001the fine place for us to pick up because I do want to just talk about our what's before the board tonight, which is this reorganization plan to consider the types of changes that we can make in order to bring forward a budget that will correspond to the resolution that the board took in the uh back in December. our financial stability into the future uh by making adjustments now. And so I just want to reiterate some of what I went over at the uh finance committee meeting just last week. Um I will do this briefly because if you want to see that my whole longer presentation certainly go back and feel free to review the presentation from last week. I really just want to make sure that we're just all starting from the that refreshed place
002of reminding ourselves of really what's sort of in question tonight for the board to consider. So, um, just want to begin by saying that any changes like this are challenging. Uh, this is a hard consideration for us to undertake together. Um, and I just really want to make sure that I express my deep appreciation for all of our staff. Staff are working very hard here in service of our students. And that this is really about a change in positions, not people. But that's really what the core of this is how can we make adjustments to the responsibilities that different that different that are associated with different positions that can allow us again to have that financial sustainability into the future. Um and really just want to make sure that we are uh clear about having
003this opportunity for the public to be aware transparently of the changes that we're making and to support our staff along the way. So a lot of what we're doing uh again is very forward thinking. This is not about solving a problem that we have with this year's budget. This is saying that in future years, we want to make sure that we can continue to offer the amazing educational services that we have for our students at this time. Today, I had a chance to walk through the middle school with Dr. Mana, our our monthly uh classroom visits. And every classroom that I went to, I thought to myself, despite what we're doing to change the overall organization, we are maintaining what is happening in the classrooms. um what we currently have in our classrooms, we will
004continue to have in the future. Um the amazing learning opportunities we offer for our students. Uh we will continue to have and we can um shift some responsibilities. Uh a long time ago, I was a special education teacher and I realized that um sort of early in my career, a mantra that I came up with was what's good for students is sometimes hard for adults. And so yes, there will be some changes for in responsibilities, different ways that we all will have to step up in a different way into the future, but we can do that for our kids. We can do that to offer our students the quality education that they deserve uh by making sure that we continue to shoulder the the the the the important work that needs to be done uh
005to advance this district forward. So again, you see shifts to senior administrators in the reorganization plan that the board will consider tonight. I already mentioned uh you know we're changing positions but not priorities. So everything and I think it's why it's important that we have laid out specifically that though we are reducing some positions though we are suggesting to add to positions we are in no way turning our away from our priorities our priorities of communication our priorities of safety our priorities of equity our priorities of academic excellence really remain at the forefront and it's why I felt like it was so important that we detail every aspect of the changes that we're making in the reorganization plan. So it can be very clear. You can track to see if those responsibilities were associated with
006that position in the past, who will cover them now, how will you cover them, how will you not just cover them, but how will you expand them? Um, that's really what's before us at this time. So, and I'll say a little bit more about how we continue to advance our priorities and our core projects at the end of my presentation. So, um, really that's what the reorganization plan is about. It has four tiers. Again, I'll move quickly here because I already explained this just recently. And so, uh, I just want to make sure things are very clear about the positions that we are suggesting would be changed. And first of all, uh, I'm suggesting the discontinuation of five positions, not people, but positions that are related to administration. They are listed here. I am suggesting
007in tier two the way in which we can redistribute responsibilities among senior leaders in order to maintain our priorities and our core objectives for our students. These are just some of the examples of where those redistributed responsibilities will go and again very much more detailed in the uh re reorganization plan uh that we have made public. Um we are suggesting to create two administrative positions an elementary curriculum supervisor and a secondary curriculum supervisor. We are you know this is an opportunity for us to look at where are we you know where where can we make some changes and some reductions and frankly where do we not have enough of what we need and particularly in the area of curriculum. We know that we want to make sure we can offer high-quality professional development for our
008teachers, have high quality instructional materials in front of our students, those rich learning activities, those rich learning experiences that we want our students to have. And that actually does take some more support than what we have right now, the way that uh we're exactly structured. So, um that's why we're suggesting the um addition of two administrative positions. We also have discontinued non-administrative positions. Uh they are listed here uh from uh you know uh really just starting with the uh a supplemental position supplemental um uh duties that we have assignments that we have for some of our teachers right now to uh several additional positions that are listed here. We've underlined everywhere where there's no incumbent affected meaning that there isn't somebody in that role right now who would then uh be with without a position
009as a result of this reorganization plan. And you can see how frequently that comes up here. So in summary, we are recommending 19 positions to be reduced. Um that would result in two administrative separations as well as one to two separations as a result of bumping. So three to four total uh separations um as a result of the uh as a result of this plan. That doesn't mean that that's, you know, I don't say that light-heartedly. Um, I know that, you know, that that is a way that we can, you know, grow our talent in the district. It's have some people start as long-term substitutes. Um, and this is a time though that we have to sort of ask these questions though about how will we proceed? where are those changes that we can make
010uh in order to maintain that financial stability into the future and like I mentioned before this includes two additional uh proposed positions. So what is the fiscal impact of these changes? Uh you can see that uh what I'm listing as pre-net savings is just over $2 million. I would say this factors out to nearly $2 million. Here's why. Here's why I'm calling this pre-net savings. And that's because the bumping in transfers that I mentioned before would result in less the the what is what everything washes out. There might be some staff who are moving into a position where they are more experienced than someone who is leaving and therefore might you know just have a higher salary. So I just want to be very transparent about that that uh this is nearly $2 million in
011savings. Um and then also the reorganization plan lists outsourcing uh communication work. And so we are proposing that it would be approximately $40,000. Actually anticipate it will be less than that uh for us to have some some communication work outsourced again while several of us take on um different responsibilities that are listed in that plan to make sure that we can maintain communications um and everything else that's uh that is sort of redistributed as a result of this reorganization plan. We since we have uh posted the reorganization plan, we have had some questions about particularly the reductions that are being proposed for instructional assistance and the unfilled special education teaching position. So, I just want to just break that down a little bit more, share some more information, and certainly answer any questions when we
012get to this agenda item that board members might have. Uh but, you know, as you can see in the plan, there are three currently unfilled special education positions. Two have been unfilled. uh I'm sorry, instructional support positions. Two have been unfilled for this entire year and one is uh newly vacated. And uh what I just want to point out is that you know over the past five years in the overall category of support personnel in the district, we've increased by 15.6 personnel in terms of just overall support staff. Instructional assistants are some of them. Um but in terms of the supports that we have in our schools because I've been asked about you know what will this mean if we have less support we've actually increased the support quite a bit in the past five
013years again by 15.6 six FTEES full-time equivalencies and we've also brought in as we know um you know really direct supports for our students particularly in the way of uh PC uh PCAs in our schools uh which is unaccounted for here but has definitely grown um over the past five to 10 years and so there isn't an overall you know overall when if you look sort of historically over the past five years you see that we've greatly increased our supports and now we would be reducing it a little bit, you know, by three FTEEs, but not dramatic. And in fact, in two of the cases, two of the instances, we've been able to see that we are able to support our schools and our students well even without those two positions. And the additional one
014uh that is now vacated uh is also just factored in in terms of, you know, knowing that we'd be able to continue to uh support our students in our classrooms well even without that position as part of our calculus. And in particular, it's that last bullet that really matters, which is that uh we have the ability to sort of redistribute those FTEEs, you know, the the personnel that we have in instructional assistant roles as necessary. So, I know that there's a strong commitment from myself and the principles to just monitor where are we where are the needs and if we do need to shift from within the system because I know that this is, you know, these are positions that are listed at the middle school and the high school and so certainly the question
015is, well, will those two schools be okay? We look at this from across the whole district and say if we do need to make some adjustments, if we need to, you know, have an instructional assistant move from the middle from an elementary school to the middle school or any other adjustments, we can do that. Um, and we can make sure that we still adequately support our students even with these changes. >> Um, and then I just want to mention the special education teacher position. So, this is a position that was proposed new for this year. And I've certainly had questions about, wait, if that was a new position that was proposed, why are you now suggesting that we wouldn't continue it into the future? And a couple of factors play into that. First of all,
016that position was not needed in order to remain compliant with special education requirements, uh, such as meeting students IEP needs. Um, and you know, the the minutes that are described, the services that are described in students IEPs, we are able to and were able to even before this position um, at the high school make sure that we can meet our students IEP needs. Um, it was really about building the capacity of the team and that's a good thing to do. Uh but it's a sort of this is a point at a you know for us as a district where we have to ask what can we continue to afford into the future and uh this is a position where we said you know this is something that we could wait on right now. We are
017waiting on it as it is because we haven't been able to fill that position. We did very purposely try to fill the position. This wasn't something where we said you know let's not try to fill it. We actually have really tried to fill it. Uh but we came to a point this year where we said, you know, after all of our efforts to recruit for this position and we're not finding quality candidates, this is a time for us to you sort of shift gears in terms of how we're um you know, just redistributing responsibilities from within the high school, from within the special education uh department there and able to uh you know, meet our students needs. Again, we'll continue to monitor this. This is not sort of a you know, one and done type
018of conversation. This is where we are right now and always needs to be reconsidered about how are we you know meeting particularly in an area that is you know um really important that there there are safeguards for students with disabilities and we will maintain that level of not only just compliance but the substantive uh supports that we need to be able to provide for our students as well. We will continue to monitor into the future. I do have for you here the um the case load range that is uh required by the state really just as a place of of comparison not again because we know that we are able to maintain u compliance of students IEP rights. Um this is really just a question of then how do we compare to the what the
019state requirements are around case load. So a case load is the total number of students with IEPs assigned to one teacher and uh that ranges a bit because there might be a student there might be for example a teacher who is in a self-contained classroom for children with autism. The maximum case load that teacher can have is eight students. There could be a teacher who provides more learning center support. um a teacher who might push into a general education classroom and maybe see students for a period of the day that goes up to 50 students which I know actually as a former special education teacher kind of makes me gasp like we're not ever going to be at 50 students on a individual teachers case load but where are we now right so in if
020you take all of our special education teachers both those self-contained classroom teachers as well as the learning support teachers overall we're at 47% for the district 42% for the middle school and 55% for the high school. I did put an asterisk though there with the high school to really point out that with a block schedule, we don't have the ability to break those case loads down in the same way that we do at the middle school. So, while the number is higher than the middle school, it's certainly much below, you know, 55% of the maximum case load. Uh we know that those are case loads that are not even nearly approaching. We're far from the max. Very, very far. And we know that uh these are case loads that our teachers are able to provide
021the services that our students need. And just because where you only have four periods during the day, one teacher uh if you have one learning center class for 80 minutes, uh that's the one place where students are able to get that support for a longer period of time uh than a 45 minute uh period class. So there's a balancing there and it is something that is just uh important to watch. I also put that same bullet here about we do have an opportunity to redistribute FTEEs, you know, where our special education teachers are located in a district based on need as well. And so this is always an opportunity for us to say we feel like we have an adequate number of special education teachers. And if we ever needed to think about moving teachers
022between buildings, we could uh because we can just see where we stand as a district overall relative to um you know the the allowable range of um of uh for a special education teachers case load. The final thing that I just wanted to point out is that this isn't all just about numbers in terms of you know how many teachers is a stu how many students is a teacher supporting. It's really about what type of opportunities are we providing for our students. So, I just wanted to throw in this last uh piece of information just to be instructive to kind of where are we right now as a district relative to special education. And that is that um the state tracks what percentage of students from the district attend special education in other settings not
023their home school. So students who aren't able to attend Strathan High School, Strath Haven Middle School, any of the neighborhood schools, and need to go to another location to receive special education services outside of their again their home school. And you know, I want to state very clearly, we believe in the full containment of special education services. Some students do need to have placements in other settings. Um, and really importantly, not but, and we know that students have the greatest outcomes when they're educated in an inclusive environment. Uh, more students graduate from high school when they're included uh, in general education classrooms. So, we really want to give as many students that opportunity as possible because we know that changes life outcomes. And so, when you look at where we are as a district with
0242.3% of our students in other settings compared to 4.4 for for the state. We can look at the special ed services that we're providing right now and then kind of add, you know, the the different types of instructional support that augment that, right? Um, and say that we are providing supports that are really helping to keep our students in district. I would be concerned if I was bringing a recommendation before you tonight and we weren't looking at keeping our students adequately in district as best as we possibly can. And so I just thought that additional piece of data would be important for decision-making and for public information. And you know, we're certainly open to feedback. We're open to continuing to reconsider and work on this into the future. But I hope that these are the
025the steps that we can take now again to support our students and to maintain strong fiscal sustainability into the future. So with that, uh I just want to mention that we do have another budget community discussion coming up uh just this Thursday. looking forward to it both at 9:00 am and at 6 pm in BT26. So, if you'd like to continue to keep this dialogue going about our budget for next fiscal year, please come. Uh, Miss Mosley and I will be there. Dr. Baddock will be there. I'm really happy just, you know, keep this conversation going. And then I'm also very much looking forward to the high school renovation project uh community discussion on the 5th at 6:30 in the library. We are starting based on some great input that we had at our last
026meeting with a tour of the current high school uh at 5:45. So come to the library at 5:45 if you want to look around and see what does the building look like right now. What are they talking about when they make these suggestions for changes? Join us at 5:45. We'll leave at 5:50. Uh Mr. Benzing has lined up a couple of students to help guide the tour. I'm really excited about that. And with that, um I'm actually now pleased to turn it to our architects. And I just want to say one other quick thing about special education. When you're looking at the plans that my Kelly, Stacy, Thomas, Ryan, or will share with you tonight, I'm really excited to show you some of the very initial thoughts about the life skills classroom that we are
027looking to build at the high school to even better support our students with disabilities into the future. So with that, Mike, glad to turn it to you. Come on down. I've got the podium all ready for you. Thank you, Dr. Johnson. Uh, thank you everybody um for having us here tonight. We're excited to give you a little bit of an update on some of our findings and some of the process uh to date. Um, it's been really exciting. It's been an honor for us to uh to kind of join your school family. We've met with teachers and students and faculty and a lot of community members as uh Mr. Dr. Johnson had mentioned. Um, so we really are um engaged in in quite a collaborative effort um with your uh with your community as we
028look at ways to improve the educational environment of the high schools. Um I'll dive into just some uh initial ideas and and concepts with us tonight. Um Henry Guerelio, I always butcher your name. um as well as uh Ryan or and Stacy Thomas from our op from our offices between KCBA architects and CHA solutions. Um we're looking at this um from a variety of levels from the educational side to the practical side of safe, warm, and dry uh conditions of the high school. Looking at the roofs and windows and um coming back to you with a kind of an all-inclusive uh package of ideas for not only the building but for um educational advancement as well. Um, as I said, we've really led uh what we feel has been a very successful community initiative uh
029to date to set priorities. What's the most important thing uh for your students and for your community? Um, obviously, we want to make sure that we're optimizing the project budget. There's a lot of good components to the existing school. Um, there's just maybe some ways that we could better utilize some of those existing spaces. So, you know, we're not throwing everything away and starting over. There's a lot of good bones to that. uh building and we want to make sure that we're um utilizing that the best way we can and like I mentioned you know again one of the most the highest priority being you know making sure that we're elevating um the learning environments where our students are um so I mentioned the term about safe warm and dry a lot of uh what
030we're looking at first and foremost is making sure that we have an environment uh within the existing building um that's keeping our students safe warm and dry those are just kind of your your three basics and there's some work to do there uh to make sure that we're maintaining that for the next 2530 years uh in that existing building. Um we want to make sure that we find an alternative to the modular classrooms. Um you know, everybody kind of laughs when you talk about the temporary modular uh classrooms that have been at the school for 20, 30 years. You're not the only ones. Um so that is something that certainly we're looking to um move away from so that those structures can be can be taken away. Um, and then as I mentioned, there's some
031really nice spaces in the existing building. We feel like if we just pull back a wall or open up a space a little bit more, u, there's some really nice interior renovations that can, uh, really benefit, uh, education in the high school. So, a lot of our conversations and we kind of focus our community meeting this way as well as focusing on four categories. Academics, performing arts, athletics, and then these kind of common spaces, um, as well as the the cafeteria. Um, so if we start very briefly with academics, we talked about the modular trailers. Um, they're still there, they're fine, but they're beyond on their last legs. Um, and certainly something for a variety of reasons that, uh, the district should be moving away from. Um, a number of spaces that we kind of
032analyzed, but one that we wanted to call out were the science labs. Um, one of the nice things you have in that fourstory edition of classrooms is there's a lot of things that are repetitive. um a lot of spaces in there that we can um modify one space and it happens 50 times. Um the challenge with that becomes rooms like science labs. When one of them's undersized and there's 12 of them and they're all undersized and it's hard to renovate a space like a science lab that's really long and skinny. um to be able to have an area for kind of a a classroom setting as well as an experiment setting and making sure that you have space for teenagers to be doing experiments without bumping into each other. Um those rooms are just undized.
033Um and that's hard to renovate. We can put a new coat of paint in there. We can change a few things, but it's always going to be long and skinny and a little too small. The storage needs in there are too small. So some of those things we start to identify as you know what this may be a space that maybe needs to relocate or be someplace else in the building because that room would be a phenomenal any other type of room other than a science lab. >> Performing arts you have some again some beautiful spaces. The auditorium is is beautiful. There's some dated things when it comes to sound and lighting and um you know just kind of some of the performing parts of the stage. U but the space is very nice. So
034we looked at um we have a theatrical consultant that was looking at those spaces to provide some ideas for um again lighting and sound and some of the things that really uh create some dramatic um performances. The music spaces you have a phenomenal um music program. I mean, back when we were uh still interviewing, I was at the Eagles game when the when the band marks on the field, I was like, "Hey, I know that band that's that's responding." >> Um, and it's just a phenomenal program and all of their spaces are just a little too small. So, are there areas where things can expand? A lot of times we see things like storage needs um where a room could maybe not be so small if just half the stuff that's being stored in there
035can go someplace else. So, we're targeting those areas as well to see, you know, if there's some better use of spaces. Um, within athletics, we know the the nuditorium is is a tremendous attribute to have a pool in the high school space. Um, the space is fine. It's all the pool stuff like the water, the filtration, um, cleaning. Um, when you walk in the high school, sometimes you can kind of smell the chlorine. Um, those are just dated systems. And so, we have a lot of experience. We have a pool consultant as well that's that's analyzing the the um the cleaning parts of the pool um to make sure that that is again a healthy environment um for our students and community. That was one of the things there was a lot of community comments
036about uh the pool um saying hey if that if that was renovated maybe there would be more birthday parties more community activities uh and things like that uh in that space. Um, and then the athletic space. You have a nice gym, you have one nice gym. Um, and with the athletics and things like that that are going on for indoor spaces and and as well as physical education, there needs to be additional spaces. You've kind of renovated old storage rooms and locker rooms into weight rooms and wrestling rooms. And so those are a little small as well. Um, so again, that was another area that we saw that just needs a little bit more elbow room. Programs are great, but they're they're limited. you look at a room like the the weight room on the
037right hand side um just by their size and lastly the common spaces when we uh you saw that the photos that Dr. Johnson had shared with um you know students in the hallways students out in in several spaces um those are kind of the heart and soul of the school and and when we've got smaller areas we love ideas where science can kind of come out into the corridors well they're again a little small and if there were other areas where they could break out we've heard a lot from um Mr. Benzing about um trying to reduce the number of lunches uh that are in the school and and with three lunches right now you have areas like this in the cafeteria where kids are on top of one another. So if there's a little
038bit more space in the cafeteria or maybe some alternative places throughout the school that would be appropriate to move some of those students to uh maybe uh lunches could reduce from three to two. Uh maybe there's some more academic time. there's some more time for uh students and teachers to be able to collaborate um versus waiting in long lines for for our our food. Um so what we heard um academics is certainly a focus on flexibility and and modernizing uh technology. Um how can the building adapt to um more of the changing things that we see? Again, we're a quarter of the way already through the 21st century. So um the the the impacts and things that you have now as well as planning for the future um shared learning labs right side right sizing
039the science labs reimagining the media center the library space that you have there is huge and there's not a lot of people that are in it very often. So how do we get people in there? How can we um maximize some of those spaces to better utilize um the areas in in the school? More natural light into some of the areas of the building especially in the middle of parts of the building. Uh and then just again more collaborative spaces there. So this is a a photo there. Um Mr. Benzing and Dr. Johnson did a great job mcing that night at the community meeting uh in the library space. It was very nice, very wellreceived. Everybody was uh had some really nice comments on those four categories and we got some really good feedback. Um
040performing arts, as I mentioned, we want to upgrade the sound. where's the where's the center of the school if we're looking at those from different spaces. So now what are our next steps? So, um, our design team, uh, is meeting with with members from your school, as I said, and and, uh, public meetings, but also, um, every other week we get together and go over options. We go over ideas and and we've got some, um, pretty interesting com concepts coming and and, uh, and cooking. Um, we're going to share a few and a sneak preview a little bit tonight. Uh, as Dr. Johnson said, March 5th, we're going to have a second um, listening session with the community to kind of talk about some of those faces as well. Um, and then we're coming back
041to the board on the 17th of March. Um, hopefully there'll be a lot less snow by then. Um, and that's when we're going to come back with a a more solid report of here's all the things we're fixing in in that kind of safe, warm, and dry. Here's all the things that we think um could be improved by maybe moving a few walls internally in the building. And then here's a few things that we might think about if we have to build additions onto the building. Here's some things that um you can't really renovate in space. I can't take a math room and make a gym out of it. So, there's a few things uh that may need to be built on the exterior. And I I'll share a little sneak preview with that uh
042now. So, when we're looking at all these things, how are we evaluating everything? Well, we're looking at four categories. The educational outcome, how is that affecting students? How is that affecting the environment where teachers are teaching? And we want to make sure that the educational outcome is meeting uh your standards and your curriculum. Uh operational outcome. Um it costs a lot of money to heat and cool these buildings. So what are the best ways to make sure that we're doing that in an energyefficient way. Uh disruption during construction. There will be disruption during construction. Go talk to your friends at Inner. That's us. We're finishing that project right now. Few people live that at Downing Town. Um there our goal as well as as CHA is making sure that we are minimizing disruptions and making
043sure that students and faculty are safe at all times. Um so we have to think about that. U we're building this building for many generations to come, but there's going to be two or threeish years um where students are going to be in that building. Um, so we want to make sure that their experience when they're there is is top-notch and and not certainly not disturbed and benefit and benefiting from anything that we create. And then certainly cost um a lot of decisions are made by that. It'd be great to do a whole lot of things, but we're going to stay within um your set budget and we want to make sure that we're optimizing every dollar. So areas of focus um you know, like I said, safe, warm, and dry, the building infrastructure. So,
044we've had engineers kind of go through the building and look at the things that are are working and the things that need to be uh replaced. Uh the roof is very important and that needs to be replaced. Um there's a lot of things like existing boilers and chillers and HVAC within the classroom. A lot of the things that are heating and partially cooling um the building are at the end of their life. Uh they've been maintained very well. A lot of those units uh last about 25 years and you've been using them for close to 35 years. So, hats off to the maintenance department, but there's that are only so good and some of those things just need to be replaced. Again, not only for efficiency, uh, but just to make sure that we can
045depend on them. Um, plumbing fixtures, anything that's ADA, which is handicap accessible. Um, a lot of the building, again, when it was last renovated, the ADA wasn't around. So, there's a lot of spaces within those uh within the buildings um of things that don't meet um building codes. Uh, partially parts of the building are sprinkled, but not all of them. Um, so one of the goals is to expand that so that we have full suppression uh throughout the building. So you've got that here, those little white cap things on in the ceiling. That's a sprinkler system up in the building. So this building uh I believe has full sprinklers everywhere. The high school it's in um parts. Uh and then replacing a lot of the electrical components as well. Most of the lighting in the
046building uh is older fluorescent lighting. So, we want to again upgrade that to an LED so that um we're reducing uh the amount of lighting in a building. The biggest consumer of electricity in a building, especially a school, is lights. Um so, if we can upgrade that to something certainly more energy efficient, uh there's big savings there. So, that's kind of the meat and potatoes stuff of the building, the physical building itself. Um and then areas of focus for education again um the modulars um kind of being outside asking students not only to go outside but then going into um again spaces that weren't meant to be there for uh 20 25 years. Um the science labs, we heard collaborative spaces, STEM opportunities. Um you have a really cool STEM lab. Uh and unless you
047know where it is, good luck finding it. Um it's it's around the corner. It's kind of in the back. tremendous program. Wouldn't it be great if we brought that out to the front door? Wouldn't that be great if maybe that was part of the heart of the school? So, some of those spaces and we heard about that from a lot of different faculty as well. Science, math, a couple of people saying, "Hey, you know, if we had these like larger open spaces, I could bring this program out here. I could do this if I had the space." It's like, okay, well, you have it, but it's, you know, behind the maintenance area, behind the the music space. So maybe if that was a little bit more front and center and there was a a few
048more opportunities there, there'd be a lot more chances for um students and and teachers to to be involved in that. Um enlarged music and art spaces, again, great programs that are in kind of smaller spaces. Uh and then physical education uh spaces to to enlarge as well. So, here's your promised kind of sneak peek um of your existing campus um again architecture or computer models and and dive in and start analyzing things. So, you can kind of see on the on the bottom there is Providence, the main entrance of the school off of Providence Road, even though most of the parking is kind of in that uh lower level uh on on the first floor uh of the school. Uh we have the gym lobby to the left. Um and as you enter that lobby,
049as you know, you go right into the gym. there's no way to get to a hallway or anywhere else and everything has to go through that way and um most of the parking then is actually over here. So I'm either crossing the street or crossing a bridge and if I came on the other side then I'm coming in at the cafeteria and where's the gym at? So you know that's some things that we'd like to you know maybe find some compromises or find some fix for um and then the existing modular trailers there um on the left. So, one idea of many um is to kind of start with some of the additional parking um in the back. Take this older space that's nice and has a loop um but now I've got buses and
050cars and a lot of different things kind of looping together. So, if we create more parking, which adds additional spaces, but also adds some areas here for bus parking. So, buses would come in, circulate around all the visitor parking, still keep kids back there. Um, but you've got Chev, we call this chevron bus parking. So, when a bus pulls in, the door is actually facing the sidewalk. So, a child would come along uh a sidewalk here, step down and into the bus. They're never going behind a bus. Um, no buses are ever backing up when they're ready to go. Uh, this first bus here pulls out, the next one pulls out after that. Uh, so bus one is always in parking lot one. And if bus five shows up late, it doesn't have to be
051in the back of the line. It can actually pull into bus spot five. Everybody knows where all their buses are. They can all kind of leave together. It's a very safe way to stack all the buses for uh for pickup. Um as well as separate them then from visitors, students. Um we say you can train your bus drivers, but it's hard to train uh you know the parents and visitors that are coming to the site. So um isolate them in in this area. look at additional areas maybe as well outside of the cafeteria to expand for um some areas for them to be able to eat outside, maybe some classroom opportunities outside there. Um and then what we're looking at are possibly two additions. Uh the first in blue here as an academic edition and
052we're calling this phase one. U one because the other phase may be an an athletic edition where the modular trailers are. If we take the modular trailers away in phase one, we've got to find uh several classrooms to come back uh to keep that there. There is not any empty space in the existing building. Um so a big cost measure that we felt was a great idea was to add these academic spaces here. So let's replace the the classrooms that are here with classrooms out here before we take them down. And then phase two, we can go then and and build an addition in the back of the uh uh of the school. So if we start out here, all of our construction and everything is here. We essentially move the front door temporarily to
053this side of the school. When this phase is done, everybody picks up probably over a summer. The contractors all start going back here and build this. And then this is now reopened as again the front door of the school. That's where admin is. and we've gained um several classrooms here uh to replace the ones that we've uh moved from the modular trailer. So, we thought uh again minimizing disrupt disruptions um it's good to kind of separate those two in the phases uh and certainly saves um a lot of money in removing modular trailers only to then go and rent some new ones for a few years while we're u while we're doing some construction. Um so inside the building uh if we kind of look at this as a number of different um phases. So
054we kind of have select renovation. Select painting that's really focused on safe warm and dry. So we're not really moving a lot of walls in those areas. So even in doing nothing or in the select renovation, it's still paint, it's still flooring, it's still new uh HVAC, it's still new ceilings and lights and sprinklers everywhere. So there's a lot uh even in areas that are not where walls aren't moving around or we're reconfiguring major portions of the building. Um the red area here are areas that we are doing all of those things and knocking down some walls as well. Uh Dr. Johnson had mentioned um the stay by the microphone. Um this space here, this is actually on the third floor where you have um one of your existing uh life skills labs. Um that's
055another space that needed to expand. Well, there's a classroom right next to it, so let's take that over. Um, we're starting to count. We know that there's eight modular trailers here. Here's a classroom that we're going to kind of take over a little bit here to uh expand that space. So, if we do that now, we need nine more classrooms. And if we move science out of here, that's actually uh 10 classrooms here. Uh 10 of these 12 are are science labs. So, we're kind of making some of that back. But in order to do that, I've got to build new science labs. And that's what we're proposing to do as part of phase one, a two-story addition out here that would be all new science labs. Um, so you kind of see, we always
056think, we call them kind of a a domino effect. Um, where a really successful solution is, you know, this happens so that that can happen, then that can happen and that can happen, that if you pull one domino out, it all kind of falls apart. Um, but we know that that's a good solution because we have one group moving here, that group moves there, that group moves there, and everybody's getting something new. Everybody's oftentimes getting something uh larger. They may be in a new addition or they may be in an area that's been heavily renovated. Uh but all of those programs are now in academically uh adequate spaces with storage needs and and um certainly when it comes to things like science, we have uh the ability there to to kind of provide a bit
057more um fume hoods and and chem labs and some of the things that are a little bit more modernized than some of the spaces that you you have now. So we really like that idea of kind of being able to relocate some of those areas. Um music and art here. um music and art stays there. Um but that STEM space can move out. And now all of a sudden I've got a little bit more room for some things. We've got um art rooms in there that have you kind of go into it and there's a office in one corner and storage in another room. Well, let's take all that out, make it one large space and then just move the storage to an area where something's been abandoned and relocated. Um, so music and art
058stays there, but everything gets a little bit bigger um by kind of moving around in some spaces and taking out um some areas. We're gaining storage and we're gaining educational space in those areas as well. Um the pool and the locker room area. Again, there's a lot of uh small locker rooms on top of other locker rooms and and um uh academic spaces or or the wrestling room spaces and stuff like that that are too small. Um, so if some of that is relocated into an athletic addition, uh, that might be uh an aux gym, it might be a wrestling room, um, and certainly uh, quite possibly a new entrance uh, from the back here to come into uh, a new lobby for the gym space. Well, now all of a sudden, this is my
059athletic lobby. Here's all my new parking back here. Didn't show that on that one. Um, here's all that new parking in the back. Everybody comes to this level. You actually come up to the second floor which is where uh the gym already is. So you'd have an ox gym, a wrestling room, the main gym here now all on the same floor, all kind of accessed this way. So there's a new corridor here that becomes kind of our trophy case corridor that's going to separate all these spaces. So all of the public then is really here all coming from this direction. Um, so we felt that that was a little bit easier to understand, not only as a as a you know, as a hometown fan, but you know, for visitors as well. Um, and that
060way we've got uh we still have access to come in uh and head upstairs to the seating uh that's part of the pool when that is renovated as well. Um, so a lot of advantages in some of those things that we're kicking around. These are kind of the the diagrams of some things. We wanted to kind of share with you some areas that we have um rendered and thought of. These are those um science classrooms. And again, this happens on three floors. On the second, third, and fourth floor of this building, these kind of long, skinny areas, you get these tiny science closets. Again, science teachers have tons of stuff. Um and so those closets are a quarter of the size that they really should be. And those labs are really small. So, we thought
061again, they're phenomenal classrooms, um just maybe not for science. So, one thought was to kind of take that wall, push it in, uh, create classroom sizes. These are actually goodiz classrooms, about the size of all your other rooms. Um, but now we've got some common space out in front. We've got a couple areas where we can have what we call small group instruction spaces. Very similar like those mods over there. Um, those are always funny. We had a principal call them once um, supervised independence. So, we've got a space where kids can go and work independently, but they're teenagers, so you got to keep an eye on them. So, if they're in this little room, they're kind of working collaboratively. All this is glass, so I can see them. We can see what's going on
062there. Um, and then you've got this, you know, larger area outside of a common space, outside of classrooms. We're calling this room a an instructional planning center. So, maybe that's a classroom, maybe that's a faculty room. There's a number of different things that could be here. The nice part about this, it happens three times. So, you kind of come down this hallway. Now, this is a rendering of that hallway. These are the rooms into the science room. some existing locker rooms there. If you push that away, all we did was renovate that part of that floor, but that third, second, third, and fourth floor, all feel brand new. Now, we've got this great heart just in that wing, let alone what we're going to try to do in the heart of the school um to
063create these types of spaces. So, yeah, that classroom down at the end of the hallway, it's still there. It looks nicer. It's got new lights, better HBAC, you know, paint on the walls. Um, but it didn't change. This did. And and it just makes an incredible different feeling in that academic space. Um, going from, you know, block walls and and lockers to to something like that. So, we're going to come back with a lot more um concepts and ideas like this on the on the 17th. Um, and uh certainly we're looking forward to hearing some of the comments from uh the public uh next week uh at our listening session with them. Any questions? >> Thank you so very much. This is very exciting to see like the first taste of what could possibly be.
064Um, and I know that I I mean I'm super excited to see like a real picture, you know, instead of talking kind of in theory. Um, and I'll be curious to see what our community has to say about it as well in the in the upcoming weeks as we kind of make decisions and prioritize things. So, thank you. Um, I will go down the line and see if the board has any comments. I would, um, just say let's focus on just KCVA for now because we'll be voting on the reorg plan later in the agenda. So, if you have any comments, KCBA, I'll start left to right. Um, no, I don't just thank you. It's really exciting. Agree. >> Yeah. >> And this is Mr. Dibble. Is that Yeah. >> Yes. Hi. Uh, this is
065promoted dibble. Yes, >> I know who you are. I don't usually say that, which is why I looked at you. You said for the mic to announce. So, yes, >> I I don't have any feedback except I really appreciate the vehicle just paint a picture of exactly what we're talking about. You you said this. Um, and uh and and just really looking forward to the next round of of what's coming. >> Hi. >> Hello. >> How are you? Um, so I appreciate your creativity. I think that's the thing that u I appreciated the most as we have talked in the past. So, thank you >> and that was Mary Joe with withki Smith. Um, moving down the line. No. >> All right. Thank you so much. We look forward to seeing you again next week.
066Thank you. >> Good. Thank you guys. >> At the end if you have questions. Uh, sorry. >> We didn't have 17. >> They'll be here. Well, they'll be here March 5th, next next week for the >> Yep. And then March 17th again. So, yeah, you'll have an opportunity. >> All right. Um, now is uh audience recognition for response to items for action on the agenda. Um, this is the time on the agenda that we provide an opportunity for public comments for items that are on the agenda. We will have time later for topics not on the agenda. As a reminder, public comment is a time for district residents and taxpayers to speak to the board about an issue that's before the board or may come before the board. It's a time for us to listen
067and hear perspectives and experiences for our community. While we cannot answer questions at the meeting, there is an opportunity for followup after the meeting if there are specific questions. uh because we want to give as many people as possible a chance to speak, we will continue to follow our threeminut time limit. Um however, to help members of the public who are making a comment, we'll give you a heads up and you have one minute remaining um so that you can begin to wrap up your thoughts when we hit the three minute time limit. I will ask that you try to finish up your final sentence so we can move on to the next speaker. Uh the public is also reminded that this is not the appropriate venue for discussing matters that directly relate to any
068student, whether your child or not, or any concerns about an individual staff member. Uh if there's someone here who would like to speak tonight about an item on the agenda, we'll ask that you just step to the podium and please state your full name uh and the name of the street on which you live. So, would anyone like to speak? Thank you so much. Hi, Stephen Dykes. Uh, 209 Chest Parkway. Uh, as the renovations are moving forward, I would really like, sorry for my voice. I'm stuffy. Uh, would really like the board to start to really look into the responsible contractor language before it gets too carried away and it be too late for anything to happen in there because I do really feel that that will give significant value to the renovation. Thank you.
069>> Thank you, Mr. Dykes. Uh, would anyone else like to speak? >> Hi, Karen Rishell 211 Woodrest Road. Um, so the architects left and I know you can't answer questions, but I'm just going to pose the question. Uh, I just was curious when I saw the actual visual footprint of of what the rendering could look like, which by the way, I love that. I love, you know, thinking out of the box and things like that because I'm getting ready to go through it for my own house. But um I guess my question is it looked like a lot of space for like the gym and the and the you know the gymnasium that we have and then the pool and then the you know the additional uh gymnasium that we want to build and also
070the I guess the music and you know compared to academic space and I guess my my curiosity is what percentage of square footage is dedicated to academic learning versus everything else. And what does that look like in other school districts? They just did inner burough because that's what we're here for to learn. It just seems like it was an awfully big footprint for everything else. So that's it. >> Thank you. >> All right. Would anyone else like to leave? Yep. So just go to the podium and state your name in the street on which you live. >> Thank you. It's my first time here. So >> Oh, well welcome. Um, hi. I'm Jillian Bloomfield. I live at Six Fairill Road in Wallingford. Uh, and I wanted to speak I I hope I'm at the right
071time. This is my first board meeting. Um, that's not on YouTube. Um, about the uh in the plans uh the transportation part of the new budget. Is that the right thing I can speak to now? >> Yes, that is the transportation policy is an item. It's page nine of the agenda. Okay. >> Great. Um, so I have a child who is a fourth grader at Wellingford Elementary School and I have a incoming first grader this coming year or we just signed her up. Uh, so she's going to be starting uh first grade at Wes uh in in the fall and uh we've been here four years. When we first moved here, uh we came and we are already trying to figure out enrollment and everything and then by the time we came uh booking uh
072afterare options was a challenge. We got on the waiting list for all of the licensed child care facilities but didn't were not in a spot yet when the school year was going to start. And so, um, that's when I was so grateful to be connected to a group called the Creative Living Room in Swathmore at the Park Avenue Community Center. And so, it turned out we kind of hodgepodgeed our child care option because I work full-time, my husband works full-time and has a 30 minute commute from New Jersey. Uh, so we needed full-time care for at the time our first grader. Um, so we were great, very grateful for the creative living room. Uh he's now in fourth grade. He's taken advantage of after of of classes at the creative living room every semester at
073uh the community arts center. Uh he also on Wednesdays now goes to Hebrew school at one of the local Wellingford synagogues that and all of this has become possible because the school district offered a really exciting opportunity to bus the kids from the elementary schools to these uh creative uh or artistic afterare programs. So I recognize it was not an expectation I came into the district with. Um, I tried to book through all the childcare options, couldn't, but it's been a real big blessing in disguise. Uh, and, uh, now that he's in fourth grade, he's really gotten to experience all of the different enriching programs of these, uh, centers. And now that my first grader is coming in, it has been a major part of our plan for child care next year and potentially for
074the next five years. uh they benefit so much from the opportunities whether it's clay or Dungeons and Dragons or whatnot um in finding their own home of which type of theme really fits uh their personality and their skills. And so um it's a service that the district offers that we've used now for four years. It's something I would love to use for the next five years and I believe is threatened by the new plan because um it's limiting to certain child care facilities. Uh so I urge you all to consider what is the financial implication of this change. Is it really worth it um in terms of the savings or is there something more creative we could go back and forth with some of these centers who've been offering these services for many years in
075some cases even decades. uh and so to continue offering these enriching opportunities for the kids, meaningful and uh reliable child care options for me. And then also I'm concerned about the uh implications for these programs where if parents can't have them going uh uh directly from school, then they're not going to sign up, are these programs going to continue to be offering uh these programs? So, thank you. >> Thank you. All right. Um, next we'll hear updates from our board committees. As a reminder, our ed affairs, facilities, and finance and policy committee meetings are available to view on our YouTube channel. Um, we would typically start with the wellness advisory then, but they had a meeting yesterday that of course canled due to snow. Um, so we will skip right to the Pennsylvania School Board
076Association uh for an update from Mrs. Watsafi Smith. >> Okay. Um, okay. Uh, the Pennsylvania School Board Association shared with us some legislative updates this month. And uh what they have said is that uh local education agencies, for instance, our school district must now report uh reading instruction curricula used during this school year to the Pennsylvania Department of Education and implement a science of reading curricula by the 26 27 school year. So it's now legal requirement state of Pennsylvania. We're already there compliant. No problem. But I just wanted to keep you posted. Um, also school entities now must begin reporting student attendance information and PTE must post quarterly reports on compulsory attendance enforcement. So, they're asking for school districts to uh talk about what they are doing to enforce attendance. Um, it's now reportable. Also,
077the Department of Education is scheduled uh for budget hearings on March 3rd in the House and February 23rd in the Senate. And uh as you know, our budget is not near where it's supposed to be. And uh it, you know, stay tuned because it's important to advocate. It's important for all members of our community to advocate for adequate funding for schools. And last of all, Governor Josh Shapiro signed a bill into law last Wednesday that adds printing, joined italics, and cursive to the writing curriculum in the Commonwealth School Code. And this takes place on April 2nd. So you ask what is join italics? And it is a I had asked um it is a way where printing is linked. those letters are printed and linked to each other. So, it's halfway between uh cursive and
078printing. >> So, uh schools are going to teach that uh printing joint italics and cursive writing to our students and it takes place beginning in uh on April 12th. I know that we have a plan. I don't know what it is. >> I know we have a plan. That's all from PSP. >> Thank you. Um, a little hiatus here for one second. Um, I am told the mics are working and also uh I forgot to ratify the minute or to approve the minutes. We will go back after we do this section and do that. So, I apologize. It has been a little a little crazy tonight. Um, all right. So, next we will go to the Delaware County Intermediate Unit with Mrs. Hullbert. >> Thank you. Okay. During January, students in various programs at the
079Delaware County Technical School participated in Skills in the Skills USA District 2 regional competitions. Skills USA is a partnership of students, teachers, and industry representatives working together to ensure that the nation has a skilled workforce. So, I want to congratulate the following Strath Haven students who placed at Skills USA. Um that includes Liliana Fletcher and Llaya Holman for crime scene investigation team competition and Gavin Brown for technical drafting. Um your hard work and dedication paid off. Uh DCIU is holding an education career fair on Wednesday, March 25th from 3:30 to 7:00 p.m. at its Morton location. There are different times for different types of professions. So, please check the website to become more informed and register. Additionally, DBCI will be hosting three secondary transition events designed to support students with disabilities as they plan for
080life after high school. These include a virtual youth career conference on March 17th and two secondary transition fairs on April 7th and 8th. Check out DCIU's website for more information. Finally, DCIU has proposed its 2627 operating budget. Fun fact, the DCIU runs 50 programs and keeps a separate budget for each one. Um, and together they total more than $170 million. The operating budget funds administration of all those programs and it's the only part that school districts directly contribute to. Next year's budget request grew by 1.8% to 12.1 million, but once again, district contributions um will remain the same. Uh it's projected that other programs like Head Start and PreK Counts will increase their administrative allocations. And that's it. Thank you so much. And finally, we'll have the Delaware County School Board Legislative Coun Council with
081the left. >> So, there's a summary of the of the recent meeting uh attached to the agenda, but just a couple of quick highlights. So, Senate Bill 974, expanding dual credit opportunities for high school students, passed the Senate and is now on to the House. House Bill was introduced. This actually came up at our recent ed affairs meeting. This involves executive functioning skills in schools, which would create a grant program for 6 through 12th grade programming addressing executive functioning, metacognition, self-regulation, and study skills. Senate Bill 1014, which is the phone preschools bill, passed the Senate 49 to1 and is now on to the House. And then finally for first consideration is House Bill 2152, delaying secondary school start times. And this would expand the school safety and security grant program to allow funding for costs
082associated with planning, implementing, or operating later secondary school start times. That is all. >> Thank you so much. Um, next on the agenda is the approval of the minutes from the January 28th, 2026 regular board meeting. Um, do I have a motion for approval? >> So moved. >> Thank you, Mr. Miller. A second. >> Second. >> Uh, I heard Mrs. Hbert first. Thank you. Um, any discussion? I'll go left to right. Seeing none, um, Mrs. Mosley, will you please take a roll call vote? Dr. Crawford. >> Hi, >> Mr. Dibble. >> Hi, >> Mrs. Delay. >> Hi, >> Mrs. Hbert. >> Hi, >> Mr. Miller. >> Hi, >> Miss Woodet. >> Hi, >> Mr. Wowski. Smith, >> I >> Mrs. Williams, >> I. >> Motion passes 8 to zero. >> Thank you. Um, next on
083the agenda, we have 11 items for action in personnel. All items in the section are as attached or as described in the agenda. Are there any items on this list that anyone on the board would like to separate from the rest? >> I'd like to separate item K, the reorganization plan. Right. >> Thank you so much. All right. So, for now then we will go through the 10 items and we'll separate out and come back to letter K, which is the reorganization plan. Um, so the items for action for this would be A resignations and retirements, B appointments, C leave of absence, D change of position, uh, E curricular supplementals, F 2526 mentors appointments, G 2526 spring athletic supplementals, H 2526 activity supplementals, I 2526 activities advice, advisor's appointments and J the approval of the
084Pennsylvania trust agreement. Um do I have a motion to approve those 10 items? So thank you Mrs. Hullbert. A second. Thank you Mrs. Stole. Um any discussion on those? I'll go left to right. No. All right. Seeing none. Miss Mosley, will you please speak a little? >> Dr. Crawford. Hi. >> Mr. Dibble. Hi. >> Mrs. Delay. >> Hi. Mrs. Hullbert. >> Hi, >> Mr. Miller. >> Hi, >> Mrs. Witet. >> Hi, >> Mr. Kowski Smith. >> Hi, >> Mrs. Williams. >> I >> Motion passes 8 to zero. >> Thank you. Um, and so then next on the agenda, we will have um a motion to approve the reorganization plan, a second, and then discussion. Um, so do I have a motion to approve the reorganization plan? >> Thank you, Mr. Miller. A second. >> Second.
085Thank you, Princess Delay. and discussion. I'll start left to right. Mrs. Dolelay. >> Yeah, I just just wanted to highlight so there there was obviously significant amount of thoughtful work that went into this plan. So, uh just I felt, you know, separating it would be a way to acknowledge that and just, you know, again, as we talked about at the committee meeting last week, really appreciated the transparency with which this was undertaken, uh the number of um stakeholder voices that were included. Um, and again, as has been said numerous times, because this involves uh staff whose work we value greatly, it's with a heavy heart that we uh are voting to include this plan in part tonight. Thank you, >> Mr. Just um we had a discussion about this at facilities and finance uh the
086transparency through which Dr. Johnson has approached this, but not only the transparency, but the the willingness to listen and adjust as time has gone on, that this wasn't um one person's plan. Uh uh it was a community effort and the idea of being this proactive and not waiting for a crisis, I think is just extraordinarily admirable. And uh again, I mirror Dr. Johnson not taking anything lightly but I think it was very very good plan itself. So thanks >> no questions just to echo the previous comments. Thank you for the transparency and all the hard work that went into a complicated plan. Um and I appreciate that many of the reorganizations were kept apart from the classroom and for the community. I just want to express my um deep gratitude for all of the um
087support staff whose role will be affected by um this with heavy heart. >> All right. Then Miss Mosley, will you please take a roll call vote? >> Dr. Crawford. Hi. >> Mr. Dibble. Hi. >> Mrs. Delay. Hi. >> Mrs. Hullberg. Hi. >> Mr. Miller. Hi. >> Mrs. Wood. >> Hi, >> Mr. Kosky. Smith. >> Hi, >> Mrs. Williams. >> I. >> Motion passes 8 to zero. >> Thank you. Uh, next we have two items for action and policy. All items in the section are as attached or as described in the agenda. As a reminder, the administrative regulations are attached forformational purposes only. Um, are there any items on this list that anyone on the board would like to separate from the rest? All right, seeing none, the items for approval are policies for first reading
088and policies for a second reading. Do I have a motion for approval? So, thank you, Mrs. Delay. A second. >> Thank you, Mrs. Halbert. Um, any discussion? All right. Um, Dr. Johnson, I know you're going to speak to it, but uh just real quickly before you do, um I wanted to clarify that there was a lot of conversation at our committee meeting about um policy A10 being not only a budgetary um u um concern, but also a safety and so I know you're >> going to continue this conversation, but I just wanted to put that out there. >> Yes. Thank you so much, Mrs. Delane. Uh really um the way that we think about it is much more on the safety concern side than frankly the savings. Uh you won't see us list the savings
089for uh transportation particularly after school transportation as being an area where we intend to sort of make up or you know reduce in order to save off a future financial issue. Instead we really look at this as how do we make sure that we can maintain a safe transportation system for our students. uh right now we just have you know too many students going in so many different directions. We really are concerned about potentially losing the student and at the end of the day we just find that to be unacceptable um and something that has to be prevented uh for the curriculum as well. Again, not an easy decision because we recognize um that there this is, you know, there pros and cons to anything. And so there are uh certainly um you know, the
090benefits that students have right now to be able to take advantage of um some of the programs in our district that we really do very much appreciate um and value. Um it's just when you have to put it into a policy to say that we are um you know we are required by law to to transport students to licensed uh before and after school programs. Um, when we say that we would also continue to provide transportation to try to put that in a policy to unapproved programs, then there's really no definition for what is an unapproved program. And it would really become difficult for us to say, you know, we can we'll continue to provide transportation for something that, you know, districts actually don't commonly do or really ever do in terms of this sort
091of um, you know, providing transportation to so many different locations. and instead saying, you know, we actually to to put in a policy means we really have to go with, you know, the locations where we know uh that we are having students go from, you know, our program to a licensed program um and on a regular recurring basis every day so that we we don't sort of where the same bus driver gets to know their students and gets to know who belongs on the bus and gets them their safety every day. So, it's much more of a safety. And if you wouldn't mind, I'd like to make a point about one other change to policy A10. That would be all right. And I'm certainly glad to answer any other questions. But when we talked about
092policy A10 at the committee level, we talked about uh including uh language around the the licensed after before and after school programs. Um you'll see that in the version that is before the board tonight for just for first read, um talks about both the licensed after school and before school programs as well as kindergarten compliment programs. And I just want to explain why uh we chose to include that additional language about kindergarten compliment. And you know, I've certainly um even this week communicated with families who said, "It is really important to me that this district offers transportation for kindergarten compliment if I choose to take advantage of it because you don't offer full-time kindergarten." And as long as you don't offer full-time kindergarten, then we really implore the district to make sure that you are
093absolutely providing that transportation uh to the um local kindergarten compliment programs. And so we want to just make sure that's crystal clear in this policy going forward that it's both the approved afterchool and before school programs as well as the kindergarten compliment programs. And what we would do is we would um what I'm proposing in this policy is that we would have an AR that would list the kindergarten complement programs in the district that we transport students to just so families can always consult that list and know exactly where we transport um students to uh or to anybody. So thank you. Um, and I would just like to, if there are no other comments, um, I just like to to remind um, the community that, you know, the transportation policy, it is a first read
094and we will review it for a second read, assuming it passes tonight, and our policy committee, which I believe is next Tuesday night, right? So, we'll have you, you know, have the opportunity to hear some more community feedback perhaps, but that's always, you know, it's a first read, so it's not set in stone quite yet. We're still tweaking it a little bit so to serve you're aware of that of the community square. Um, all right. So, Miss Mosley, will you please take a roll call? >> Dr. Crawford, >> hi. >> Mr. Dibble, >> hi. >> Mrs. Delay, >> I >> Mrs. Wilbert, >> I >> Mr. Miller, >> I >> Miss Woodet, >> I >> Mr. Ky Smith, >> I >> Mrs. Williams, >> I. >> Motion passes 8 to zero. >> Thank you. Um,
095next we have one item for approval in curriculum. The item in this section is attached or described in the agenda and that is the summer music program. Do I have a motion for approval? So, thank you, Mrs. Mataski Smith. A second. >> Second. Thank you, Mrs. Delay. Any discussion? Senator Mus. All right. Miss Mosley, will you please take a roll call? >> Dr. Crawford. >> Hi, >> Mr. DLE. Hi, >> Mr. M delay. >> Hi, >> Mrs. Hbert. >> Hi, >> Mr. Miller. >> Hi, >> Mrs. Woodset. >> Hi, >> Mr. Wowski. Smith. >> Hi, >> Mrs. Williams. >> I >> Motion passes 8 to zero. >> Thank you. Um, next is student services. We have one item for approval in student services. The item in this section is as attached or described in the
096agenda. Um, do I have a motion for approval? >> So, move. >> Thank you. And a second. >> Second. Thank you. Any discussion? All right, Miss Mosley, if you will take a roll call vote. >> Dr. Crawford, >> I. >> Mr. Dibble, >> I. >> Mrs. Dele, >> I. >> Mrs. Hbert, >> I. >> Mr. Miller, >> I. >> Mrs. Woodet, >> I. >> Miss Wakowski Smith, >> I. >> Mrs. Williams, >> I. >> Motion passes 8 to zero. >> Thank you. Uh, we now have 11 items for approval under finance and facilities. All items in section R as attached or described in the agenda. Are there any items on this list that anyone on the board would like to separate from the rest? Seeing none, the items for approval are bills paid to vendor
097January 1st through the 31st, 2026. Financial statements January 1st through the 30 31st, 2026. The treasures report January 1st through the 31st, 2026. Budget transfers. Approval of Singer Equipment Company quotes. The receipt of donation from Sworthmore College. Receipt of donation for negative lunch account balances. Receipt of donation from the Philadelphia Foundation. Receipt of a thank you teacher sweep stakes award winner. The PA school facility improvement grant application for the SRS roof renovation. and the PA school facility improvement grant application commitment of funds for the SRS roof renovation. Do I have a motion for approval? >> So move. >> Thank you, Mr. Miller. A second. >> Second. Thank you, Dr. Crawford. Any discussion? So, just a very quick point of clarification. So, under bills paid to vendors for fund 81, uh you the community may notice
098there is a pretty large uh sum. is I think $94,000 and change for a trip to Austria. Um I'm sure many um families in our community or community members are aware this is a cost that's borne by families in the district, but for those who are not aware, I just wanted to clarify that. And those were the those >> I'd just like to acknowledge item F. um a donation by Sworthmore College to the district and and thank them for their generosity. Um I'd also like to acknowledge item G, which is a donation to the negative lunch balances that some of our students carry. You know, negative lunch balances are typically something which hits those more vulnerable in our community. So that's, you know, I'm just extremely grateful for that. Yeah, just to just to piggyback
099on that, apparently the receipt of the uh donation for negative lunch balance balances is was one person or family who figured out how to uh worked with our business office to sign up for something. And then it allowed her to make a large donation in which her uh employer matched thus getting bringing our our negative lunch balances almost completely wiping them out. And that's incredible. And whoever it is, we thank you. I would just like to acknowledge the donation from Swathmore College and I would like to um recognize Dr. Johnson at for opening up the communications with SWMER College because I believe this is the first time the district has gotten anything as a contribution from Swathmore College. So kudos to you. and keep up the good work. We need some money next time. >>
100Thank you. >> All right. Um, Miss Mosley, can you please take a roll call vote? >> Dr. Crawford. >> Hi, >> Mr. Dble. >> Hi, >> Mrs. Dele. >> Hi. >> Mrs. Hbert, >> hi. >> Mr. Miller, >> I >> Mrs. Witet, >> I >> missowski. >> I >> Mrs. Williams, >> I. Motion passes 8 to zero. >> Thank you. Um and fi well not finally but now we have time for comments from the audience for items that are not on the agenda. Um we'll give the opportunity for items not on the agenda. The same rules apply here as did for comments on the agenda. We have our threeminut rule and as a reminder please state your name and the name of the street on which you live. Um this is not the appropriate time
101to talk about a child whether it's your own or not or a specific staff member. Um, is there anyone who would like to make a comment? >> All right, seeing none then, um, any old business, any new business? If not, we are adjourned. Thank you.