001school board. So we please rise for a moment of silence and a pledge. to the flag of the United States of America which stands nation and justice for all may be seated. Not all members are present. Uh but in executive session last we had executive session on 9:22 on discuss personnel matters. Executive session tonight was student matters contract and that's it. So, uh, first up, uh, approve the agenda. Did I get a motion to approve the agenda? >> Motion to amend the agenda. >> Second, >> what's your motion? The motion to amend the agenda is to move uh item number 13, board comments to uh either section 3B under hearing of the public or section 4C special guest presentations after our hand pantry and uh celebrating things that we would uh move it up in
002the agenda because this is our long working meeting, our committee meetings and our sessions are generally longer and we would like for uh the board to have the opportunity uh to be heard before the public. Our kids go home at night and uh we don't want to have you here until 9:30. So we'd like to be able to greet our public prior to the end of the meeting. >> Move second discussion. Any discussion? >> I like to request a roll please. So, I think we need to clarify what it's being moved to. How's it going? >> Oh, I asked to move number 13 to section 3B. >> Section what? >> 3B or 4C. It really doesn't matter. Well, either more appropriate. Okay. Well, then I'll I'll go with section 4 C under presentation C. What's
003before to apply while all the working sessions move forward or for this particular >> um I wasn't necessarily thinking about going forward. I guess perhaps after we make this motion we could address it um you know at at agenda setting at at other times. I'm just requesting specifically for this function. So just for this meeting is there a reason why this meeting and not the rest of the meeting? >> Well, in that case and I'll say for the for the rest of our our work sessions, our committee meetings, I would say and I believe it's important that um the board would have the opportunity to address uh the public prior to the very end of the social by all means. >> Let me ask a question. Maybe this can I can do this before we
004make the u motion. She needs to speak. >> There's a motion. >> That's why she was moved because she wants to speak. >> There's a motion on the table that has been I the motion. Okay, that's appropriate. Um, it seems to me that this board in the past when we have board comments earlier in the agenda, it's right around where we are right now under two. So, I'm looking at the board secretary. Does it make sense to do it now? >> Yeah. Is there is there was there a reason why we moved it from where it used to be to to the work session? We moved it to the work session. Yeah. >> I believe it was a to respond dynamically to public comments. That's your head. So we would essentially become facts of the
005paradigm that we had previously. >> Thanks for clarifying. You're 100% right. The reason we moved it because at this session the public can speak on any um committees that we bring before them. They don't have to sign up. They can talk. They can ask question. They can we can interact with it. and we move the uh board comments to the very end because we have time to speak. >> So then I I'll rephrase my motion and the motion does stand to amend the agenda moving line item number 13 board comment to section 3B which would be pretty much the earliest uh portion that we have. >> I'll tell you what I'll do. I'll tell you what I do. M says >> I I have the I have the right to let you speak any time
006doing this thing if that's the case. We don't have to move it. You can speak when we finished with the presentations. That's what you we don't have to move this. We have to make a motion to move the agenda just for one night. If you want to speak on that, >> there's a motion on the floor that's been seconded. So withdrawal motion to withdraw. >> Want to withdraw? I not and been move and second and any discussion. >> Who second it? >> All right. So, roll call. >> Motion to amend the agenda and move board comments to section 3B. >> Mr. Steve Johnson. >> I What did he say? >> Yes. >> Hey. Johnson. Yes, >> yes, >> Dr. Marino. >> Yes, >> Miss Hatcher. >> Yes, >> Miss L. >> Mrs. Hill. >> Yes,
007>> Mr. R. >> Yes. Hold hand. Did anybody sign up? >> Speaker. Public comment statement. The board provides for an opportunity to hear from the public. During this section of the meeting, any district resident or taxpayer may address the board on matters of concern, official action, or deliberation which are or may be before the board. The purpose of this section of the meeting is to be heard and as such the board will not engage in a dialogue but will listen to your concerns and follow up directly or through assigned administrative personnel as appropriate. Please begin your public comment by stating your full name. Each member of the public may speak for a maximum of three minutes. At the end of the three minutes, your time will expire. No participant may speak more than once on
008the same topic unless all others who wish to speak on that topic have been heard and only with permission from the presiding officer. Any comments to the board must be directed to the board president and not individual board members or administrators. Concerns related to specific buildings should first be addressed at the school building level and follow the chain of command before coming to the board. Any comments that are considered disruptive, obscene, abusive, slanderous, or defamatory will either be interrupted or terminated. No complaints may be made against specific employees, community members, or board members. Private information related to any student is prohibited. We have Ashley Murphy and Noel Murphy. Are you speaking separately or in front of together? So, how you want to do it? Please come to the podium. >> Good evening. I'm Ashley Murphy.
009Um, I wanted to bring the concern of bullying um to the meeting tonight. Now, my daughter is in second grade and has been dealing with this issue since last year. Um, it's not just my daughter, it's it's other children as well. Um, there are comments being made about children's weight, about their color of their skin, facial features, and I feel like if we can come together and make a plan to create a new school, then we could come together and make a plan to stop bullying. Um, we need to show kids that it's okay to uplift uplift each other and not tear each other down. And I know it starts in the household, but it also starts in our school because that is our safe haven for our kids besides our homes. Um, my daughter
010has made it very apparent that she does not want to go back to school multiple times, full-blown tears, hyperventilating, and I as a parent should not have to worry that my daughter is going to be another statistic of suicide because of bullying. Um, and I and I say that lightly because every year there are multiple children from the age of six to teenagers that take their own lives because of bullying. And I refuse to let my daughter be another statistic. Um, we carry assemblies for spirit. We do assemblies for other things. Why not bullying? I feel like these kids have to have somewhere to turn and feel like they're safe and they're able to be heard without bullying other children. Um it it has been going on, you know, since last year and I'm sure,
011you know, it's in every school, but I was majorly bullied as a child and my daughter is younger than I was when I was in school and it's starting early with her and I've already heard her say, "Am I ugly? Am I too stupid? And that is not what a seven-year-old should be coming home and asking their parents. Um, I just feel like we can do better as a society to show these kids that we can uplift each other and hold our crown straight instead of knocking each other down constantly and that it is beautiful to be a different color. It is beautiful to have blue eyes and be a mixed child. Um, it is beautiful to be a little bit bigger or a little bit skinnier. And I just feel like we need to
012give more positivity to these children. And so they're giving positivity to each other instead of tearing each other down. um that is that is the main thing um I think I think is more important than transportation and I was going to bring that up but just speaking um and I and I I will always fight for my daughter and and this is the first way that I can is to speak to you all and say something has to be done before we lose our children to this type this type of speaking Kim. >> No, ma'am. I'm just >> Okay. David Griven. >> Good evening everyone. Um, madam superintendent, president, vice president, um, school board members, um, let me first start off my comments by saying I'm a proud graduate of this district. Uh, I went
013to this school district many moons ago. Um, but I'm a proud um, alumni and also a resident of this district. And um, and I came I went to school at a time when society was a little different. I went to school before Coline happened. U, that was in 1999. Um, and you would think that would have been an aberration in our society, but with the frequency of school shootings and incidents happening with violence in the schools. Um, I'm here what precipitates mine is because I was on my timeline, you know, last few weeks I've seen an incident that occurred at the high school. It seems to be um it's through in the window and, you know, maybe gossip, but there was an indication that there may have been a weapon at the school district which
014caused a lockdown. And so um why I'm coming to you all is because I know you have a policy that deals with weapons and the question I have it says that the board recognizes the importance of a safe school environment relative to the educational process. Possession of weapons in the school setting is a threat to the safety of students and staff is pro and is prohibited by law. Now I know that there is a code of conduct and um that the parents and students are made aware of that and also that the um penalty for that is expulsion and I know that may be a deterrent for some but also see that on your in your policy you say the board prohibits students from possessing and bringing weapons and replicas of weapons into any school
015district buildings. So my question is, how's that being done besides just a code of conduct or the threat of expulsion? Because if that's the case, someone's already felt they could get in even though they may have gone through the process. Um so has the school district and um school board um thought about possibly u metal detectors or anything along those was there a study done? Was there research done? Was there a determination of those things? Um you know, children are you know protected. I work in an environment I have to go to the Capitol building on a daily basis. I've been working there for close to 30 years. Capitol police know my name, know my face, and yet I always have to go through the um metal detectors even just to go to lunch there,
016even if I'm meeting with a rep and they'll call me to come meet with them, but yet I still have to go through metal detectors. So, I'm asking, is that a consideration? Has that been done? And what is the thought process? because I think that we will want not to be reactive but proactive given situations that are occurring across this country. Thank you. >> Anybody else? >> That's all a couple. >> Are you raising your hands? Okay, next up, hand of the we said hand of the public. So, since we move board comments right out the hand of the public and I'm pretty sure anybody on the board have anything to say, start on this end. >> This end. Well, I just want to say thank you to Miss Ashley and Mr. William Murphy. Um,
017this board hears your concerns. Say thank you uh to Attorney Squivven. This board hears your concern. Uh, I ask that we have the opportunity to speak to the public because when we're just generally having our regular board meetings, we usually greet you about this. to talk about um some um community events that are going on. This happens to be Latino Hispanic Awareness Month. We are still in the middle of that. So, uh we're celebrating with our Latino Hispanic brothers and sisters. I always give my diversity moment for that. Uh we're very proud of the diversity in our district. We are the most diverse in the in the area. Uh believe in the state. And so, that's something that's very important to us. Also, something that's important to us as a district and as a board
018is um our student safety. And I just want to say to you that it's something that this board does not take lightly. Um those of us who are your board members are elected by the public and so our responsibility is to you. We answer to you. And while uh we get along very well with each other and and we agree on most things and and this particular iteration of the board, we've got a very collegial um working relationship. But I want to say to you that um where we have differences, we're not afraid to um work those differences out and discuss those things and bring them forward in uh what we all deem to be what ultimately what the collective believes is in the best interest of our public. So, I just want to reiterate
019and recommmit our commitment to you and our responsibility to you first and foremost, our parents, our students, our taxpaying public. That's all I have to say. >> Anybody else? >> Oh, can we come back to the >> Okay, sorry. Somebody else. Did we do this? Did you say I I I started I came down here and I asked who's I did ask. >> Is everybody good? >> Good now. >> Come back down here again. >> Uh yeah. No, I just I I echo our best residents u comments and concerns. I I um you know as we approach November and you know we sit in this fourth month of the budget impass uh at state level and what second second week first week second week of federal and pass it would be remiss of me to
020say that um we we don't want anyone the we don't want any parents to think that we are somehow prioritizing ing for student safety with students uh your learners feeling of uh concern. Um >> can you speak up just a little bit for sure? We we we would never want to parent feel like their child's u identity, their child's uh sense of safety is being is being sacrificed at the altar of expediency or efficiency. Um yes uh we talk you see a lot of talk about building a new school but that's not the that's not really the purpose for the referendum. Purpose for the referendum is to um more equitably uh fund and uh support the types of programs that those types of programs those types of supports they cost money. And um I mean
021you've been hearing on the news that schools are terribly underfunded and they're underfunded at the state level, they're underfunded at the federal level. And so yeah, the responsibility falls back on us. Um one of the things that we're trying to do with the referendum is make sure that that obligation is spread even. The way that the the way that the current tax structure is set up, it's not fair. Um it it's not fair to uh not fair to residents. It's not fair to homeowners. Uh and we have tried to articulate over the last year, last two years now. Why this new um why this new structure would be more equitable? make sure that everybody pays their fair share and also make sure that um those folks who are the most vulnerable are not exposure to
022paying more. So um you know all of those FAQs are on the website. I encourage folks to read to the as we move into November season. Most importantly, I think what seems to get lost in the back and forth about buildings and fields and all of that is that you you can't hire you can't hire responsible teachers. You can't hire hire responsible support staff. You can't hire responsible administrators that care about your kids without being able to pay. And that's that that's what the referendum is ultimately trying to become. So, um I you know I would encourage folks to read up um and study and ask questions uh time is taking away and ask questions and and yes um come to the board meetings and demand demand answers like like you have. We appreciate you
023come front of us and and holding us accountable asking this question, but um we also want you to understand that we are working uh we're working every day to make sure that we are responsive to those questions and being proactive and not reactive and uh concerns. So I all of those are valid questions. All of those are valid concerns and and the number one answer is you have to invest. You have to invest in your learning is you have to invest in making them feel secure, make safe, making them feel love and that takes unfortunate that takes reason capital feel safe at the capital because they have made that investment. So um we we want to be responsive but we have to we have to be in a position to be responsible. Thank you. You
024know, anybody else have a comment? >> Yeah. >> Um I just I just it hurts my heart to hear that your child is being it really does and that's something we we really don't tolerate. So I just want you to know that um it does hurt my heart. Thank you for speaking up for your child. All right, let's move on. Uh, yes presentation. Uh, celebrating the family. Miss Presley. >> Good evening everyone. I'd like to present a parent to you today. Her name is Vanessa Thomas. And Vanessa Thomas provides our school with u many things, a lot of volunteers. So that's why she was selected by our team of teachers and our PTO. So Vanessa Thomas is a parent that is always willing to help. She has a first grade student, Alvin Thomas, in Miss
025Drestler's class at Sarah Lindamuth. She goes into the classroom with story books as a reader on Friday. She's a source of good energy during class parties. She helps organize, decorate, and celebrate for various events with our students. Miss Thomas is valued by our PTO as a committee member where she shows initiative and she collaborates with our school spirit. She volunteers for the cashier at the district's traditional favorite, the fall fest and book fair. Miss Thomas is willing to jump in wherever and whenever she can. She exemplifies the true spirit of volunteerism. She is generous with donations to the classroom such as supplies, treats, and thoughtful surprises. And it all adds up to just helping our students thrive. So, we'd like to thank Miss Thomas as an example of being a supportive and engaged parent daily
026in our school. Thomas, we want to thank you for um really being in your certificate says in recognition of your invaluable contributions to fostering a positive and supportive learning ing environment in our school community. So, we thank you for all that you've done. There is your certificate, but you also get a limited edition blanket. >> Thank you. >> All right. So, these are not even in the school store. >> Wow. >> We're going to take a picture with you, Miss Presley in the middle. >> And if you don't mind, we're going to want everybody to know all the wonderful things. >> I'm on the >> Yes. You're on the You're in the middle. All right. >> Very good. Am I supposed to? >> Yeah. Open it up so everyone can see. All right. >> Thank
027you. >> Nice blanket. There's not much where we're from. So, >> next up is a pantry. >> Yes. >> Who would think of bear? >> Some days it feels like that, that's for sure. a little timer. Good evening everyone. Um, for those of you that don't know me, um, I'm Lori Shinold. I'm the executive director of Hannah's Pantry. Uh, and I appreciate the opportunity to update everybody, um, especially the new faces, those of you that I haven't met yet, um, with some information about the pantry. The first update is actually on the first screen here. We've, uh, changed our distribution times to 9:00 a.m. to 11:00 a.m. So, we've gone an hour early. Um, and that seems to make volunteers and members happy. So, if you're coming to volunteer, you can actually get home a
028little earlier. >> There we go. Uh, just a really brief history. Most of you know it. Uh, but we have our beginnings over at Thomas Holtzman under the, uh, leadership of Mary Ali when she retired. Um, we, the Hannah Foundation, worked with the school district to, um, locate the location where the pantry is now. Um and we have worked faithfully with uh our churches Faith and Mail and Presbyterian Tree of Life Lutheran Ridgeway Community Church of Brethren along with obviously the school district um and uh dedicated community members. We are proud to not we're no longer a part of the foundation but our own 501c3. I'm really excited to have um a big board of directors for the first time in the pantry's short six-year history. Um, we have specific seats and specific roles and
029I'm excited that we have all four of the uh, building seats represented. So, we have Ka Sutton from the middle school serving um, as our secretary and the middle school representative. Uh, we have Emily Eert serving um, at Sarah Linamuth. We have Denise Nassip who is serving as the Thomas Holtzman representative. And we have Tessa Stockdale at the high school. So their job is sort of to be the liaison between the pantry board and the administration in the building and help us meet whatever needs are there in with the students because we all know that students who are hungry are not going to be great learners. So we're excited to have that board also needs to be strong and so we're taking that to heart this year with our new board. So we had a
030retreat in the spring and we created these guiding principles. So this is just to show you that we we are very intentional with what we are doing. Our pantry service, as we call it, continues to be our outdoor drive-through grocery distribution. Um, folks still stay in their cars and has been working really, really well for us. Um the unique model that we have, we are continuously reminded how it is different from other pantries that we are not giving every single family a box of food, but we cater to not only the size of the family. So a small family is getting less food than a large family, but we're also trying very hard to honor the diverse community that we have and make sure that families have the kinds of foods that their families need
031at home. If you haven't driven by the high school on a pantry day, it's kind of what it looks like. We actually fill the parking lot one and a half times now. So, we get about 300 families through it about two hours. Um, and if you zoom in on there, you can kind of see we split the line into um two lines and families stop along our distribution route. Um, and they are offered uh different items each week by our volunteers. No one's expected to take anything they don't want. They simply can say no thank you and move on if it doesn't work for them. But we have about 50 volunteers every Saturday now. So two Saturdays a month. We've got our distribution crews, a registration crew, traffic. So we start about we'll start about
032seven now. So with our earlier time and we run through to about 1:30 or 12:30 now, gosh. Um so it's it's wonderful and we appreciate people like Dr. Willis who um volunteer their time to come for our sunrise crew. Always my joke to teachers, if you need some time for Dr. Willis, come volunteer at the pantry. >> That's right. That's right. So, we have about 40,000 pounds of food coming out our doors each month. Um, and to put that into some perspective that's understandable to everybody, it's about 20 grand pianos worth of weight a month. So, it's a lot of food going out our doors. And we have between 700 and 750 families that are um coming to take that food home with them. So, numbers, everybody loves numbers. um to put our year in
033review, we talk about grocery pickups, not about families, because it's easier to understand when families can come to the pantry twice in a month. So, we had almost 9,000 grocery pickups last fiscal year alone. Um that translates to about 14,000 children. So, if you think we've got 31 or 3,300 here in the district, that's a lot of kids. Um 17,000 adults and over 5,000 seniors are coming. So many of them are raising our students right now. So we are just it's eye openening to see that the food bank thinks we distributed about 364,000 pounds of food. It was way more than that. That's just the food that we got through the food bank through the federal grants and we spent about $70,000 in cash with the food bank last year alone. Um there's probably another
034$100,000 of food that we bought outright from retail outlets. We also distributed um six thou 60,000 diapers along with feminine hygiene products and things like that. Um and our partnership with Ridgeway continues and we had almost 5,000 pancake breakfast that were provided. They provide a free breakfast once a month. Um and Hannah's Closet happened also with about 3,700 pieces of clothing that went out for free. I will touch on the partnering with the district on the next screen. Um but we are supported by generous neighbors. It's the only way we can do this. We had almost $100,000 in grants from local foundations, the county, things like that. Um, and we had 145 turkeys donated. So, there's, you know, stay tuned on that one. Um, and we had, it was about 239 volunteers that that volunteered
0359,000 hours. It's just amazing. In terms of the district, obviously, we're here. The whole reason the pantry really um got the jump it had was because we know that learners are going to be more successful if they're not hungry. Um and meeting their families at home with groceries or meeting them halfway with groceries is going to make the difference. So we had the previous screen it was 80,000 items of food during the fiscal year during the school year last year. Um and that gets broken out into what I like to call our so social services areas of the schools. Um we're providing snacks for all the special ed departments and classrooms. The building administrators have snacks just to sort of, you know, help with situations they may have. The nurses office has crackers and waters.
036We work very closely with um our homeless liaison and our McKini venue students making sure that they have what they need, whether it's food or personal care items, things like that. Um the athletics teams that have uh thank you for that coaches there. We provide a substantial amount of food to the football team and other athletics. uh the football team that every single game they're getting um sugary like applesauce and things like that to have it uh at the halftime and we provide uh snacks throughout the year for those folks. Um the big number is 47,000 items between June 16th and August 31st. We provided 47,000 pieces of food items to the school district. So we had we provided summer school to every single student for the five weeks in both buildings. Uh we provided
037food to the back to school bash. Things like 900 water bottles and 300 hot dogs and thousands of little snacks. Um there we had snacks, breakfast snacks in every single building every single day of the first week of school since there wasn't um a traditional breakfast through the food services. Um and we provided breakfast at the high school the whole second week of school, too. So that's a it's a lot of food that we were happy happy to do. So, um the other thing that we're really proud of is that we helped 21 students graduate last year. Um folks that students who didn't pass their Keystone exams, there are several pathways they have to to meet those graduation requirements and one of those ways is to volunteer. Um so, uh those 21 students volunteered either
03810 or 20 hours in the pantry and they were delightful to have there. We go too fast. So, where does this all come in? We need your support. We need the community support. Um, obviously the federal dollars have been diminished that are coming through the food bank and then to us. The federal our state budget hasn't passed yet. So, we are um we are working on reserves right now. So, the other thing that's happening obviously is the trend of folks that are seeking assistance through the pantry is going to go up between now and the end of the year. Um, so just quick numbers, we spend about $32,000 just in milk in a year. So, um, and what that milk looks like is actually kind of fun. Uh, Harrisburg Dairies delivers twice a month to
039us about that much milk. It's, uh, about 900 half gallons. We do some gallons, but that's the quick math. Um, in terms of produce, there's a lot of cabbage there. So, providing the proper amount of food for the family size means we have a lot of food. Um here's just an example of the summer school breakfast we had. Um everybody got a fruit, a juice, and then some sort of protein bar or breakfast bar. So that's the top is their limit. The bottom is what the high school had. Um we were excited to expand things like the pantry garden. Uh we had several volunteer groups that uh volunteered with us this year to do that kind of stuff. And then the bottom, our former schoolboard uh student representative Nick Mabry, his Eagle Scout project was
040to build a greenhouse. So that's over there in the garden and we're excited to get that going this year. Um this is example of some of the outreach that we do at our member area. These organizations come in and provide health related information or financial information and I just wanted to give a shout out. We had our second fundraiser uh two weeks ago and these were the sponsors that we had. Um which then leads me into donated turkey. The holidays whether we want them to be or not are right around the corner. So, uh, we purchased almost almost 300 turkeys last year through the pantry. So, I would love to bring that number down and the more folks that are willing to donate their turkey or, you know, provide a donation to do that would
041be um, wonderful because we provide the full Thanksgiving meal, um, all the fixings and groceries on top of it for that one. And of course, the heart of the pantry are our volunteers. Um, but we're also looking at businesses and other organizations. We'd love to have um the school board come and volunteer one day. Uh five or six folks coming in makes a huge difference in terms of our volunteer load. And I would be remiss if I didn't tell you how you could donate to the pantry. So, uh you can donate on our website. We take Venmo, pay Venmo, PayPal. Um and if you can do nothing else, follow us on social media. The more people know about the service we provide, the more families we can get groceries in their door. Um, and the
042more donations and things might trick our way too. So that's it. Any questions? >> So, how do you volunteer? Do you just show up? >> No. Actually, we have a 50 volunteers. It takes a lot to figure out where they're going to go. If you go to our website, hannahispantry.org, there's a volunteer link there and you can get set up on our volunteer website. Uh, it'll get you in the queue. Our volunteer coordinator will get in touch with you and then we'll get you in the door. Thanks. >> Maybe we can uh maybe we can pick a month and we all show up. >> That would be wonderful. >> That would be that would be the easiest thing to do that is a Saturday. What do you do with the second? >> It's it's complicated.
043It's not consistent. It's not consistent through the end of this year because of some of the way the holidays go. >> So, um something that we'll do, we're planning something that we'll we can show and help y'all out. That would be wonderful. Here the dates are in the presentation on the donated turkey page. The dates that were open. So >> that would be great. >> Yeah. >> You mentioned what percentage roughly what percentage of of your funding comes from state federal sources of both? >> Uh we had we had a $45,000 grant from the county last year. Um we had $25,000 in what they call SFPP funds through the food bank and the department of agriculture. Um in terms of federal funds, anything we're getting that we're not getting direct dollars. Those are donated in
044terms of food to the food bank and then that's it comes to us in term in in food donations. >> Okay. >> Oh, we've seen it already. Oh, yeah. We used to get milk and eggs and things like that for free. uh that's that's gone, but we're not getting the produce. We're not getting the the frozen proteins that we used to. So, we've already seen that. >> So, thank you. >> I have a question. >> Thank you. >> My next subject is finance and I'd like to take everything except uh G and it's the uh contract. Can I have A through F? >> Okay. Uh we take we take we do F and G single and we'll do A through E. >> Uh Johnson moves the Johnson moves items of A through E. Second and
045move in second. Any discussion? All in favor? >> Oppos? Now we'll do F. This is the pink >> for the uh cake sheets and stuff. Can I get a motion to accept that? This something we do every year. >> Johnson moves. Second move and second. >> All in favor? >> I >> oppose. I G. Can I get a motion? >> Johnson moves. Second. >> Any discussion? Will be a roll call vote? All right. Roll call. The Christ transportation agreement. Johnson. >> Yes. >> Dr. Marino. >> Yes. >> Mrs. Hill. >> Yes. >> Mr. S. Johnson. >> Yes. >> Mr. R. >> Yes. >> Motion pass 90. >> All right. Thank you. Next up is personnel. Is there anything that anybody want to pull out? I think we've been over 8 through 8 through E. A
046through E. Johnson moves. Move in. Second. Any discussion? All in favor? >> Oppos? I think that's all. No, we got we have another Can we move to the kitchen that I should post? Uh where the committees athletic committee >> communication and schools communities and schools say Mr. Rolls, I presented in front of you before now. So >> I want you to talk the way you talk when you're in school now. I can hear you. >> Okay. Yes, sir. You got it. Yes. Um, just to make sure it's just um well, thank you all for having us this evening. Um, my name is Angie D. Santiago and like Dr. Willis said, I am a proud graduate of Suspana Township. Um, I am here on behalf of Communities and Schools this evening. Um, we have been proudly
047partnering with the school district since the 2017 2018 school year. Um, where we first piloted the program at the middle school and have now grown into every building. Um and I'm just here to present our annual review data for last school year. Um this is just a snapshot of our current team. Um one of the members had to leave. Um our other members were not able to be here tonight, but just so that you are able to see the names of our site staff who are currently working in your buildings. Um just a general highle overview for those of you who are not uh familiar with communities and schools. Um we are a local nonprofit dropout intuency prevention program. Um we currently have 46 full-time members. Um 12 school districts that we partner with. Um
048the CCCDC is actually a preschool. I know that's a h that's a whole mouthful. Um is actually a preschool that we work with in Cambria County. Um so we actually partner with schools from the preschool level all the way till graduation. Um we currently serve 30 school buildings and our annual budget is 4.1 billion. Um so our mission our mission at communities and schools is to surround students with a community of support empowering them to stay in school and achieve in life. We do so by implementing our three- tiered model of integrated student supports. Um our model is very unique to us. It is an evidence-based model. Um, and just to give you an overview of how we go about that, each of our site staff enter these buildings within Susana Township, they do a
049school needs assessment utilizing your data. Um, utilizing your data from campus, utilizing um, local data that's provided. And while they collect those baselines and they collect that data, they then take that, assess it, analyze it, and create um, your school support plans. So the schoolwide goals they will say if we need to look at attendance if your attendance is down this year then we are going to focus on implementing attendance initi initiatives um andor incentives. So they um access your needs assessment and then we do our school support plan and then our site staff start um our three tiered level of supports. And here are some examples of those supports. So we support your students on a whole school level. Um, so that's just not just the students, that's your staff, that's also your parents
050and families in your community. Um, also on a tier two level, which is our group um, curriculum. So these are targeted students. These are students who have a pocket of need. Um, typically referred by the administration andor counselors um, and our site staff will run groups. It could be social emotional learning groups. It could be bullying prevention groups. Um, peer mediation groups, etc. Um, and then what I like to call our bread and butter is our tier three, which is our case management. Our staff are able to case manage up to 10% of their building um, enrollment. Um, case management is very targeted as well. These students receive their own individual needs assessments um with baselines from their previous school years and then they also receive their own individual support plans for their students to
051have um written in incentives and how our site staff were going to help um be the advocate and cheerleader for these students. So data for last school year we were able to serve 161,51 students through our tier one. So, our whole school supports. Um, again, some examples of these supports could be parent engagement nights. Um, this could be PBIS events that our staff helped run. Um, this could be some sort of um like a coffee hour in the morning to welcome parents into the school building to facilitate a culture of um togetherness with staff. Um, 558 parents were served through these tier one initiatives. uh 24 basic need items were distributed and then 86 students were case managed in total last year. Our results 61% of the students who were case managed by our site
052staff improved in their attendance goals, 60% improved behaviorally, 61 approved academically and then 61% made positive progress towards their annual goals. Uh some highlights, initiatives, and coordinations from last year, some of my favorites at least. Oh, sorry, skipped ahead. Um, ArtNote programming. So, Communities and Schools has been able to broker the ArtNote program for three years now in Saskuana Township. For those of you who are not familiar with the program, it is an afterchool program um where students are able to learn about artists um specifically tailored to the demographics of our students that we're working with. We do believe that representation is very important. Um, and so therefore, our students are able to learn about artists, um, learn about the work that goes into their art. They actually do art on their own. Um, and
053then they have an endofear art show that their parents are able to come and view and see what their students have been doing. Again, we've been able to broker that, um, for three successful school years now. Um, we were able to implement a family fitness Zumba night at Sarah Linmouth and Thomas Holtzman that had a lot of great participation. I myself attended, might have danced a little bit, might have been a little shy. Um, but the students just seeing the students and families um just dance together, celebrate together, and also alongside the staff in that building was something that was near and dear to my heart. Um, at our high school level, we have our site coordinator, Asia Robinson, who is facilitating girl talk empowerment groups. um she was able to get state representative Patty
054Kim to come in. So that picture right there um is Patty talking to the girls who participate in that group uh just about what it means to be a woman in a difficult field um and share some of her struggles that she you know has endured in her lifetime. Um at Thomas Holtzman, our site staff uh facilitates and is the liazison for the Hannah bus safety program um which is near and dear to the heart of the administrators in that building as they struggle um behaviorally with you know making sure the kids learn how to ride the bus safely. Um also at Thomas Holtzman uh our site coordinator was able to facilitate a parent engagement night after school which was a family kickball event um and that was also a great success. And then at
055Sarah Lindamuth, we had an end of year family movie night. Um, as you'd imagine, the kids maybe didn't sit so well for that. Um, but it was still very well attended. There was over 200 students and families in attendance that night. Okay, there we go. Um, so looking ahead, um, we're just really, first of all, I'm an alumni of this area. I'm really happy to be serving, um, Sescoana. Not only that, we are serving in all of the buildings. Um, we're looking to continue these programs as you guys continue to grow here in this community. Um, we love partnering with the Hannah Pantry, um, and other local community organizations. So, we've actually been able to bring in incentives and rewards from Get Air, Urban Air, um, a local Amish farm, um, and we're consistently writing
056to different agencies and organizations to see if they can help, you know, better the lives of the students and families here. I'm currently working with Girl Scouts of America and Big Brother Big Sister as well um to see how we can all come together again to support these students in this district. Um we're always looking for opportunities for internal district student mentorship programs. So we have a site staff at the high school. We would love to see a high school mentor be able to um mentor maybe the kids at Sarah Lindamouth since there is that shared parking lot. Um, and then something brand new this school year is we've been able to bring in executive functioning groups um, facilitated by our site staff specifically at the middle school due to the need right there. And
057that's that's the update for last school year. Thank you. And are there any questions >> questions? So, all right. So I have I knew I had spot it's it's committed time. Um and I don't know if Miss Jones is here, right? She's not she's not here tonight. >> No. >> Okay. So I guess my question is so you heard from the family earlier today, right? Like what would you say to them in terms of how CIS is a resource for them? cuz I see, you know, you have your tier two and tier three. What would your like what would your remediation look like for a young learner like that, you know, six, seven years old? Like she >> I I would hate to think that um that beautiful little girl is not participating in things
058like movie night, Zoom, but like all of that stuff because she doesn't want to come to school. So, how how do we keep um young people like her from falling through the uh falling through the cracks? >> Absolutely. I actually thank you for that question because when that family was speaking, it did really resonate with myself. Um and the fact that my site staff are the types of individuals that this student should be connected to. Um so, first of all, I don't know if a lot of you know this, but October is actually National Bullying Prevention Month. Um and so therefore, you know, our staff could facilitate large-scale tier one, you know, anti- um bullying type of events within the school. I would also say that this student should be um paired with the site
059coordinator at that building um because this person is the advocate, the cheerleader, you know, um the mentor in that building for students like this. I would encourage um the student to attend lunch groups that the site coordinator would have. I myself served in this role. Um, and personally when there were students who kind of fell on the outskirts and maybe didn't have a lot of friendship groups or maybe weren't the most outgoing, um, those were the students that I would invite to my lunch groups and they would end up attending amongst their peers. Um, and the conversation would be very organic and by the end of it there were students that were passing each other in the hallway previously that were now friends and you know hugging or dapping each other up or whatever the
060case would be. Um, so I would say that communities and schools is a large support particularly for students just like that and there's a plethora of things that our site staff could do and and specifically also we can go outside of the school building and meet the family in the community. That's something I think that's very different um you know outside of typically like what your counselor is able to do. um our site staff can assist in getting the student maybe connected to outside resources as well whether that's like the YMCA again Big Brother Big Sister other um organizations. >> Thank you. Good evening. Um just have a few things in regards to athletics. Um just kind of want to keep you guys updated. Um first uh I was looking at our athletic um academic
061policy essentially uh that we have in place right now. Um to kind of give you guys this idea on how it works. um which is on brand with every other district um that I'm familiar with at least um we run our weekly reports and if you're failing two or more classes uh you're considered ineligible. Um where I would like to make a transition I feel as if we're outdated uh is at the end of the year which ultimately has an impact on our fall students. So, at the end of the year when we run the final grades for the full school year, right now within our school, if that same aspect, if you're failing two or more classes, um that then rolls over um to the next school year in which you will have to
062sit out 15 school days. Um where with the PIAA has it set up currently where you must pass at least four full credits um for the school year. Um, and if you don't, then that same penalty will occur where you then have to sit out 15 school days. So, um, just looking at that, um, I just would love to make sure, you know, we're just all on the same page. It's something that we could possibly make sure that we have in our policy, um, to make sure we don't have to be aligned with the PIAA. We can make our own stipulations if they're tougher than that. Um, and that's ultimately where we're at with that. Uh where my concern is with that is um if we have a student athlete that starts off the year
063tough and they fail uh just a one semester course, something that's not even technically full year, um that counts out as failing one class. Um so when we talk about athletes and or just students in general having the opportunity um to know write their wrongs um sometimes they're not even given that. And when we talk about failing classes, like when we run our eligibility reports, uh failing is failing. So it doesn't matter if it's a half year or full year. So um when we look at that full year at the end um that is something that can you know harm them. So just looking at what the PIAA rules is and what everybody else is doing um I think that it will be on brand for us to assure that as long as our athletes
064are passing four full credits at the end of the final excuse me at the end of the year um then that should be enough. >> Um keep >> what's that said again? and four credits in >> yeah so I think >> right so when sorry for any confusion so we look I don't look at that until the end of the year is what I'm saying so what I'll do is I would look at the kids fullyear academic report and I would just tally up the credits so as long as they have reached at least four full credits within that school year they are deemed eligible for the next year whereas of right now if a student is failing two classes throughout the whole year at the end so when I look at that final report.
065We're talking at the end of the year. If I look at that final report and a student has failed two classes, um right now they will be considered ineligible when we and this really honestly only impacts our fall student athletes because they're the kids that roll over from the end of the school year to the next season. So, if you're just a winter or spring athlete, this wouldn't have any impact on you. >> Let me ask y >> ask a question. >> Oh, hey. How many further? >> Uh so >> four credits each class. >> Yeah. So your core your core class is going to be four credits. like your electives to have. So what he what he's saying is even it's two ways that you come at this. He talk about end of the
066year, but it's also a weekly thing too where it's like you could be from what our policy is right now that we've been instituting with our athletes. You could be passing like math, English, science, and be failing social studies and a half a credit like gym class and or I say junk sometimes something like that and you'll be ineligible like PIAA you're not eligible by Pa Paaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa you're ineligible about what the standard we have held kids to on our own. you really will want to be like if you're failing two core it really breaks down to if you're failing two core classes then you're in eligible but if you're failing one core and and an art technically by the PIAA you're still eligible you're just not eligible here as us >> so I I'm confused
067what's the concern is the concern that you're getting push back from parents >> no so the reality of it is is the policy that we have in place is ultimately tougher and more difficult than what's the general p is not align with what >> everybody else is offering across >> which is which is within our authority to do >> right. So, >> so, so if a kid fails his two electives in that first, say he fails psych and music, which are both halfyear courses, >> um, and then he goes on and he dominates or she dominates the rest of the school year, they have now they may have finished that school year with five five and a half past credits, but also technically failed two classes. But in reality, that would only equal one full
068credit that they failed because those are both half years. you saying that would based on our standard they would be ineligible for the following >> for the first 15 school days of the following fall >> right so so rather than okay so let's let's let's shift the conversation a bit rather than talk about like the reaction to that >> what are coaches doing >> to uh respond like when they see the early warning sign >> so that that brings me to my next point yeah so uh we actually started something I was going to bring this uh called alert your athletes protocol. Um so a lot of our coaches have done a great job with you know midweek check-ins and things that they have in place. Uh but something that I sure to make sure
069that all athletes are doing is when I'm sending out eligibility reports. Um coaches are not only getting those that are failing but anyone that has a D. So if you have a D or anything more so now we're talking about our kids that are on that radar or possibly even close to failing um our coaches are alerted. So that's one of the things that um I think when we look at where we started in the fall and I commend a lot of our coach all of our coaches because when you look at the eligibility reports uh we have not had a lot of kids ineligible. So this is something when I talk about a big picture thing this isn't necessarily a true issue for us to be transparent but when we talk about supporting all
070of our athletes um this is just something that's brought to the table. Uh but when we our alert the athletes protocol um our coaches has been very you know up to date with that. um our athletes um work hand in hand with AAP uh where if you're failing, if you're ineligible, you must attend two out of the three AAP classes. Um so academics um when we look at the numbers hasn't been a true significant issue in that sense in the Olympic protocols has been one of >> but that has been active like >> right. So what about what about the wrestler? >> Okay, >> hasn't like is in pre they're in preworkout, right? They have a D, >> right? >> That protocol wouldn't flag because that wrestling season hasn't started yet. Unless, right, you are
071pulling. Are you pulling from last year's >> No, cuz to be transparent, turnovers is too much to pull from last year because then we have kids that aren't coming back then. We wait until we get in season just more or less for accurate things. Now, I will say from my end, we talk about those type of kids. um I meet with about 15 to 20 kids weekly um that I pull from coaches that I talk about academics and other things and such. So there and I will also applaud that we do have a lot of coaches that do stay engaged even when they're out of season. Um but for us to pull academic reports based off of last year schedules kind of just that's not it's not as accurate as we probably would like to
072be honest with you. >> What about having kids opt in? So if you go to if you go to pre-workout, why not opt in for your That way you catch it like right it doesn't make sense for a kid start practicing and and they're already on the cusp right >> and they're not being direct like if they're if they are availing themselves team >> can we can like I said can we have them opt in so that they can be on the radar >> yes um and I'll have that conversation in deeper detail but like I said um I think our coaches do a good job like you as setting that standard um within the preseason as far as the expectation academics and how they check it um kind of varies within but I I
073do think a lot of our coaches do a good job setting that tone and standard well before the actual season but I I'll definitely look at it from our end as far as the alert aspect as well. >> I I I agree. I just u >> you know you always want to like you want to shoot for uniformity, right? So you don't like there may be superstars >> for sure >> that are doing it and there may be folks that aren't doing it and you want to bring them up to the baseline of like everybody's doing >> right >> which and that brings me to my next question. >> Well maybe maybe did you finish your report? You got some more stuff? >> Uh just a little bit more. Yeah. >> Finish and then maybe
074what what you ask and he may be giving your answer. >> I didn't finish and then you gonna ask. >> I just wanted to um shout out some members uh that qualify by name. Um we had multiple midpin qualifiers both for the tennis team who finished over 500 this year had a great year and then the cross country team. So the girls tennis team coached by coach Port and coach Weber um Sophia Fields, Sua Rockwell, Savannah Morris, Tuba New, Miranda Young, Pis Tamong, and Natalie Pickering. And then we also had three cross cross country med pen qualifiers. Uh Na Anthony D, Aiden Faulner, and Nevin Claudio. Um, just a few other shout outs. Wanted to shout out our girls soccer team who went down reading and won a reading high school t uh tournament. Um,
075we've had two youth nights in the last month. Um, both for field hockey and for football that was both successful. Field hockey had over about 15 to 20 and football had about 40 to 50. So, I just wanted to applaud our coaches for taking those steps to help bridge our feeder programs. Um, our first newsletter went out. We'll continue to do that monthly. That seemed to been successful. Got a lot of positive feedback in that regard. Uh the BSN store is active. Um and our football team is 7-0, first in the district. Um um opportunity to go 10 and0 which for don't quote me on it, but I think is the first time in school history or one a few but currently first in district three uh in 4A. So uh they're definitely doing a
076great job right now. >> Yeah. But okay, I was going to have him. He was asking a question. I stopped him. >> Okay. So, uh, reverting back to my wet blanket. >> Yeah. >> Um, so we're talking about and the athletic report is great, but because this is the education and athletics committee, I want to >> go back and flag the cons the concern that I have is uh, it's not even a concern. is a suggestion. Um, so those students that we're flagging, I know we you mentioned AAP, >> right? >> Are there any opportunities? I know the the buzzword now is high impact tutoring and if the federal government was working they would have grants available but is there any is there any opportunity to explore like whatever the reform department of education is
077doing in terms of grant work or high high impact tutoring um identifying uh students who are sort of on the cusp and then um targeting them with um in school tutoring because I think well I think the the numbers show that uh when students don't have a choice right >> and they are captive audience in school and they receive tutoring the grades go up right >> as opposed to uh giving them the option of either going tutoring or going home. So, in my personal belief, uh, AP is like the most impressive tutoring environment I ever been in. Uh, because there's multiple teachers geared toward each subject there. So, there's it's not a general study hall where you're coming in. Um, and even the teacher to student ratio in there, every time I walk in, there's
078one to one or one to two. So, when we talk about high tutoring, obviously, yes, absolutely. I think there's grants and opportunities out there, but I think we do a good job in house right now providing like is it's very impressive what I walk into and I see in that cafeteria three days a week. So, um I understand what you're saying as well. And I to answer your question, yes, uh but I think we have more than enough. Not to say you can always go get more. Uh but we have multiple teachers of each subject um there. And then when we talk about combining that with student athletes, uh when I do send out those eligibility reports, that also goes out to our AAP facilitator. Um so then when she runs the reports, um she
079then sends the attendance for each day cuz she knows the standard as well as far as two out of three days. She then sends the attendance um back to me and the head coach of that sport. So now we are assuring that those kids are there for two two of the three sessions. So, um, to answer your question, yes. Uh, but I also think we're doing a lot of things in the house, um, that kind of, you know, help us stay on this track from academic standpoint. >> Let me get one value as well. We'll come back to you. >> Uh, so my question was just about you said that you're checking at the end of the year and I'm just wanted to get clarification upon uh, when coaches are checking because I also heard
080you say about on a weekly basis eligible. >> Sorry. So >> checking week to week if they are still passing and not. >> Yeah. So we run an eligibility report weekly. We have to u and coaches are running eligibility reports weekly. What I do at the end of the year is I take all fall sport athletes and I have to look at their final transcript of that year to determine their eligibility for the start of the fall. But the expectation on a weektoeek basis is that we're running our general reports. That's where we do our uh athletes protocol alerting those uh and coaches are doing those. But I know for example, Coach Heden um has athletes and I know they were doing this with basketball as well, uh where they have a print out where
081teachers have to sign off on their grades every Wednesday and that's prior to me even running my report. So that's just example of one of the weekly things that are taking place, but we are running them weekly to answer your question. >> And just in a following and I don't think that I'm speaking out of term I can't even recall if it's our district or another district. I think it may have been ours and I think this was public uh PIAA wise. How will we avoid or is our evaluation process stringent enough throughout the year so that we don't get to a point at the end where we find ourselves ineligible or where upon afteraction review we find that there was some ineligibility because maybe it fell through the cracks or something like that and
082then we're having to get something back. >> Yeah, I don't I think we have a a clean protocol. Uh sometimes the biggest confusion and transparency is when you're dealing with the students that aren't necessarily in the building. Um but I think we have had we have clean things in place to deal with all of our our kids that don't attend high school. So that I I would say is probably the assume the biggest challenge when you're talking about keeping things clean is when you're talking about students that go to DCT cyber. Um but coaches um students are all well aware of what that expectation is. um even when a kid joins mid-season, there's a clear expectation on what that is before they're even clear. So t we shouldn't that in my opinion that's unacceptable to
083have not that things don't happen. Uh but I think when you're clear with the expectation um kind of avoid a lot of those things. >> Um so look at the fall just the fall students. >> Yes. Because that's the only ones that impact. >> I'm sorry. Look at the fall students who are starting out the year and >> don't they deserve a fresh start? >> Yeah, that >> and because you're looking at them, the students that didn't do well that are might be in a spring sport has plenty of time to bring their grades up. They're not being penalized because they weren't the best in the previous year. So where is the >> I agree 100% but the base of the rule comes from the PIAA. So that's that's above the rule is the rule.
084What we do is we actually like I said in my opinion I think we make it a little bit more tough but at the end I agree with what you're saying but there is a baseline of what the PIAA sets uh regardless of what you need for the full year. >> Yeah I think I think you clarify some things here. So if somebody work with asking us and I think what the district have done in the past they put these guidelines in >> and the PIAA says if you pass this many subject you're eligible we say you're ineligible. So we we go back to to what he wants whatever the PIAA says is eligible that's what we go by point blank. Is that what you're asking for? Yes. >> Exactly. So, and we can beat
085this horse all night long, but the bottom line is this. The PIAA has rules. And if we follow the PIAA rules and what's been happening, Harrisburg, Susco has a tendency to change the rules that make it more vigorous for their kids than anybody else in the state. So our kids always end up ineligible. But Cedar Cliff and Cland Valley and Central Dolphin, they just ease on down the road because we're going to make it hard on back. >> Okay. So that's what he's looking for. And I think that's something that you guys put in place. We vote on it or how how is that? >> I take a look. I don't believe it's policy. It might be. >> It is a it's a policy. was a policy >> because they had that policy. >> They
086had that policy in Harrisburg >> because they had classes a 77. >> So they have seven >> now. Anything else on the >> That is it. That was the biggest thing that did everybody understand what he was saying about that. >> I get it now. >> I would ask some kind of the experience do help us. >> Yeah, I would I mean I would ask for some I don't know that our policy needs change. I I'm I'm suggesting um as as you brought up uh directed >> policy >> whether whether it's a policy or procedure I don't know that the procedure is the problem as you alluded to it may be oversight of the procedure if you're saying switching to more active policing of coaching staff or in collaborating with coaching staff to be more
087vigilant in um in reporting out weekly and catching those things. And I think there's two parts to this, which is what I was getting. There's the identification, but there's also the remediation. Nothing's going to happen without the remediation. That's that's why I'm suggesting and to your point, yes, AAP is a is a wonderful tool. Um, I I I would even argue that we can be more uh proactive and push push that to uh make it less optional because I I feel like with athletes, you have a you have a perfect pilot group of folks who are incentivized to to get the grades up, right? Or else they don't play. uh eventually um expanding that universe of of participants to the entire school district would be my ultimate goal because >> ultimately you're trying to make
088sure that kids have access to those need in school. Um and again for the average student there's no incentive to go to AAP uh because there's no there's no sport that they would there's no there's no consequence of not going to right so I'm and I'm not saying for your folks I'm the students in general >> um finding ways to incentivize that in school while you have them captive to be seems like a better way a better net to catch all of those potential low performance who are but I think you can you can show the effectiveness of that program using a you have a a good test group you have an incentivized test group and you can show improvement we live in a district where everybody complains about test scores nonstop and we uh
089you know they complain about test scores but they don't offic solutions. I'm trying to get us to a point where we are offering solutions to get to to to show some improvement or at least to encourage uh parents to u encouraging parents to talk about positive solutions instead of just complain just for just for the record sometimes I feel like I start like you said it's not optional if you're if you if you're failing you got you must go for for if you're an athlete. So, it's not the opt is not >> right. That's what I'm saying. That's what I'm saying. Athletes don't have But what about regular that that's what I guess that's what I'm getting at like this work this this helps athletes, >> but this is the education and athletics. I get
090what you're saying, but I'm I'm trying to get the board to think beyond. So, so, so what I could probably do for the board is cuz what I'm hearing is you're talking about what's occurring during the day that is offering remediation for kids that are struggling. That's a separate conversation that I can probably give you some insight on like in the executive session or person or how we want that to lay out a look because there is things that are being worked on by a high school administration to address what you're talking about. >> I think they're related. I don't think I I get what you're saying. They're distinct, but I think they're related. They still they still relate to student performance and know that that's for anybody out here in in a listening audience.
091They don't make the they don't make distinction athletes. >> Any other questions? >> Yep. I think that's it. if we roll back I guess our stringency on these on these credits because it's like much happier for my understanding right now this is based on the rules right now if you're gone through forces you have to go to your health >> you have to go to a and you are also ineligible >> okay so now if we load this back with the pa will that still be in place >> yes so this is yes absolutely nothing and we will still be following us a similar process for our weekly reports. This is only at the end of the year when we talk about the transition from the full year to the following year. But our expectations,
092excuse me, in regards to weekly check-ins, the expectations of AAP two out of the three times, nothing changes with that. >> No, absolutely. >> You know, social might be your favorite, but It's not written in there that we're discussing. >> So, >> it's not written in a specific courses. >> Okay. >> So, that is something that there is no policy saying about athletes have to have four or two credits to be eligible if they fail. There's nothing there. It does say that the board further adopts those eligibility standards set by the constitution of PA intercolastic >> athletic association. So PIAA >> so what you would do is get their policy >> and we're adopting a policy. >> Sounds good. >> But it's already in it's already in there. >> It's already >> thea is already
093in our policy. But if it's already there, >> by right, some parents could have hold us accountable and we couldn't do nothing about it. Keep that kid from playing. >> If you really want to look at it, >> it sounds like it's been an administrative regulation of years gone by and it's never been updated or no one's ever questioned it. >> No one ever question. >> So, we're all ready. >> That's it. >> All right. Thank you guys. You're welcome. >> Thank you. >> But Mr. Dean, I do want to say I'm I thank you for bringing it up >> because had you not any parent be upset for whatever reason, um the board still needed to know. >> No problem. >> All right. Thank you. >> And then if if they would have board
094it up, we could have kept their kids from playing. >> Am I right? Because they ain't nothing to say. >> If that's our if that's our administrative ray, yes, it is. We we still can up a hold it. It's just not >> so this doesn't say that we will over it doesn't say that PIAA overrides administrative regulation. It says we will also include PIAA. >> We have include Right. So we can be more rigorous. We can't be more >> lax than PIAA. >> Right. Right. Right. Are you going to gohead say yes you don't mind us making it a little more in line with Paa then we'll do that. >> I you boss me a parent who would argue that academic stringency is profit that's good. >> So some parent no I mean some a
095family may say you're letting down the standard. >> That's what they say. So if we align with PIAA, some could argue >> we are lowering our standard. Right now we're rigorous, >> right? Are you getting I guess is this a solution in search of problems? Like are there student are there parents out there saying >> I don't like your rigorous academic standards? >> And then there's but more than that we're looking at how we align with other districts and what their players are able to do and our players are not. So that's essentially what it is. It's not really a parent who really pushing >> not not to try like if I'm a parent I'm concerned about the application of the standard right like I'm I'm concerned whether the application being implemented equitably but right
096>> you say that it's unfair because it is high >> well but it but think about the parent that came from another district. If you move into the district, you have a student athlete in that previous district. Sure. They would not have been um uh prevented, but they are here. They won't be here, >> right? >> They won't be going forward. But to your point, would a parent be upset that we're more rigorous? They absolutely could be if they came from another district that does not have these standards, >> but that would be any parent that came because of our higher GP, because of our higher academic >> our academic scale, right? Just our scale alone. Yep. um whether it's I mean and you there's the argument that athletics at the high school at the
097high school level is voluntary right so >> I see what you're saying but give me a good example whatever at one time we had this problem in Harrisburg with these scores so I called the NCAA and asked them one question I said we said we have a 77 for a seat What happened to 70? They said, "Whatever your school say, that's what we go by. But 70 is the minimum." And then I fought and I fought and I got them to change it because what I said to the district, you want to be spent for a bottle of water, Harrisburg got to pay a dollar seven, you pay a dollar. Is that fair? If it if you got a sevenpoint scale, that's what we're talking about. And so we changing. So the same thing I
098see here, if we tougher than thea, who we hurting? >> I'm never going to argue that academic standards being tougher than bad. >> Okay. >> All right. And next, anything else? Okay. Next up is uh >> I wanted to uh I wanted to say why Mrs. Danti was presented for committee in schools. I just wanted to go on record that the board recognized that at um Sarah Linda most specifically okay to five to be honest with you but specifically at that school that the parent was here we uh community and schools been a part of a very robust positive behavior and support structure that's put in at Slack that's um recognized at the state level for about um nine or 10 years running um and also the bullying prevention um that has been practices that
099have been instituted ASL like have been recognized at the state level as well. We actually have staff members go speak at uh bullying prevention uh rallies and things of that nature um on record. So those practices and those uh we go with oasis uh bullying prevention. Um we also have u anti-bullying in our pledge that's that's stated daily at that level. Um the we have a be a buddy system that ties in with the PBIS system. So, I just wanted to make sure everyone went on record that says there are several things that exist that community and schools make more even more robust as a support system to try to ensure that we, you know, stay on top as best as possible as a district on learners that are getting bullied and trying to educate
100what that looks like for some of our our younger learners. >> Let me ask a question. I asked the whole board this question. So if a kid is in the bathroom and another kid turn the light on and off, is that bullying? Part of part of the educational piece, especially at the K to2 level, is not only educating the children on what constitutes bullying, but sometimes we also have to take advantage of being able to um educate parents on what actually bullying is. That's what I'm actually it's a so that is probably an example that kind of gets pulled into that educational piece because sometimes it's overlooked. A kid comes home they say I was I was called a name and then you know it could be perceived by the parent or something you know
101my child's getting bullied. So there is an educational component there that we that we have instituted that we have constant conversations with with families and we definitely try to set the foundation for entering kindergarteners and learners that come through the K to2 level for sure and continuing into you know but I was asking this you consider that bully >> by asking the board by definition by definition that is not asking this question because my granddaughter came home and said to me, "They were bullying." That's what you mean. They turn light on and off in the bathroom, grandad. I said, "Oh, so they turn light on in the bathroom." So, so somebody bully. I said, "Who who was doing it?" She says, "Uh, kindergarten." I said, "Really?" Now, I talked to her. I said, "I don't
102think that's bullying." Well, you do say, "Hey, turn the light back on and move on." But I would never bring that to the fact and say it's bullying. I just wanted to make sure that the board was aware that there is a tremendous amount of education system put in place that addresses my time. >> I just wanted to ask that question because I didn't because I hear this word bullying all the time >> and it just gets to me. I'm just trying to figure out what is bullying and uh I you know if I take you back to the to the 50s I have we saw a movie and what we saw was movie bullying you're on a playground fighting that was you know but I'm just saying that it's been going on for forever
103and ever we just make such a >> perception interpretation >> I want to know how we definitely take it seriously and we definitely try to institute practices that competitive All right. Okay. So, the next up is uh high school courses and one Ay discussion on that see >> I'm sorry we're discussion on what exactly is the modified desirable So the I can jump in. The modified curriculum is designed for learners who um may have learning challenges. And so as school districts, we uh regularly uh provide modified curriculum so that those learners can access the same curriculum that their non-disabled peers. But we either modify the pace or the amount of instruction or content that we cover. >> Another question D. >> And so would that be like if it's necessary for them like if they're
104requesting the modification or if they need it? >> No, that's based on their >> Okay. So their IP team. >> So they still get the Spanish just modified to Yes. OD this uh I I see it's got indemnification standard language. Is there um I didn't see anything specific in the language about um updates to the platform being included. So like are we going to be do we get pushed? Is there language in here that allows for us to get push updates to the platform as they become like I'm assuming this a soft this reads like a software subscription. >> It's our stu it's our whole student it's campus it's our whole student information system. So it it's grades it's behavior it's parent messaging it's all those things. >> Is there have there been any talks
105about like updating the platform? That's my question. Yeah. Okay. And okay and this remake includes those like those we not we don't there's no change requests coming out every time makes updates available down install them. >> Okay. So this infant campus this is what we're using for our is this our email or robo call system like this is what we're using so >> I didn't hear him >> this is this is what we're using to notify >> yeah building communications that are sent out to parents throughout the district typically go through campus this is our student information system everything you want to know about grades attendance behavior student information all of it's housed under this >> dashboard it's parental portal. As a parent, you log in, you do things like pay well and lunch was
106to get paid for lunch. You I mean even now you you put money on the account, you contact teachers through the portal, you can um you receive updates and receive uh specific information to your to your children and then for your uh student it's their grade. the parent can view the dashboard but the the the student actually uh can submit assignments. >> Sure. >> And just so for my clarity, what what what's our change? What's our update to this agreement? Because this was an existing what's the update? So, I believe their legal team just updated their licensing agreement. >> I'm sorry. I can hear I believe their legal team updated their licensing agreement. This is >> thing for them and they send it out to all their users or update file. Okay. Uh, no story
107title one superintendent data. Oh, wait. Did you have a question about title one? >> Take your time. Sorry. >> No, that's okay. All right. So, Mr. Bishop will share um Yes, please. Thank you. So, at um our meeting in August, I had shared with the board um what we would report each month and those are our state reportable um numbers, the state reportables um are behavioral interactions that the state requires every school district in the in the Commonwealth uh to report at the end of each school year. There is a website and I provided that in a previous um meeting in the previous presentation as well. Uh we submit a report and all of the the counts of how often these infractions have occurred uh month over month and then they do a a calculation.
108It also includes the number of arrests um at the end of the year. And so the state uses the report uh to determine if a school is considered persistently dangerous. Um and so we are fortunate that of course we're we're not anywhere near the that designation but this is all public knowledge and so I just want to present uh our numbers thus far. So each time I provide a report for this portion of the work session you will see um our data. Now, some of these I did not report. There are a laundry list of infractions. I don't report the ones that have very few infractions, but I also selected the ones that I believe the board may want to know most about. So, if you take a look, this is uh 23 years worth
109of data. So, 23 24 is black, the 2425 school year is red, and the 25 26 school year is white or gray. And so for simple assault on staff, uh we had one in 2324, zero uh last year uh in terms of simple assault and then um zero this school year thus far. That is just through September. We are currently gathering data on Octo in October. So at our work session in November, we'll have all of our November October data and so I will report that out. fighting we had uh 23 24 school year we had two um and then I will talk a little bit about this as you look at the numbers um fighting for last school year we had three and then fighting this year so far we've had one um so
110far that's just through September so we haven't quite gotten there yet so this is for the month of September so if you're thinking wait a minute I know we had more fights this year we're only looking at September number right now. Let me just start. Uh so minor in altercations uh the previous two school years zero. Uh we've had two so far this school year. Uh reminder we have 3,200 students right now. So just so that our numbers are relative. U and these numbers represent um the incidents. Um it doesn't count children as like the double. So if there was a fight between two children, you don't get two infractions. That's one fight. All right. So a harassment and or intimidation that is separate from bullying um bullying as the state identifies it um has
111a uh an imbalance in power. And so if there is no imbalance in power um if there is not um a consistent and persistent effort um to harass that student it is not uh it is not considered bullying. Okay. So this is the number we have 0 and one reported. Any questions about these numbers before I go to the next one? >> You're already at eight. Okay. All right. Give me look give me this is September so all right so the next month uh the next infractions are weapons weapons possession uh zero the year before uh 023 24 uh 0 2425 uh one this school year uh we had a lookalike at the high school um for vaping we had three in 23 324 in September. Okay. Um 0 and 2425 by September and then
112um by uh September of this year we have five. So yes, this is this is data that we are aware of and that um the administrators um are addressing and in their discipline committee meetings. Uh tobacco possession two we had one zero so far this school year. Bullying uh we had one in 23 24 1 24 25 we have not had any reported uh this school year. Uh one of the things that we do want to make sure that when we talk with families that they are letting the building administrators know and that is being reported so that it is documented. Um, as you can see, we have any so far this year. That doesn't mean that people are not experiencing it. We just need them to encourage, we need to encourage them to speak
113to the building administrators. If they have not done that or if they have and they have not found resolution, absolutely speak to Dr. Martin because he's the next step. And then of course, they can always talk to me. Of course, if there is no resolution, by all means, come and speak to the school. production that's not just in the school that's on any that could be on school. >> It could be on the bus. It could be at an athletic event. Yes. Yeah. >> It's almost like there was a vape store across the street from the school or something >> right beside the Duncan. >> Yeah. Right. >> You would have a conversation with the township. >> Yeah. They actually did put some provisions in place at their last meeting to limit the expansion of
114those stores in the township. The planning commission did. So, I will give them um shout out. >> Dr. Wolf, can you to your point that the state separates they differentiate between bullying >> and harassment? We have different data numbers for that. >> Yes. So can and you mentioned that bullying like the the definition or the title or the parameters of that are consistent and persistent and I believe that the standards for harassment is severe and pervasive and so like that's some of the difference like so you've got an instance where maybe somebody's flashing the light or maybe I you know push Jackie one time to maybe there's maybe there is or maybe there isn't a a a balance of power and I'm taller if I'm taller than her if I'm bigger than her then okay,
115maybe it might be considered bully, but maybe if she not if she could knock me over, then maybe it would be considered bullying. I might still be bullying her. But when we're getting to harassment perhaps and I don't want to get into you know particular specifics but if we've got an incident where this is happening over and over again perhaps like you talk about the difference and it's going from maybe bullying garden variety bullying getting into the more severe >> uh category of harassment and intimidation. >> Actually it's the based on the state based on the state's definition it's the reverse. Okay. Harassment can happen as a single incident. Bullying is when it is is persistent and over time. >> I think we're confusing the state's standard time. >> Correct. >> Yes. Got harassment. Understood.
116>> All right. Well, thank thank you. That's helpful to know though that bullying is considered more severe at this level or the way we're measuring bullying versus versus harassment is more serious. >> It can be one harassment can be one in time. >> Yes. >> Any other questions about the numbers? You want me to go back? >> The one reporting it's just because they're not stay or just for this presentation in general? Well, the ones we're not reporting, we don't have many in there may not be any infractions at all. >> Okay. So, this is >> where is the one that you have to report. We don't have any though. So, >> we can assume that there were either zero or one in a period of of the course of like three years. So, yeah,
117but every state they're still reportable by state. It's not >> Oh, it's all reportable. >> Okay. I just want to make clear. So, you can actually go to the state uh if you just Google um safe schools report Pennsylvania, you can go in and see any school district safe report for the last 10 years or so. >> So, if it is brought to us, it is reported. But we can only report it if it's brought to us. >> No, no, we report it from the building level. So if there's bullying happening in the building, we report it to the state. >> I mean if we're made aware of it. I'm saying >> Oh, you mean administration? >> Yes. Made aware. Correct. If if someone is complaining of bullying, harassment, that kind of thing, but they
118never then it doesn't show up in our numbers. Correct. Y >> any other questions? >> No personnel update. Uh finance committee report. >> Good evening. >> I just have a couple uh updates uh from the finance department. So we're going to review our year-to- date budget. Um we'll talk about well we won't talk about the state budget adoption because there is none. Um and uh we'll talk about the 2627 uh act one adjusted index and then some results on the bond rating that we recently had. Oops, too fast. Okay, so before I get into the details of the spreadsheet, let me just walk you through what you're looking at. on your left. Uh the red block of information is prior year. So that is your information for 2425 and it's comparing it to current year
1192526. The first column on the right um where it says 2425 year to date that is from July 1st through June 30th. And so this report I'm sorry this is July 1st through September 30th. So this is this report is showing up until this period last year. The 2425 annual budget that is actual. So that is not the budget numbers that you've passed but what how we performed in the 2425 school year. So that is the final numbers and then the percentage on that uh prior year actual year-to- date percentage as a part part of the annual budget. Um and that's the number that we're really comparing to in 2526 that percentage. The block uh the blue block is showing you current year. So again the 2526 year to date is showing you July 1st
120through September 30th. And then the annual budget as we passed it in June. Um and then again that year-to- date percentage of budget. Okay. Any questions so far? All right. So, we're looking at results on how we're performing and I thought it would be a good idea to give us a highle overview. Um, especially since we don't have a state and federal budget and we're not having that revenue come in. Um you'll see that on the revenues component um when you compare last year at this time which up until September 30th of 24 we'd received up until that period 58.18% of our revenues compared to this year we're at 50.75 and that's primarily because of the state and federal monies not coming in. But the bulk of our revenues really comes from our local sources.
121So that is real estate tax money, EIT, personal uh per capita tax, all of that um is in that local source and out of that 74% makes up real estate. So that is your chunk of money coming out of that local source revenue. And then the second biggest is EIT which is 10.3%. So just to give you a little highlight uh last year at this time we had collected 90.5% of our budgeted revenues. This year we're at 88%. So not too far less than 3%. We're comfortable with that. EIT last year at this time we collected 6.6% 6% and uh this year we're at 6%. So, not too much of a difference, but just wanted to give you an overview of what your revenues looked like. Any questions on revenues on the expenditure side, um
122you'll see that overall we've last year at this time we expended 1916% of the budget. Um, and this year we're at 14.22%. Now, one of the biggest differences we want to uh point out here is when you're looking at your 2425 annual budget, remember that those are actuals, not on uh adopted budget. And so, you're not really comparing apples to apples um on both sides. Okay? Um it's just how the uh chart is set up. >> projected. Um you'll see slight increases um in each of the object series. Uh just wanted to make a point that um when you're looking at salary and benefits, remember that there are increases due collective bargain agreements and the board had passed new positions and so that is reflected there. So when you're looking at the projected annual budget
123compared to the actual 2425, you'll see that that that that is different. >> What are your other objects? Other objects are things like um dues and fees, miscellaneous expenses that are in doesn't that they don't fit anywhere else in how PDA has structured the chart of accounting >> like our PSBA um >> those are memberships. Yep. >> We send the board to PSBA conference every year. Those things that's that's there's no line item. So overall, we believe that we're doing well. This is information that we would have shared um with a bond rating uh last week. And so um we're we're doing pretty good considering that there's no state and federal money. Uh right now we are operating basically on that local sources. Um and we'll probably be likely doing that through the end of
124December. Um hopefully the state and federal impass will subside >> then we'll dip into our reserves >> question. Yes ma'am. Uh so for see you just mentioned other objects looking at 526 and if I'm reading this understanding is um we have budgeted in that line item 118,915 >> or that's what we you annual budget for that is 2 million. >> Yes. So last year you had a bond issuance and so that is recorded in that section. >> So the bond issuance >> sometimes when Yeah. Right. So when some when you have those bond issuances or when you have a refinancing that is recorded in the 8 and 900 object series and so you'll see that fluctuation depending on that. Um okay the next slide just shows you a chart view of the information that we
125just reviewed. So again, red columns are 2425, your blue columns are 2526. So last month we talked about um how PTE is required to release the act one index um act one index by uh September 1st which they did. They did that at the end of August. However, they are also obligated to release the adjusted act one index and that was due by September 30th. That has not been done yet, but because PTE gives us that calculation, we were able to estimate that ourselves. And so, I'm showing you here what that calculation is. Um it's based off of um our market value, personal income aid ratio, which is just a comparison of how we do in the market value across our jurisdiction in our district and personal uh personal income compared to all the other
126school districts in the state of Pennsylvania. And so based on that, we have an adjusted AC1 index at 4.4%. that is where we are capped. Okay. So, the next slide just shows you what those uh what that translates in new money. Um so, if we were to increase taxes by 4.4%, we would generate 1.6 million in new revenue. Or if we went 3.5, we would generate 1.3 million. And so these are just for uh viewing only. Does does not suggest that we're doing one or the other or either. Um it's just to let you know what we're allowed to do under the act one index. The beginning of September, uh we had PFM and Raymond James come in. Um, and one of the questions from Miss Hill was uh the potential interest that we could
127gain from these bond issuance 2025. And so we have some conservative, very conservative numbers. Uh, you'll see in the third column, uh, the interest earnings, they're projected at 3% which is less than what we're currently at. But not knowing where the market is going to be, we wanted to make sure that we were conservative. Does that answer your question, Miss >> How much can we earn? >> Uh 680,000 potentially for it's coming here. >> No, that's throughout the life of this bond. So you'll see the schedule. The schedule shows you um what your beginning balances are. The red is when you draw the money and so and then you have your end ending balance. So, it's revenue plus interest minus expense then balance. And you do that throughout. >> I thought that we borrowed $14
128million. And for the first three years, we could earn interest on that money without spending. >> Right. >> Based off of this, we are anticipating using all of that. So, we're not >> using all of what? >> All of the funds. >> All the funds. >> All of the funds. >> We getting ready to get another 14 >> and we anticipate using the majority of those funds by next this time next year. break it down over the last >> my apologies. I'm going to correct myself. I'm talking about up until we anticipate spending the money because we'll have those funds available to collect interest. See what I'm thinking? Mama remember the other index she put up about we can earn if you went 4.4 and 3.5 >> you think about >> yeah the index and
129we raise taxes. >> So I'm looking saying well >> if I'm minus what we going to make over here I don't have to raise the tax that high. That's what I >> No what? No, >> no. Because you're in you're generating interest interest on the monies you have available from the proceeds up until you spend it. So every time you spend down you you're generating less interest. If we anticipate that by January of 28 all of the funds are expended then well we won't have any money to generate interest on. >> But we all use that money. So >> but it's not like you're taking this money out that you're generating and you're sitting it over here. can stay out of the account and you're constantly earning money, but you're constantly spending that money, >>
130which is why the interest earnings drop every >> you are earning it. >> You know what I'm saying? >> It's not something you can take and set it aside. She's saying to you, she is showing you that it's making money. We are making money. So from off the top, so we borrowed 15 million and then we earned,665 in interest at the very top the very top line. >> The very top line. So the beginning balance is 15 million. >> You would generate $37,000 that first month, right? And then you're expending that cash. So and then you have an ending balance. That ending balance is then carried over to the next month as the beginning balance and so on and so forth. >> I'm looking at the at the very top like before June of 25
131before June because we borrowed the money previously and had been sitting for some time. So, we had the 15 million that we borrowed and that $30,665. I'm asking that was interest that would had been generated prior to June of 2025 >> from like last year like whenever we borrowed the money which I believe was like more than a year ago at this point to the last column ending balance where it says 15,30,65 turned into $30,665. That's the proceeds from this from this closing only. So that is the starting point. >> You said the proceeds for the closing >> from the 2025 general obligation bonds. >> Yeah, it's the same number, >> right? I see. I just wonder where you began at $15 million. I just wanted to know where the 30,665 came from. You just
132said that proceeds. It's unclear now. Thank you. So, so what? So, so what I think we said the same thing. So, when we borrowed the money, we started spending it right away. It didn't stay for one year before we touched it. It did or >> No, we're spending it as as >> well. But but my understanding was this. >> We borrowed $14 million and we're putting it in the bank and we can put we can make money on it because we're not using it right away. We could we had three years to use it. I mean, we get interest on it three years before we touch it. >> But apparently, we touch it before the three years. >> Yes. >> Was it in that one year >> period? >> We haven't received it yet. >>
13314,000. You come down here and you look at >> I don't 14 million. You know what? >> We can talk about it. Okay. It ain't going to make no I'm not >> I understand what you're saying. >> if you started spending it right away, >> you ain't going to get all the interest. >> Right. Correct. But whatever's in the account, >> you going to show >> she's showing you >> as you spend it, but you're still earning interest >> or you spend >> What are we getting? >> We We haven't The bond sale doesn't happen with the money there. Oh, this is projected at 3%. The interest rates just for conservatism. >> We We must be conservative, Mr. Ross. >> It It could be. So that means that we can It's just projections. >> Yes.
134>> But it's >> it's taking into account the Fed's >> Yes. interest rate. >> So they started at four and a half that much money. >> We big deal. >> There we go. >> You got all my money over there. You only going to give me 3%. Well, let's go look at another bank. We'll scare them up a little bit. But every every >> That's how they work. They've already talked to each other before they talk to each other. the bank. Nope. No bank is gonna say, >> "Well, I'm gonna give another half point, >> right?" >> And lose that much more money than everybody else. >> Okay. I don't have that much money to deal with, so I don't care. >> Um, last slide. Um, last week we received our uh credit rating results.
135Um and the district uh maintains its double A2 credit rating which is outstanding and so um we just wanted to highlight this and congratulate the board Dr. Willis and Mr. Anderson for uh their hard work and for your support in uh ensuring that we maintain a healthy fund balance. >> Oh, was that the board or was that the >> both the board? Well, I said the board Dr. Willis and Mr. Anderson >> team effort effort. >> It is a team effort. >> What do we do as a board? >> You you support >> 95 Merson. >> Yes. >> 20% of the people who go to work. I am sure what did they give reasons for risk like do they do they identify what the what the risk is when they provide? >> So they have
136a very uh robust criteria grid um that they go through um and if you fall within those ranges that's how they identify whether you're high risk, medium risk or um crime. Exactly. Some of it is controlled within the district and some of it is outside of our control. >> Okay. >> Right. >> I want to ask a question. Um the vote has money that we pay them monthly because of the bond whatever. >> How big of a budget? It's had a big impact on our budget. Plus, we have to pay them monthly for the students and then we also pay them for the for the bond that they flow in there. >> I don't have that number in front of me, but I can get back to you. >> I don't know if I should
137be asking this question here. I'll go ahead. >> Okay. >> Thank you. >> I just I would like to give to time. Oh, >> I just I just wanted to give kudos to Mr. Anderson and to to Dr. Willis and our board um who put together uh Mr. Julie put together our our financial reports and just made us maintain our fiscal responsibilities, our standards. And we looked around uh the area and when other districts are struggling with um credit rating and credibility and and misappropriation and management, we remain uh you know with stronger credit filing and we've got a high rate. And so uh our business administration should be thankful for that. So you're saying we're putting pressure on the cavity to maintain it. >> Okay. Okay. This wireless network that's the other thing we
138discussed and that anybody have information on that one. So this this looks like it's this is the provider for the hardware. Are they also providing the the the actual connectivity or is this just for the hardware itself like we're not going through a traditional provider like Verizon? >> Mr. Bishop, >> I'll defer to Mr. Green. >> He's online. >> Good evening everyone. So, >> so yes, this is absolutely for um just the hardware components. Um in terms of connectivity for the larger WAN, uh we're we're traveling down two different paths. One is a buried fiber connection to Thomas Holtzman, which then we would use their backbone to get back to the high school. But then as we progress through the implementation of Deer Path, eventually Deer Path will turn into our main server room for
139the district. And at that point, we would engage Comcast to bring uh point-to-point connections to our to our other buildings. And that would be the primary the primary um center for the district. >> Their path will >> Yes. >> So you're moving stuff out. I mean, it's not high school. It is currently um Deer Path has a phenomenal server room space that uh existed uh which is far better equipped than all of our other buildings that have had retrofitted storage closets uh etc. So this is definitely uh a step up from a technology perspective. >> So you you're going to really enjoy this one, aren't you? >> There's going to be a lot of work involved, but yes, absolutely. Okay, I understand. So, you got you'll have all the space you need and everything. >>
140Yes. Yes, we will. >> So, that means that we got fastest service and all everything. >> Absolutely. we anticipate like do we anticipate any overhead in that bandwidth like are there um I don't know if there's are there opportunities to negotiate with the provider to like lease some or if there's any if if there is overhead is there an opportunity to like lease some of that overhead possibly uh create a a revenue like create a revenue generating possibility Um so there's certainly some um security issues that we would need to work through with that. Um and the other thing that we need to consider is bandwidth varies throughout the course of the year um as state testing happens. So we want to make sure that the available bandwidth is available um when we need it.
141>> Well, yeah. And I'm thinking like I'm not sure how much bandwidth is being used on the weekends, right? So like if there's opportunity if there's opportunities there, I I would I would just ask that we you know keep an open mind um to be you know provided that we can ensure the security of the public connection. >> Sure. >> Any other question? All right. Thank you, Mr. Agree. >> Uh, next up CS anything here any questions? This is something we do every year, right? >> No, this is actually new. So we're looking for casual to conduct a peer review study essentially an audit of our facilities department to look for efficiencies improvements and to ensure that uh we're staffed correctly and if what if not then what recommendations they would have for our department
142anybody questions that start I guess on is that it or >> I do have a question. So this consultancy like what they're going to do they're just examining whether or not we need additional staff like it'll just be viewing like our our stacking levels of that funding >> in addition to how our department is operating. So they'll be looking at practices um whether or not we are we have procedures in place for like cleaning um and standards and things like that. So it's not only staffing levels but just how the entire department operates >> and this is just for facilities. Yes. Okay. >> So this >> No, this is just facilities. >> Is it public or private? >> Yeah, I I see it's Pennsylvania. association. But is this is this an agency or is this
143a >> it's a nonprofit? It's Yeah. >> Okay. >> It's like ESPA but for business >> years ago we had uh Hailure come in and do an audit has been some years ago and Grand. Any other discussion? Other than committee uh adjudication. I get a motion. >> Johnson moves. >> Johnson move. Johnson second. >> No. Edinburgh. >> Oh. All right. Been moving. Second. Any discussion? >> Yes. Without getting into details, I would just say that I >> No. Okay. >> I'm ready. >> All right. Uh, roll call. >> Item 12 A, adjudication of student 2025-26-005. >> Miss Rath, I think we can just say for the record that it was discussed executive session. So, it's not discussed. >> It was discussed. Oh, for the record, it was discussed in executive session. >> But that says
144that down to the bottom down there. >> I would like to add that there's been additional information. >> No discuss. You can't add anything at all. Roll call, please. >> Yes. >> There's a question, Miss Ren. Everything with this situation was discussed in executive session. Student matters, explosion, whatever, adjudication. We never discuss it in public. We need vote on. You can vote it up, vote it up, or vote it down. That's one. [ __ ] That's cool. Mr. Ross, could I could I draw my motion? We want to recess for a few minutes of executive session. uh as a at 94 two. So we have a motion on the floor education student Mr. Johnson and then Mr. There was a motion and we had discussion. Are you keeping the motion on the table? >> Yes, the motion
145is on the table. Mr. Johnson, >> Mr. Johnson, a motion that you made and a second over here and we'll enter the roll call. Are we still on the motion? >> Roll call, please. >> Item 12A, the exitation of student 2025-26-005. Mr. Hber Marino, >> yes. >> Miss Hatcher, >> a conscientious >> Miss Lel, >> yes. >> Mr. S. Johnson, >> yes. >> Mr. K. Johnson, >> yes. >> Mr. RS, >> yes. >> Motion passes. Uh 72. >> Thank you. Next up, it's uh the calendar. Any discussion? You got a copy of it in your folder. Uh if you have any changes you want to make, you can call uh the secretary, board secretary, and we'll discuss it at the next meeting. and take it with you. Take it with you. Can I get a
146motion for a terot? >> Second. >> Been moved and second. All in favor? >> Second it. Jackie made a motion. >> I made the motion. Second. >> All in favor? I oppose. I have a good night.