the season. >> Yeah. I mean this this field was packed here tonight. Uh PB. >> Okay. >> And all um our biggest concern probably will be
277once winter comes. You know, we're down in the gym. >> Correct. Which is why >> which is why we recommended that we start having these monthly meetings at some point. >> Yeah, and I talk. You're probably gonna have one in October. >> How frequently do you want? >> I'm sorry. Trying to give myself more work. My wife will come and I had talked actually two days ago about that. Um, now that the system, you know, we we had made the deal and all that, we looked at maybe October at some point, you know, get the school year in, get get all of our field going and all and having that community meeting again like we did last time. >> Okay. Thanks. >> All right, last call for anything. >> No, but we are going to
278get this side hung up in here. So, >> on the bear deck, I mean, right on every bear that we have. purpose. >> What's that? >> Did you skip that on purpose? >> Did I skip what? No, I >> No, we did that. We did this one. >> We just talk about the the >> dates. Yeah, the dates. >> Okay. I was I was in the restaurant. >> Okay. I missed it. No, you did. >> We're good. >> Thank you all. >> Start people start at 7. >> My goodness gracious. >> Yeah. Oh, yeah. Yeah. Yeah. So, yeah. [Music] color. >> Put some color out. >> Yeah. >> He likes green. >> Yeah. >> Oh, is that your