August 26, 2025 Meeting of the Abington Board of School Directors

001Good evening and welcome to the August 26, 2025 meeting of the Abington Board of School Directors. I note the attendance of all board members this evening. Uh please stand for the pledge of allegiance. >> I pledge algiance to the flag of the United States of America and to the republic for which it stands. one nation under God, indivisible, with liberty and justice for all. >> Um, I w also want to make a special welcome to this year's student uh member of the board, Miss Caitlyn Lee. So, welcome to your first meeting. We're very happy to have you here. >> Okay. The Abington Board of School Directors has convened this evening's meeting at the administration building and the public is welcome. This meeting is also being broadcast live on the Abington School District YouTube channel. For

002those members of the public who cannot participate in this evening, this meeting is being recorded and will be available on the district's website and cable channel no later than Friday, August 29th. Comments from citizens will be conducted in person and by phone. Instructions for calling in to each public comment section of the meeting will be displayed on the screen during each segment. The board thanks the public in advance for its cooperation. This is a place where we hold dignity in high regard and everyone's voices are respected and welcomed in this space. An executive session was held immediately preceding this evening's board meeting regarding assessment appeal litigation. Dr. Fetcher, do we have any additional announcements or agenda items? Yes, Dr. Malerie. Uh, first I would like to also welcome our uh, student school board member uh,

003for the 2025 2026 school year, Caitlyn Lee. Uh, Caitlyn will be a junior at Abington Senior High School this year, bringing with her strong commitment to service, leadership, and academic excellence. Uh this year beyond her rigorous academic schedule, Caitlyn will serve as the president of the Asian Student Association. She's also an active member uh board member of the Key Club and a dedicated member of the Red Cross Club. Uh these roles led her to receive the Abington Award for service last school year, signifying that she has completed over 70 hours of volunteer work in the community. Serving as a student board member is a fitting way for Caitlyn to continue giving back this time to our school community and her peers. I think she'll be an excellent student representative and a contributing voice during our

004meetings. And I would like to uh welcome you officially to the meetings. >> So, welcome again. >> Sorry, I didn't mean to cut you off. >> Nope, you're good. Um, and I also uh would like to welcome this evening uh Miss Patty Denakola um who is our incoming CFO uh who's here in the transition upon uh Mr. Lionetti's retirement. So we welcome Patty to our meeting this evening and look forward to working with you. Thank you. >> Also welcome. >> Okay. Um that brings us to opening comments of board members. Mr. Allan, >> nothing. Thank you. >> Okay, Mrs. Brown, >> welcome everyone. I'm excited to start a new year with new things happening. >> Miss Eisenhart. >> Yes. Good evening everyone. >> Mr. Muhammad, >> happy new year. New school year upon us. Um,

005let's have a great one. >> Hey, Miss Spalding. >> Um, welcome everybody and hopefully we have a successful school year with the students start next week. Miss Hartman, >> good evening everyone. >> Miss Fraser, >> hello. Welcome. >> Miss Fazy, >> welcome everyone. >> And Miss Lee, >> I just want to say thank you for this opportunity and it's nice to meet all of you. Okay. Um, I will add my welcome. Uh, this is the meeting right before our students return next week, Tuesday and Wednesday. Yes. Okay. Um, so let's get to work. Uh Dr. Fetcher, could you please proceed with this evening's orientation? >> Yes, Dr. Murray. Each year, our school teams come together to review progress, analyze student data, and reflect on uh our school goals. This process uh allows us to celebrate

006accomplishments, identify challenges, and set new goals with clear actionable steps. Uh the plans this evening you will see represent a commitment to continuous improvement and to ensuring that every student has the support and opportunities needed to succeed. At this time I ask that uh Dr. Damon Jordan, principal of Willow Hill Elementary School, Dr. Lindseay Morgan, principal of Ryol Elementary School, Mr. Daniel File, principal of Abington Middle School, and Dr. Dr. Alice Swift, principal of Abington Senior High School, present the 202526 schoolwide plans. Good evening, Dr. Mauy, Dr. Fetcher and board of school directors. Tonight, we are presenting the 2025 2026 schoolwide plans. First, Dr. Jordan and I will share the highlights from the elementary schoolwide plans. Then, Mr. File will speak about the plan for the middle school and Dr. Swift will speak about the

007plan for the senior high school. Tonight's presentation will review components of the schoolwide plans and goals for the new school year with an emphasis on pri priority areas and action steps. After analyzing data from state and local assessments, several strengths and needs were identified by elementary school teams. The strengths and needs listed are data trends identified from the 202425 PSSA results and various measures used for student wellness and school climate which were considerations for the 2526 elementary school plans. On the ELA PSSA data analysis, we found increases in the number of students who were advanced in grade five. Increases in performance were noted on text dependent analysis questions and vocabulary. In the area of math PSSA, the overall achievement in grades three to five increased and anchor achievement in several areas increased as well. Challenges

008included key idea key ideas and details in ELA and subgroup performance compared to the all group in both ELA and math. In the area of social, behavioral, and emotional wellness, all schools earn state recognition for fidelity of tier one positive behavior interventions. We will continue to focus on the improvement of the Pennsylvania climate survey results through the use of social emotional learning programs like second step and school climate initiatives. Dr. Jordan. After reviewing data, each building team develops goal statements that reflect areas of need. Next, teams develop action steps that will drive progress towards meeting those goals. After evaluation of last year's school plans, several action steps related to curriculum, instruction, and assessment will be ongoing this year, such as providing professional development and structured literacy, mathematics discourse and routines, and steel standards. Connecting observations

009to fidelity of program implementation as well as opportunities for reciprocal teacher observations. Identifying opportunities for explicit vocabulary instruction across all content areas. Developing selfefficacy among students to promote exploratory learning as well as greater active and cognitive engagement. and finally conducting gap analysis of instruction to identify eligible content in need of additional instructional time. New for this upcoming school year, plans have dedicated time and resources for professional development focused on our new ELA program, Amplify CKLA. All schools will be using Amplify CKLA assessments for monitoring progress and growth. In addition, administrators will spend increased time in classrooms to support teachers and provide feedback for amplify CKLA and illustrative mathematics lessons. All schools will also implement SSR daily for 15 to 20 minutes to promote independent reading habits and engagement in literature andformational text of choice. Finally,

010a priority for this upcoming school year is ensuring that ELA and mathematics instructional blocks are uninterrupted to maximize student focus, time on task, and to teach content through the literacy block. Several action steps related to our MTSS framework will also be ongoing this year such as providing opportunities for professional development on culturally responsive teaching, differentiated instruction, UDL which promotes multiple means of representation, action, expression and engagement and sheltered instruction observational protocol. which is designed to ensure that English language learners acquire both academic content and the English language simultaneously. Creating intervention plans for teach for students who receive tier 2 and tier three intervention support and ensuring that these plans have specific goals and action steps tailored to the needs of each student. Prioritizing explicit decoding fluency and phonics instruction for all students receiving tier 2

011and tier three intervention instruction. Aligning mathematics intervention instruction to student needs through diagnostic results. And finally, implementing PBIS programs with fidelity to provide students with nurturing, positive, and supporting learning environments. New for this school year, we will use a short screener tool through amplify boost to provide students with personalized learning opportunities. A kindergarten through grade 2 universal screener McLass dibbles will be used to assess foundational skills such as phmic awareness and fluency. Mc-class dibbles will replace a cadence. Assessment results will be used to inform teaching and learning. Principles will establish clear protocols for the delivery of intervention instruction with an emphasis on intentional data review to monitor progress towards goals. And finally, a common theme threaded throughout all school plans is the use of restorative practices to not only decrease the number of discipline, infractions,

012and referrals, but to improve and enhance student relationships emphasized by dialogue, reflection, empathy, and accountability. Dr. Our school plans continue to emphasize the importance of family engagement and focus on ways that we can bring parents and guardians into our schools for community activities and to support academic programs. The goal is to work together to support students both in school and at home. Some of the ways we do this include hosting academic programs, events, and activities geared towards families, student progress meetings throughout the year, offering extended day programs in academic areas, as well as extracurricular activities, and communicating frequently with parents and guardians about student progress utilizing multiple formats, including direct contact and online platforms. New for families this year, we will be sharing information about our new ELA program, Amplify CK CKLA, and encouraging more

013independent reading at home. Now, Mr. Dan File will share information about the middle school's plan. At the middle school, we saw increases in the ELA PSSA, specifically in areas of text dependent analysis and vocabulary anchors. Vocabulary was an area of focus for the building overall and that will be an area that we will continue to emphasize and expand this year. In ELA, we did not see growth in achievement, which includes the subgroups. in math achievement in grades six through eight increased as well as the percent of students who scored proficient in advanced from the honors algebra 1 course. Subgroup performance was lower than the all student group. Last year, we reduced the total number of suspensions and this relates to the alternatives to exclusion that we implemented, the use of restorative practices and other proactive

014measures and supports. As the elementary schools did, Abington Middle School received recognition for fidelity of tier one positive behavior interventions. We have plans in place to address the needs that emerged from the climate survey for curriculum. Last year, we delivered targeted professional development on effective reading and writing strategies. We worked to build a sustained focus and a reading culture by maintaining regularly scheduled library visits and dedicating independent reading time for our students. We delivered aligned mathematical instruction that included common pacing for all math courses, incorporating daily pre-ass questions focused on reinforcing key skills to prepare students for the assessments. We continued to implement PBIS with facility to help support a positive school climate. For next year, we'll be introducing a period of sustained silent reading that will take place twice a week to help foster

015independent reading habits and increase our students engagement with texts. As mentioned, we're going to continue to integrate our vocabulary program across all disciplines and the building. And we're going a little bit deeper this year with content specific information. We're launching a new health curriculum for grades seven and eight to provide students with relevant age appropriate instruction that supports physical, emotional, and social well-being. We are implementing both staff and student advisory committees and we plan to increase communication and celebration of excellence by implementing a new honor role recognition program for our systems of support. You probably remember last year was the first time we used the star reading assessment to identify individual student needs and to help target instruction intervention and support. We also offered targeted skill development in our win what I need sessions in

016ELA and math as well as offering enrichment opportunity during those times. We began co-eing selected English language arts and math classes in grade six and we maintained our math coaching support for our eighth grade students who are all enrolled in algebra 1. For next year, we're looking and well, we already have expanded our reading six, seven, and eight courses to increase targeted literacy sport and to serve a greater number of students. We've expanded our co-eing in ELA and math to selected seventh grade sections as well. And we are looking to continue furthering our efforts with restorative practices to again address our positive school climate. In terms of family engagement, we're looking to provide support to families access and understandings of our of our platforms related to grades, benchmark data, and standard standardized assessment scores. We're

017going to offer workshops, continue to offer workshops to families related to topics that support instruction and students overall well-being. New for this coming year, we are going to develop and maintain an online re resource hub to provide parents and students with practical strategies to to support their children. And we are also going to be increasing our communication overall to let our families know about our programs, different topics, and also those things we want to celebrate and recognize in a special way. I'm going to pass it on to Dr. Swift. >> Good evening, Dr. Mary and Dr. Peter and the board of directors. Just easier for me to turn to the right way. So, I I the charge is to review the uh information. a lot up here, but I do want to pull out some

018information. Um, and thank you to the Office of Teaching and Learning for providing me with um percentages. It's important that we note the strengths in our English data. Uh, this year, 4% increase of students in grade 10 uh that were proficient andor advanced on the Keystone literature exam. Um, the AP English language and comp um, we had a 6% increase there. and for the A literature and composition came up. >> Dr. Swift, could you hold on one moment? Um, standing over there that you're not being picked up by a mic. >> If we want to bring Do you have a mic over here? >> Move one of the floor mics. >> Yep. >> Thank you for bringing that to my attention. >> Yes. Um Oh, that's a lot better. Okay. So, we got had a

01912% increase there. Um the challenges there is what we talked about in the initial meeting speak to um the demographic of students or subgroups of our African-American population special education and our L students. So be continuing to work through those challenges. Um as we look at math data the win there for our algebra 1 uh keystone there was a 7% increase. Um for our students in AP stat 12% increase or three or higher on those exams. uh the percent of students in AP calc uh 10% increase there for students that scored a three or higher again more challenges as we work through um our subgroups when we talk about strengths and social behavior and emotional wellness um in terms of the reduction of uh suspensions. I think we did very well there. Um, we elevated

020student voice and will continue to do so. Um, through many committees and our partnerships with our our grade levels and their administrators and their principal and their teachers. Um, strengthening family and community partnerships, enhancing staff, um, and of course their capacity and professional learning in restorative practices, making sure that 100% of our um, staff is aware of how to implement RP and of course the integrated cell curriculum. Uh I'll just pull out some of the challenges with this the cell aspect. Uh we still want to move through how our students feel, what relationships they're building in the in the school. Um and definitely attendance and uh truency uh concerns that we have. The priority areas. Um there's a lot there, but I want to pull out the importance of our teachers meeting in the professional

021learning communities. Um which will continue to be ongoing. Uh what was big for us was the Danielson framework where we were able to pull out um domains 3A and C because the communication with students and engaging them in their learning set that tone for that uh student driven and student centered work that was uh necessary in the classroom. Uh we are going to continue to move through the alignment of our English and our centralized curriculum. Um, of course recognizing student achievement at the classroom and school levels, which that happens all the time, but we're going to continue to move through that. Um, the reading proficiency, we had, uh, excellent conversations in bringing parents in. We talk about the Lexile scores, uh, where their children are fairing as they've entered, you know, for our success meetings

022this summer, which were very successful. Um, ongoing PD to equip our teachers with the literacy strategies to support them. uh targeted math instruction and of course the ongoing um climate and restorative culture goals. Um what's new for us? Uh we started last uh year we took um the lead from the middle school the word of the day. That worked very well. Um in fact I found myself a lot of times um shouting out classrooms and and students who the teachers shared their artifacts with me and we were able to uh highlight them on the morning announcements. Um, and we're moving through again datadriven instruction through get more math to reinforce algebra 1. Um, UDL is not new, but we're going to continue to to get grips around that to master that. Um, engaging um students

023in their literacy growth goals. Uh, revamping our Keystone Scholar program where we kind of made it up to them. Parents decided they could come, but they may have taken another turn, but now they're going to be aligned with their teachers, so there's more structure there. um students have been placed in reading this year um rather than opting out because we understand the importance of that. Um and then using findings from our student perception tools for our tier one RP priorities to identify our tier 2 and tier three target groups. Um but the biggest takeaway here would be the additional training on restorative practices, monitoring that and then the implementation efforts as we move through those intervention plans. the multi-tered system of support um ongoing um we continue to say the same um the UDL of

024course our um sheltered instruction observation protocols star reading you know much as what I've already highlighted so I'm going to jump down to what's new um this year we have put together a multi-tier systems of support or MTSS committee and for those just the background 85% of the universal group is tier one tier 2 speaks to the targeted group of 10% of the students and that tier three group would be about 5%. Um so our goal is to move everybody to universal that that's what's supposed to happen in school and in order to guide that work we've enlisted the support of student support services and the MCIU this year because we want to go full uh blown uh year one implementation like to get it in writing. We know what we're doing but we want

025the state recognition like what the middle school is doing. um expanding the eligibility with reading nine and 10 courses. Um again through lunch and learn providing those opportunities for our scholars. Um and then coming down I want to make sure I pull out the uh database decision- making and our tiered instruction progress monitoring which is critical. And then the family engagement what is ongoing and what will continue to be would be of course information sharing. If parents don't know and they're not aware, you know, what can they do? They've got a lot on their plate and we're here to support and assist them. We want to make sure that um families understand the academic risks through the formal written communication when the students grades are not up to par. We want to make sure that

026we continue to capitalize on our all school parent night, our back to school night, uh college application process, financial aid, college and career. of course, working through all of these things with the support of our partners and our uh PTO. Uh developing protocols that clearly communicate student progress through these written correspondences and partnering with the Abington Township Public Library to provide access for library cards, the teen space, and self-care stations and scheduling the summer success meetings. And I'm happy to report we met with over 50 families this summer. Um so we're putting them on track um to be just as successful as all the other scholars. Um but the biggest uh takeaway new for us again following the lead of the elementary and middle and thank you to Dr. Fetran, Dr. Melor, Dr. Buts, and

027of course teaching and learning. We're instituting parent conferences this year. Um but the the question is how. So the goal is you know will it be studentled? Will a student be able to come in to the room, grab their artifacts, and sit down and have a conversation with their families about the work that they're doing and the challenges that they're facing with the teacher as a uh guide or facilitator to help get through that. So, we have not determined how that will be structured, but we're definitely going to move in that direction. So, thank you. >> Thank you for that. um questions or comments from the board. >> Uh there was one question I have that was mentioned with the elementary uh extended school one second ex extended day programs. I just wanted to know

028is that in the form of clubs or is it a structured continuation of the school day with in instruction? I just wasn't sure. >> Uh there are both opportunities offered. Uh we do have a variety of clubs across um the schools but we do also have opportunities where it is academic focused and structured you know where teachers are developing plans for small groups and individuals and um delivering that >> primarily morning in some buildings other buildings um accommodate that in the afternoons. >> Is that tier one access tier two or tier three? >> All. >> Excellent. Thank you. Um to piggyback on that, how would parents um be aware of such programming and or ask questions, access it? Um what would be the correct way to find out more information about that building specific? >>

029Well, I could speak to one building for sure, but I believe my colleagues uh it would be very similar. uh we when we offer clubs I'll say first we do I don't want to say advertise but we distribute information through our regular newsletters through um the teachers uh Friday folders that kind of thing for clubs uh specific to the academic programs uh typically we're identifying need whether it is a need for remediation and support or enrichment and we will communicate directly with families um through invitation for those opportunities. It's not necessarily exclusive to invitation. Um but that's one way in which we um make sure that families of students that we know have a need whether it is for support or enrichment um receive the information. >> Thank you. >> I have a few miscellaneous

030questions. Uh one, how is gap analysis identified? the young man here elementary school uh mentioned it. >> Yes. It's a uh data analysis process by which grade level teams for example the grade one teachers can meet with the grade two teachers. You take a look at goals that are outlined at the very beginning of the school year. Take a look at endofear uh goals and benchmarks as far as where students should be at the end of the grade level. And then you take a look at the eligible content that's been taught throughout the school year. Use student data to analyze how students are progressing and then once again analyze and determine eligible content and skills that need to uh be rettaught or should um uh receive additional instructional time for uh students. So it's a

031kind of a professional learning community approach where uh grade level teams get a chance to converse with colleagues at different grade levels. >> Yeah, that makes sense. I just thought perhaps it was online like something digital a tool and software that would determine the gap but it I understand. Okay. >> And then also you mentioned sustain sustained silent reading SSR. Yes. Um is that a daily thing or just Yeah. And then also I think it was the middle school. Um they're going to be incorporating SSR twice a week. >> So coming off of elementary five days a week with SSR. I was just curious about the twice a week in middle school. >> Yes. So, given the the differences in schedule, we wanted to find a a convenient way to um keep the the teaching

032block um you kind of sacred as the elementary schools are and keep that uninterrupted. Uh but we also have time in our workshop advisory period where we're able to infuse those minutes. This doesn't mean that that won't happen with with a team decision or a teacher decision, but we wanted to be sure it was at least happening during those periods of time um during our school day. >> Thank you. If I may if I may expand on that. Um this year uh one of the one of the challenges that I posed to um all of our schools especially in our elementary schools that was that on a on a daily basis that at the end of the day there would be sustained silent reading and tie that as well um to our our libraries and

033ensure that every student have a book that at the end of the day in a short period of time that they could do this uh across the district uh in every elementary school. So that's new this year. Um and although I would say that it's important to note that many classrooms and many teachers across the district already do sustain silent reading. Um but uh what we're trying to do as well with the secondary becomes a little trickier in terms of scheduling that you know at the end of the day because people are in you know different classes. Um so we are attempting to do something on a weekly basis twice a week and then from there see if we can expand it but that also uh I imagine that in many of the classes um

034as a former English teacher sustained silent reading was part of the class and wasn't just necessarily a universal school thing. So I just wanted to take a moment to explain that because it is it is new this year as a program that I've asked to be implemented >> also. Thank you. And then also um you mentioned Amplify. I know in Philadelphia um they the school district purchased Amplify curriculum for science and it's just being implemented now. And I was wondering if there was a connection between or was it is it amplified? Was it math you mentioned? >> I'm not sure what context language arts do you know if it's at all affiliated with a science program or unrelated not to your knowledge. Amplify publishes a science program as well. So the publisher is common. That's

035a different curriculum. We do have a science committee that reviewed that program. >> We haven't made a decision yet. Okay. >> To make any recommendation. >> Okay. Thank you. And then um also for family engagement, I know many years ago there used to be I'm not I don't I'm not quite sure if it's still in existence, but family fun night. I'm not sure if it was once a month. Dr. from Mar you may remember as a parent of we have kids the same ages but uh anyway do you guys still have that or anything similar where parents families get together and dance and just have a good time I don't know if it was once a week like on Fridays or once a month >> absolutely I would imagine that opportunities such as you described

036are available at all schools I can speak to uh Willow Hill in particular um threaded throughout our PBIS program we have a family fun night called Platinum Card Night and it's just a fun and exciting opportunity for parents to come out with their children, teachers, specialists. We have open gym games, computer games, uh face painting, bracelet making, uh we have uh karaoke. So again, it's just a way to come out and celebrate the school year, have fun, and again, it's tied to our PBIS program, which encourages students to adhere to our behavioral expectations on a daily basis. >> And how often is that provided? >> That once per marketing period, >> but there are other opportunities, especially threaded throughout the PTO initiative, such as school dances, uh, wingo nights, which is a variation of, uh,

037bingo. So, a multitude of opportunities to just um have fun as uh elementary students and parents and community engagement just to come out and celebrate the school year and working towards meeting goals and expectations both academically, socially, and emotionally. >> Yeah. Thank you. And then one last question. Um Dr. Swift, you mentioned the self-c care stations in the same sentence as the library providing library cards, etc. Um when I'm at the library, I think about a year ago, I noticed a what could be considered a self-c care station um that provided toothbrushes, just personal items, etc. Is that also is that found in the library or is that separate? >> The public library. Yes, I believe that is and we'll be working through that with student support services. But I will say our parent teacher

038organization to chime in with Dr. Jordan, we did a lot of the wasn't fun night, but those activities were incorporated in the school. Um, from the bingo, I wrote some stuff down. We did um the dances, of course, they had we had the suppers, which you know, they we feed families and, you know, things like that. Um, but Miss Fulton, her son graduated last year, but she was an amazing president. Um, our enrollment was up. Um, and we continue to and will continue to work through those things. But in terms of what's accessible at the public library to get more information, we can get that for you. But that's what that would look like. >> Now, I was just curious who initiated it and did was it affiliated at all with the high school? >>

039If I could lean into um Dr. Rosenthal for the self-care station, but in terms of the public library, I mean, that's what the community does there. Nancy Summers and then Mrs. Swift, she's coming uh additional librarian this year. So we working with them with that partnership to see what that looks like and we do have self-care even in the school things that students need personal items and things and not just the nurse but the principal's office you know I mean whomever there things that we do provide to our our scholars if they need them. >> Thank you all. I appreciate it. >> Thank you so much. >> Mr. Muhammad you were next. I think you're good. Okay. All right. Miss Falding. >> No I'm good. >> Okay. Miss Hartman. Um, I have a couple of

040questions and comments. Um, I'm thrilled to see that we're implementing sustained silent reading and giving kids some choice over their um, reading. So, thank you. Um, and also um, the elementary at the elementary level utilizing restorative practices. Um, were the elementary teachers um, trained in restorative practices? I know at the middle school and high school level they've done a lot of work with that. How's that going at the elementary schools? >> Yes, we had a uh school psychologist at the elementary level that was charged with uh training the elementary staff last year. So, it started at the very beginning of the school year with follow-up training threaded throughout last school year. And ironically, the school psychologist is Rebecca Lustik now Rebecca Sites who ironically is a psychologist at Willow Elementary. So, she had that added

041to her responsibilities last year and although it was a one-year grant, I believe Dr. Rosenthal for the training. However, we will continue followup training throughout this school year, especially with teachers who are new to the school district. >> Okay, thank you. Um, I saw vocabulary acquisition um on the elementary and the middle school. um vocabulary acquisition increase. How was that measured? >> That's measured through our informal assessments as well as our benchmark assessments as well as the assessments outlined in the new reading program amplify CK CKLA. So there is a um new assessment called Amplify Boost and we will use that to there's a short screener that we use to uh gather information on students as far as their strengths and areas of concern and we can use that to personalize uh instructional opportunities for

042students. And if vocabulary is flagged as a need for any one particular student or groups of students, then again we can tailor that personalized reading instruction through amplified through CLA but also core instruction delivered by not only home room teachers but reading specialists as well. >> Thank you. And then at the middle Oh, go ahead. >> I'll add to that. I think the reference was from the slide um in terms of our data analysis. Yes. And so vocabulary acquisition was an area that was um identified as one of need um from the PSSA. >> Okay. >> And then Dr. Jordan's answered how we'll address it. >> Okay. Great. Thank you. >> And I was going to say the PSSA for us that was Yeah, that was an area that that we needed to focus on

043from a couple of years ago. So we've carried that through. >> Okay. Um and just one more thing. Um Mr. file you uh on slide nine there was a bullet I just would love for you to tell me a little bit more about that um it's the third bullet under new for the 2025 2026 school year developing and implementing standardized protocols to ensure consistent delivery of academic and behavioral interventions how are you going to like what does that look like >> yeah and and that's through um a lot of what we know and something new to us. So through uh MTSS, we have a data tracker that includes behavior to help us with an early warning system. So um color code it and as a student has office referrals, they'll go from green to yellow

044to red. So we try to be proactive and and catch that through the process. Um, we store all of our information in in Skyward and we do we do an an analysis of the where, the when, the who to try to, you know, again be proactive there. And then we are also getting and I'm going to need help from Dr. Rosenthal. We are also getting this year um a system called Swiss that um I know a little bit about, but that's also going to help us with u tracking and then placing interventions in place. I don't know if you could share any more specific information there. >> Yeah. No, that's that's that was great. Swiss is um just a a userfriendly way to analyze data. It's um data that's downloaded directly from our our CIS

045Skyward so that um uh leaders at the building level can have uh more immediate access to that data and be able to analyze it uh by disagregating the data. um and being able to then um you know develop uh goals for kids and develop uh progress monitoring for kids. >> And another important piece of what we what we have done and continue to do um is have lessons that are taught by the teachers related to these topics. So we're talking about social emotional learning, we're talking about school rules, we're talking about just be nice and respectful. So they're they're they're all different topics, but we have them laid out by by semester which the teachers deliver in addition to the restorative work that we ask them to do as well. >> Thank you. >> You're

046welcome. >> Anything else? >> No. >> Okay, Miss Fazy. Okay, so I don't have any questions, but I will make a few comments and I appreciate um I yeah the sustained reading definitely. I think that that's wonderful across the grades. I'm really really happy about that especially I see in the elementary um implementation 15 to 20 minutes at a time which I think is wonderful. Um I also appreciate with the elementary ensuring that the ELA and the math blocks are uninterrupted. Um and I think that that is an important and an intentional move to make um with students of that age. Um, and then lastly, I'll say that I really, really appreciate and look forward to um the high school implementing um scheduled days for the parent teacher conferences. Um, as somebody that's worked in

047a high school, I know that um family involvement can sometimes kind of fall off as our students become more independent. Um, however, it's really important to go ahead and be intentional about bringing those families in and um having them be a part of it. Thank you, >> Miss Lee. >> I just want to talk about the student parent or conferences as well. Um, from a student perspective, I think the conferences are a good idea. Um, I think having a teacher there as a moderator um could help the teachers talk to their or the students talk to their parents um about things that they couldn't talk about in private and also helps let the students take initiative and uh like reflect on their performance. So, I think that's a good idea. >> Thank you. Um, I

048will just add my thanks um to including the sust sustained silent reading particularly in the grade school. Um, and I I assume we're going to get a chance to do a deeper dive into the achievement data later this fall. >> Yes. >> Okay. Um, so I also want to thank you all for being proactive and very responsive to the data. Um, I those ELA scores are a tough nut to crack. Um, but they're, you know, you don't need need me to tell you how critical they are to all of our students. Um, I guess the one question I had isn't necessarily related to the steps you're implementing, but um, I did wonder how consistently the no phones policy is enforced in the schools. Um there's a lot of data now about the way in which

049reading on phones and reading digitally is actually corroding students um ability to understand what they're reading and to read for more extensive periods of time. So I'm just if you have anything you want to share on that I'm curious. at least at the high school um last year after we read the anxious generation uh we went for full implementation of no phones in instructional platforms. Um there wasn't much data that was around that in terms of discipline like insubordinate about it. Um there may have been some angst to go to the restroom to pull the phone um that type thing. Um but in terms of the expectations setting that that starts with the leadership to our uh faculty which we'll have that opportunity tomorrow afternoon um to reiterate that and set those expectations for our

050new um we're excited about our new teachers coming through. Um the welcome back letter went home um that information was communicated there. um the opt- out policy for that because we do recognize medical students with 504s and IEPs and those accommodations that may be necessary um and parents. We have a couple students that may be parents in high school and may need that just as an example. But overall, it's going to take again the school village, if you will. Yep. Um that in in one instruction or during instructional time to honor the teachers voice and their um role in educating them first in the classroom. that the administration has to support that that we reiterate this through our town hall meetings um as we see them move about to go to class and teachers at

051their door and they're excited to receive them um the announcements in the morning and the afternoon that we do provide the newsletters that we provide um they're multi-platforms that this can be placed on um and this is was a spin from last year nothing will change there it's just a reiteration of it but sticking to it and making sure that the buyin is there because what may be good in your room I may come in a room and see another teacher. Now we talk about our informal walkthroughs. Um that's when we see those things. So we're not just looking at the instructional delivery, we're looking at the climate, our domain too. Um what's happening in there and then what recommendations can we provide that teacher informally to correct that before it gets out of hand

052and it becomes exactly what you just asked. >> Right. So thank you. >> Right. Sure. Thank you. >> May I add >> please? >> So uh just two items in addition. Um, and the parents on the board might be able to help me, but I think it was in the la last newsletter. If not, it's it's in the next one that's going out is a parent message to remind our families because we have we have new sixth grade families and we want to reinforce with the returning parents that this is still on. We cell phones aren't needed. Um, and then the other the other piece which is which is slightly different but related and I think very important is that one of our pushes in a lot of the conversations we're having about reading because

053we're we're trying to get reading happening everywhere all the time is off of the device. So when we can do that >> and I know for teachers at times it may not be the most convenient thing but we are we are pushing for that and as someone who does like a real book in their hand I can completely relate to the kids um you know who feel the same way. So that's another push where we're trying to say there's a place for the technology but we need kids to to read something. >> Yeah absolutely. I mean, reading a a hard copy, as you know, is a vastly different experience. You can't scroll through a book. You can flip pages, but you can't scroll through it. Um, it also I Dr. Fetcher might panic when he

054hears me say this, but I encourage my students to write in books because it it makes it a much more interactive in students for them. I'm sorry. >> There's there's po there's post-it notes we can put on. >> Okay. I mean, sure, but you know, >> um, it just makes it more interactive >> where you just said that the Cornell notetaking >> Yeah. >> doesn't have to be in the book, but it could be the postit or we provide the Cornell note document that they put supplemental into the text there, but not on the the district books. >> I knew I knew that was going to get some some push back. >> It just it just makes it more interactive. >> I understand. >> Um, but uh Okay. Well, I'm glad to hear that that

055the phone policy is being enforced. And then I had one final question. Um, for a few years now, we we've been hearing about um the win process, right? What I need um and it doesn't seem to have moved the needle much in terms of our achievement scores. And so this is maybe too direct a question, but I'm going to ask it anyways. Is does it work? >> So for for us and I don't have the data in front of me, but we have seen results with that algebra class and that's the one where we've we've maintained that that coach position. So it has been with the one grade um with that one course. We are looking at shifting the model this year with reading um because of exactly what you said. We we need to

056if if we're going to do it, we want to know that that there's a reason behind it and we're we're getting something out of it. So it's valuable time, but we're trying to have reading teachers intervening more, especially with those kids who need it as the specialists, and then have the classroom teacher push that enrichment or reteing as well. So we do we do have a little bit I I'm not sure how elementary is working, but we're having a little bit of a different take on it this year to try something new. >> Okay. All right. Thank you for that clarification. Yes, and we are experiencing some success and is important to uh remember that it's for both English language arts as well as mathematics and um just based on the 2025 PSSA results we

057we we did notice uh improvement with regard to PSSAs's uh of course that's just one measure but I would say yes that it's working is there progress and improvement to be made absolutely but we're uh working toward that end. >> Okay. All right. And Dr. Murray, per your question, I I'm looking, it just jumped right here. We talk about the activities that are offered. >> Um, MTSS is not just about climate, it's the academic side, right? So, making it all inclusive, exciting, and fun and rewarding. So, that that key word competition, stepping out and up. um but not at at a level where you're making a student feel less than because they weren't able to get to where somebody else did, but just building on these areas here, but making it more of a um

058social emotional experience coupled with the academic component. I think that's where you'll get it and that relationship building. But climates have to be calm enough to step in here. And I'm talking about in those uh subgroups or the demographics where the challenges that you just mentioned that we are having because all the other children are doing the universal what they're supposed to do. It's bringing the other ones up to that level as well. >> Thank you. I appreciate that. >> Okay. >> Dr. Maui, may I add one thing, >> please? >> Thank you. Um just because it hasn't come up, but it's kind of hinted around regarding subgroups um and a lot of emphasis on the additional reading time, silent reading time. Um just to note that you know folks or children in those subgroups

059or special ed or secondary English learners um wherever whatever you may have or folks that just might not be at the same level with reading academically u the capabilities change right developmentally. I'm interested um in knowing how what that's going to look for them that time. And I know there's an emphasis, you know, away from digitalized reading and I understand that. But I also see an accessibility um you know, someone who's not at reading level. What does that time look like to them to hold up a book in comparison to their classmates that can? Um, and that's very accessible to them. So, I don't know if anyone wants to speak to that that what what would that look like for those learners that aren't quite at that level of reading a novel or book or

060chapter book or or aren't can't access it? What What kind of um silent reading? What does it look like? >> Well, I I can't speak to silent reading. I I want to speak to it just period. >> I think you meet children where they are. >> Um I think you provide access, which we do. I mean that that shouldn't be and then the accommodations that students need if we're talking about students um with special education needs or 504 chunking work um giving them we're going to have co-taught classes so there may not be um they may not be able to do what all the students do but celebrating the win um and and empowering that student not putting them out on the spot. It's more about the relationship first. So if you get something that

061they're able to do then we we compound that with something else. Um, in terms of what something looks like, I think it was important to at least acknowledge those success meetings or how we were able at the high school to leverage some of the discipline to move away from that and say, "Hey, let's talk about these Lexile scores." Then the parents attention is up. Well, what does that mean? What does that look like? So, you begin to provide that data to the parent and talk about the long-term impact of graduation, post-secondary opportunities. Um, and I know we're at the end of the race, if you will, but we then still have to push them out to where we would hope them to be, right? Um, and so my colleagues be behind me can speak maybe

062to more what happens when they come through the doors. But the student and the parent engagement is the most critical aspect in this. Um, it's not an isolation of who's reading, who's not, who can't do math, but what is that going to do when because you can't or you believe you can't. And then for us, do we take that and and continue to mentally isolate them in that student group or subgroup or do we say you can do this too? But how we get you there is a little different. And that's where those wraparound supports come in and the expectations of that the belief is there that they can do it. And then we foster all these things that are documented here on these slides. So get at a base the baseline. I would also

063add to that um I think that the the opportunity for sustained silent reading which is really around choice um where students can read whatever they want. So we're not asking them to necessarily have the biggest novel in the room if they want to um but to really pick something that they like and enjoy. um and having materials at all levels >> that will um that'll interest, you know, a variety of um of students available. So, I don't think it's meant to be an intimidating time. I think that if we uh have a variety of materials, all different levels, um that that's often a time where we can develop a love of reading and catch students um and find that they uh come across something that they really like and read more and read past difficulties.

064Um I think the question about uh when as well uh when we look at growth, I think we're able to see a lot of gains. So, um, in looking at benchmark data, curriculum based assessment, we're able to see assessments, we're able to see, um, where students are growing from where they're starting. And I think that that's as a result of win time and giving students what they need. just to add about English learners since you mentioned um when we had a conversation with the administrative team. I spoke to the um supervisor and I don't know if it's K12, but I know our students are receiving books. There was a grant and there were there were books. So, I said I want a book in all of their hands, something that that is realistic and readable

065and interesting. And I know our building has that coming. Um I'm not sure about the other schools, but that was important to me because we very often do talk about our English learners and and how uh you know we can support them in whatever it is that we're we're doing. So um I feel good knowing that we have that for them. >> Can I ask just one quick follow-up question? >> Go ahead. Um, I know that at the elementary level they have library time built into their day so that or week so that they can choose books that they want to read. How about at the middle school? Will they have access to the library? You can the typical middle schoolers might not be walking around with a book for enjoyment in their back. >>

066We do. We do. They do have regularly scheduled visits. Um, however, with with SSR being new and um, we haven't really talked to teachers a whole lot about it yet. Uh, it's going to be exciting tomorrow. Um, we're we're brainstorming ways to make sure that we have resources and we have ideas already, but we want to have choice present, opportunities present, but the kids the kids do go with classes to the library. So, I just want to make one final remark and then we'll let you patient folks sit down. Um, I I am incredibly grateful for the energy that you all brought to this presentation. Um, I, you know, you're practically like elbowing each other out of the way to answer the questions. Um, and that's that's a great reflection of the focus and the

067intentionality that you all are bringing to this. And so, um, as a member of the school board, I'm really grateful for that. Thank you all very much. >> Thank you, Dr. >> the board of directors. >> All right. >> Does that I have to make sure I'm on the right page. We have no further orientations this evening. >> Okay. Thank you for Thank you for anticipating the question I was about to ask you. Um All right. That brings us to our first section of comments from citizens. Comments from citizens are being conducted both in person and by phone. The phone number to participate in public comments is 2677153717 and is being displayed on the screen at this time. You'll be able to join the meeting by calling in on your mobile or landline phone. A

068citizen will be recognized once during this period of the meeting and each citizen's comments will be limited to a total of three minutes except at the discretion of the president. Time may not be yielded or otherwise transferred by one speaker to another for purposes of extending a given speaker's time allotment. If there's anyone present in the room who'd like to make a comment, please use the microphone either to your left or to your right. >> Go ahead. >> Jen Portell. I live in Glennside. Um uh well, first of all, I hope everybody had a great summer. Um and uh that uh all that information was amazing. I came a little late, so I didn't see all of it, but That's impressive. Um, the one thing I wanted to mention is there was a question about

069the personal care uh uh section at the public library. Um, that is run by the young adult librarian uh Sarah Huff. She's amazing. And I believe I don't know for sure, but I believe that it is supplied by generous donations from the community. So, it's it's a great like pay it forward um effort being made by everybody and is put to great use. So, something that they're going to be implementing or have implemented at the libraries, the schools. I think that's wonderful. So, thank you. >> Thank you for your voice. >> Uh Mr. Cargus, looks like we have two callers. One caller. >> Next caller for public comment 7682. Please state your name. >> Excuse. >> Okay. Thank you. We can we can end the call. Okay. And there's no one else on the line.

070>> Correct. There's no other callers on the line. >> Okay. Anyone else in the room who would like to make a comment? Okay. With that, uh we will move move on to our agenda items. The first one is personnel. Miss Fraser, can you please read the recommendation to approve the personnel addendum? >> Uh yes, that's 41. Correct. >> Uh five. >> Five. Excuse me. Oh, yes. Thank you. Um it is recommended that the board of school directors approves the changes in personnel as reflected in personnel addendum numbers 5 through 1 and 51A. >> Second. >> We have a second. Dr. Fetcher. >> Thank you, Dr. Mauy. Uh, the personnel addendum begins with the change of status for one administrative staff member, request for leaves of absence for three professional employees, rehire of two current long-term

071substitutes for the 202526 school year, appointment of six professional employees, change of status for one professional staff member, and compensation for due process and and support auxiliary staff items. Unfortunately, tonight I bring your attention to the retirement of Dr. Tony Buts, who has served the district as director of teaching and learning since 2018. Dr. Buts has contributed significantly to the instructional strategies across the district as well as increasing the use of data analysis to inform practice. I thank Dr. butts for her consistent support as a member of my cabinet and I wish her well in her retirement as she reflects on a career that has impacted thousands of students. I also bring your attention to the retirement of Miss Sarah Davis, aid at Willow Hill Elementary School, who has served the district for six years.

072>> Thank you. Comments and questions from the board. >> Dr. butts. When I opened up Board Docs and I saw that, I took a breath. Um, you have been, as uh, Dr. Fetcher said, you've been very consistent, always reliable, just um, full of knowledge about our curriculum and what are best practices for teachers and things of that knowledge. And when I look at you, I I'm like, "Oh, I can learn from her." So, I just want to appreciate I just show my appreciation for all that you do to stay a breast of everything that's happening and keeping the board informed as well as the staff and community informed. So, just thank you so much and I wish that your next chapter will be your uh your best chapter. >> Ditto here. >> Congratulations, Dr. Buts.

073Miss Lee, no. Okay. Um, I will add my congratulations um and thank you for uh stewarding the district through some tough times, especially during the COVID >> years. Um, and um, also for being the uh, point person on federal funding. It's that's become an increasingly complicated and vexed feature of public school life. Um so I will add my congratulations to everyone else's and wish you um a joyous retirement. Um I hope the next chapter is grand. Thank you for your service to the district. Um okay, anything else? Okay, Mrs. Flanigan, please. >> Miss Bon, >> I. >> Mrs. Brown, >> I. >> Miss Eisenhart, >> I. >> Mr. Muhammad, >> I. >> Miss Balding, >> I. >> Miss Hartman, >> I. >> Miss Frasier, >> I. >> Miss Fazy, >> I. >> Dr. Mauy, >>

074I. The eyes have it and the motion passes. Miss Frasier, can you please read the recommendation for approval of the financial report? >> Yes. It is recommended that the board of school directors approves the financial report for the period ending June 30th, 2025 as reflected in addendum number 6.1. >> Second. >> We have a second. Dr. Fetcher. >> Thank you, Dr. Mauy. I would like to ask Mr. Lionetti to summarize the June uh 2025 financial report. >> Thank you, Dr. Fischer. For the period ending June 30, 2025, real estate tax collections were ahead $6.6 million when compared to the same time period in 2024. Year-to date, total revenue 10.8 million ahead of last year at 190.5 million. As of June 2024, the district had only collected 179.7 million. The difference is due to with the

0755.3% act one index enacted uh the real estate tax increases as well as greater receipts of earned income taxes, delinquent taxes, interest earnings and increased um state payments for basic education, special education and transportation subsidies. Year-to date um expenditures were 191.9 million which is 7.9 million greater than the same time period last year where we had collected 184 excuse me expended $184.5 million in terms of percent of budget 92.4% of the budget was expended this year this year we just concluded last year um through 2024 97.2% 2% of the budget was expanded. The business office is working uh to close out the 2425 school year um in anticipation of our auditors coming in shortly uh this fall and that um we'll share with the board the auditor's results um when they've completed their work. Dr.

076Fetcher, I have nothing else to add, but if there's any questions, be happy to do my best to answer them. >> Thank you, Mr. Lane. So, um just to clarify, the state um payments that you're referring to are from last budget year because the state currently does not have a budget and so we have not received any payments for 2526. Is that correct? >> That is correct. >> Okay. Thank you. Other questions or comments? No. Okay. Mrs. Flanigan if you would please. >> Mr. Allen >> I >> Mrs. Brown >> I >> Miss Eisenhart >> I >> Mr. Muhammad >> I >> Miss Balding >> I >> Miss Hartman >> I >> Miss Frasier >> I >> Miss Vasy >> I >> Dr. Mauy >> I the eyes have it and the motion passes. >>

077Miss Fraser can you please read the recommendation for approval of the payment of bills? >> Uh yes. Yes. It is recommended that the board of school directors approves the payment of bills for the period ending June 30th, 2025 and July 31st, 2025 as reflected in addendums number 7.1 and 7.1A. >> Second. >> We have a second. Dr. Fred Fetcher, >> I can answer any questions that you have regarding the payment of bills. >> Questions from the board? Okay, we'll move on to the roll call vote then. >> Mr. Allen, >> I. >> Mrs. Brown, >> I. >> Miss Eisenhart, >> I. >> Mr. Muhammad, >> I. >> Miss Balding, >> I. >> Miss Hartman, >> I. >> Miss Frasier, >> I. >> Miss Fazy, >> I. >> Dr. Maui, >> I. The eyes have it

078and the motion passes. Miss Fraser, can you please read the recommendation for permits for use of buildings and grounds? >> Yes. It is recommended that the board of school directors approves the applications for permits for use of buildings and grounds as reflected in addendum number 8.1. >> Second. >> We have a second. Dr. Fetcher. >> Thank you, Dr. Mauy. The permit addendum reflects typical requests for buildings and grounds for meetings and other school events and activities for this time of year. >> Okay. Questions or comments from the board? Just an ongoing thank you to the staff members and community members who create spaces for students to bond and um have a love for things that's beyond the classroom but really does build community. >> Absolutely. Anyone else? Um it's sort of remarkable that the school

079year has not yet started and we are already booking into 2026. So, um, this is this looks like it's going to be an energetic and robust school year. All right. Mrs. Flanigan, >> Mr. Allen, >> I, >> Mrs. Brown, >> I, >> Miss Eisenhart, >> I, >> Mr. Muhammad, >> I, >> Miss Balding, >> I, >> Miss Hartman, >> I, >> Miss Frasier, >> I, >> Miss Fezy, >> I, >> Dr. Mauy, >> I. The eyes have it, and the motion passes. Uh, Miss Fraser, can you please read the recommendation for awards of contracts? >> Uh, yes. It is recommended that the board of school directors approves the awards of contracts as reflected in addendum number 9.1. >> Second. >> Dr. Fetcher. >> Thank you, Dr. Maui. Tonight, for your consideration, we have one award

080of contracted to contract change orders. The um award is for a replacement server. This is for our security camera system of media storage and that would will come from the 2526 general fund budget. Our change order is for um data backup solution and this is within a contract of that data backup solution and we need more terabytes. Um and then the other change order is within the food service um kitchen equipment and serving lines at uh Abington Middle School, McKinley and Willow Hill Elementary Schools. And this is paid for by the district's food service fund. >> Okay. questions or comments from the board. >> Uh will that equipment be equipment that we can use um in the future like with what's the longevity of the the the life of the equipment? >> So the service

081equipment I believe is um it's permanent service equipment in the lines. Dr. Melor, is that correct? >> Yes. the what's occurring at the middle school is a little bit different from McKinley and Willow Hill. >> So McKinley and Willow Hill is like for like uh replacement equipment for the survey lines u at at the middle school. It's fewer pieces of equipment that will be mobile so they could be used throughout the district u in the next few years middle school uh project um gets underway and and the new building is completed. uh if if the particular equipment is not needed for the new middle school, it can be used elsewhere within the district. >> And thank you for understanding the purpose of my question. I appreciate that. >> Anyone else? >> I have a quick

082question about the data backup. Um what kind of data are we backing up with the Chester County IU? >> Mr. Cargus, do you want to >> Yes, absolutely. It's it's all the local um data that's stored on site that gets backed up to the cloud. >> Okay. So, student records, employee records, etc., etc. >> Everything. Yes. >> Okay. All right. Thank you for that clarification. All right. Uh Mrs. Flanigan, could you do the roll call, please? >> Mr. Allen, >> I. >> Mrs. Brown, >> I. >> Miss Eisenhart, >> I. >> Mr. Muhammed, >> I. >> Miss Balding, >> I. Miss Hartman >> I. >> Miss Frasier >> I. >> Miss Fazy >> I. >> Dr. Mauy >> I. The eyes have it and the motion passes. Uh, Miss Fraser, can you please read the

083recommendation for the approval of the board policy? >> Uh, yes. Uh, let's see here. It was recommended that the board of school directors approves in one reading revisions to the board policy entitled instruction for English learners as reflected in addendum number 101. >> Second. Dr. Fetcher, >> Dr. Mauy. Yes. Um, annually the there's a review of board policies and superintendent's administrative procedures which occurs under the direction of the assistant superintendent in conjunction with feedback from our solicitor's office. Um, tonight I will just go over all of them at at one time. Uh, 10 policies are being presented to you. >> So, you're doing 10 and 11 together? >> Yeah. Okay. All right. Thank you. >> Okay. Um, one policy has non-s substantive changes and will be publicly reviewed and then updated. Two policies are recommended

084for repeal. Five policies are being presented with significant amendments and will require two readings prior to the recommended approval. um which would be uh to occur at the September 9th board meeting and two policies are being recommended as addition to the district policy manual uh with recommended approval to occur uh at the September 9th board meeting. >> Okay. >> So if I may um terms of a point of order I would like to uh have Dr. Melor review these policies, but we're at 10.1 um and 11. >> You can he can give the the presentation regarding all policies during 10.1 and then you can vote separately on okay 10.1 then he doesn't have >> then we'll go on to correct >> 11 and 12. >> Essentially you'll have the entire discussion phase now although board

085members can ask additional questions when 11.1 is moved. Okay. >> You'll have the the orientation in effect now. >> Okay. All right. Thank you, >> Dr. Melor. >> Okay. Thank you, Dr. Fletcher. Um, as Dr. Fetcher mentioned, for instruction for English learners, uh, you can see on the screen that there are some minor revisions to increase clarity of the policy with respect to what information is contained within the corresponding SAP. Uh so you see that there's a little bit more detail with regard to um the assessment procedures that occur as well as communication and um procedures that are in place within the SAP for English learners who um may be thought to be or are uh eligible for special education services. So few changes, minor changes, which is why this is recommended for one reading,

086approval after one reading. With regard to number 11 and first reading, there are two uh policies that are recommended that are new. Uh the first policy uh outlines when a school district must file education misconduct report with the Pennsylvania Department of Education. This is a recommended new policy that spells out um the uh reasons why and procedure for uh notifying the department of education of potential educator misconduct. Tobacco and vaping products is a new policy um that would replace the current expectations of no smoking that are found within a SAP uh for discipline of all employees. This new policy is recommended to replace the current SAP. It's more expansive than the current SAP and also provides uh clear guidelines and expectations for employees prohibiting the use of tobacco products on school grounds. Again, a new

087recommended policy. >> Discipline all employees is a recommended revision to the current policy titled conduct disciplinary procedures. Uh in the case of these recommended revisions, um you can see that there is uh more specificity, more detail, more clear expectations with respect to workplace conduct and expected behavior by employees uh within u the school district. For this policy, we are recommending that the current policy harassment by and of district employees be revised to be a policy regarding unlawful harassment. Again, in this case, um this policy um sets forth a clear reporting structure and investigatory timeline. Just scroll down to the new section. uh with regard to procedures, what uh the definitions are for unlawful harassment and what the expectations are for the compliance officer uh which in this case is the superintendent or the director of

088HR to investigate u the uh suspected unlawful arrest outside employment and outside business interests. is a current policy that is recommended for revision to be retitled outside activities. In this case, the revised policy again establishes expectations and parameters for the district to act when non-school activities directly impact upon an employes's effectiveness in performing their job duties. So this policy affords the board with the opportunity to evaluate the effectiveness of those activities on the individual's ability to complete their responsibilities and their assignment within the district. current policy sick leave central employees, central staff employees is being recommended to be revised to be a policy just specifically about sick leave for all employees in the district. Uh so this policy in being a policy uh regarding all employees establishes standard expectations for submission of medical certification for

089by employees as well as establishing guidelines with regard to misuse potential misuse of sick leave and the impact of that as a serious infraction and uh potentially involving discipline of the employee. And finally within section 11 non-discrimination all employees is being recommended to be revised and retitled as discrimination title 9 sexual harassment affecting staff. And again, similarly to the unlawful harassment recommended revision, this policy sets forth more clear reporting structures and investigation timelines related to uh potential Title 9 u issues and uh reports. The final two policies under section 12 are policies that are recommended for repeal. The first one, personal days, central staff professional employees, is recommended for repeal because procedures for personal leave for members of central staff are the same as those for members of other bargaining units. So since central staff

090employees follow those other bargaining unit agreements uh there is not a need uh for this policy to be maintained and finally personnel records transmitt just heard with the awards contract uh Mr. Cargus' explanation of records that are retained and backed up. Um, this policy uh and the corresponding SAP provided an explanation on how hard copy records would be transmitted or transferred between school buildings when employees transfer from one building to another. In an era of digital um evaluations and observations and employee records, there is no longer a need for this policy to be in place. That concludes the summary of the 10 policies before you this evening. >> Mr. Odonu, um my understanding of what you said earlier is that we would have discussion first on item 10. >> You can have all the discussion

091now. >> Oh, and we just vote on everything at once. >> Well, no. You you you only have a motion for 10. >> Okay. >> One right now. Okay. >> You would need to have separate >> separate votes on each one. >> The other Well, you can do all the policies at the same time unless >> each agenda item. Yes. >> 10.1 11.1 12 three separate votes essentially, but you could have the discussion about all everything that Dr. Melor just presented current at this time. >> Okay. Okay. Did I I'm sorry, Dr. Fetcher. Did I cut someone off? >> No, I'm just asking if just asking Dr. from Melor if you could verify something. Uh we had a clerical issue uh this afternoon and it okay um we will make sure that on in 11.4

092Before we had a clerical issue uh going from one an old policy to a new policy and um it was my understanding that that was corrected uh before this evening but we will make sure that that is corrected for the so it rep reflects the same um as we do the second reading. So we'll present it to you as a second reading. >> Okay. So the so I just want to make sure I understand you correctly. >> Sure. The text was not in fact corrected for this evening's meeting but will be corrected for the second reading. >> Yes. Yes. I was under the impression that it was corrected for this evening and apparently it is not within the board docs. >> Okay. Okay. Questions or comments on any of the array of policies? >> Uh

093Dr. Fetcher, I have a question about policies being communicated to staff. uh particularly the pos policies that govern and give parameters for appropriate relationships with students. Uh can you just speak a bit about how those policies are uh reviewed and revisited throughout the course of the year? >> Yes. So at the beginning of the year there are set standards of policies that are reviewed in every um across the district. uh in our opening meetings with our faculty, our principles go over and review um specific policies to which like you are referring. Um we also have if there are any updates throughout the year ensure that through professional development there is time to do that. Uh there is also a requirement to um to familiarize uh with all the SAPs as well. Uh so it's the

094policies and SAPs and they're summarized uh within our presentations and our professional development from the start of the year and if as I mentioned if there are any changes throughout the year >> thank you. >> Anyone else? >> Yes I have a couple of questions um for 111 policy 111 educator misconduct. Um, now based on the policy, if there's any inappropriate behaviors, you said the state is contacted. I think it is. I think you said that. And so, does that suggest that prior to this policy, the state was not contacted in the event of misconduct on part of the educator? >> No, that that's incorrect. Um this policy just is you know that is part of um school code and and part of the direction that we must do for every um every incident is

095to do the conduct um misconduct forms uh for this. However, um what we wanted to do is codify that within a policy for the district to ensure that it was clear uh that this was the expectation um for everyone who would um possibly uh face this. >> And then also um 115 outside employment and business interests. Um could you give me an example of that? And I'm wondering um does it involve a conf is it assumed that there's a conflict of interest in general or for something specific related to a business uh interest? Dr. Melor or Miss Taylor, can you speak to that? The outside business interest. >> The accompanying SAP has a great number of examples. Um, we will likely refine this app if this policy is adopted. But a good example of um,

096businesses would be like private tutoring companies or coaches that run clinics. Um, those types of things. Um, expanding it to be outside activities allows us to make sure that staff can be cognizant that sometimes things that they do outside of work can impact their effectiveness within the classroom. So, the previous policy spoke only to business interests and didn't speak to that other piece. So, the intention is to encompass both. So, if a teacher worked, for example, after school hours from 8:00 p.m. to 2 in the morning, could that be a hindrance or could they be reprimanded for such a thing? >> I think we would have to look at the SAP to make sure that the SAP isn't being violated. the the intention of the policy is to say that you can't lo use your

097employment here for personal gain. >> So like solicitation of clients for that outside business. Um the first sentence of the policy talks about we respect the right of staff to have an outside life. Um but it's just within certain parameters um that are still ethical here. >> Thank you. >> I I can I can give an example. Um often, um some teachers may run a camp >> and if they're running the camp outside of the school district, they cannot um give information about that camp out during their classes or during or during their school day. Right. >> And then also of the policies that were named here, um the staff do they sign off on anything like any type of document or contract? >> Um during our professional development tracker um all the topics that

098are that our staff receives are documented and when they have um completed the activity >> they do sign off. >> So it's it's a >> Okay. Can you explain the sign off process? It's not a um a manual signature anymore, but >> yes, they they sign off on a checklist and they submit it to their principles. >> Okay. Thank you. >> Yeah, that's >> anyone else. I just have a quick question. I'm I'm sure the answer is yes, but um just for the sake of public discussion, I assume all of these policies are consistent with relevant collective bargaining agreements. Okay. Okay. Thank you. Okay. We will proceed to the vote on 10 on 10, please. Mrs. Flanigan. >> Mr. Allen. >> I. >> Mrs. Brown, >> I >> Miss Eisenhart. >> I >> Mr. Muhammad

099>> I. Miss Balding >> I >> Miss Hartman >> I >> Miss Frasier >> I >> Miss Fazy >> I >> Dr. Mauy >> I the eyes have it the motion passes and so then we um proceed to read the recommended action for item 11. Mr. O'Donner, could you read the um the second recommended action for item 11? Yes, it is recommended that the board of school directors approves the first reading of the revised board policies as reflected in addendum numbers 11.1, 11.2, 11.3, 11.4, 11.5, 11.6, and 11.7. >> Second. >> We have a second, Dr. Fetcher. >> Um, as you have seen, we can answer any further questions that you may have regarding the policies. >> Thank you. Anyone have any further questions? >> No. Okay, we'll proceed to the vote then. Thank you,

100Mrs. Flanigan. >> Mr. Allen, >> I. >> Mrs. Brown, >> I. >> Miss Eisenhart, >> I. >> Mr. Muhammad, >> I. >> Miss Balding, >> I. >> Miss Hartman, >> I. >> Miss Frasier, >> I. >> Miss Fazy, >> I. >> Dr. Mauy, >> I The eyes have it. The motion passes. Miss Fraser, can you please read the recommendation for the repeal of two board policies? >> Uh, yes. Um, yes. It is recommended that the board of school directors approves the repeal of the board policy entitled personal days sanctual staff professional employees as reflected in addendum number 12.1 and that the board of school directors approves the repeal of the board policy entitled personnel records transmitt as reflected in addendum number 12.2. >> Second. >> We have a second. Dr. fetcher. >> Sorry. >> That's

101okay. >> So, this is um this is a policy for repeal as we reviewed uh during the uh presentation. So, if we can answer any more questions that you may have regarding >> further questions or comments? >> No. Okay. Mr. Allen >> I >> Mrs. Brown >> I >> Miss Eisenheart >> I >> Mr. Muhammad >> I >> Miss Balding >> I >> Miss Hartman >> I >> Miss Frasier >> I >> Miss Fasy >> I >> Dr. Mauy >> I the eyes have it and the motion passes um Dr. Fetcher, while we are considering policies um and thinking ahead to the middle school project, do does the district have a responsible contractor policy? >> Uh no, we do not. >> Okay. Um, unless there are objections from my colleagues, I would like to ask

102that um that the district draft a responsible contractor policy for consideration and first reading at the next meeting. >> Okay. Well, we we'll have that prepared and we'll work with our solicitor's office on that as well. >> Okay. All right. Great. Thank you very much. That brings us to agenda item 13, schoolwide plans. Miss Fraser, can you please read the recommendation for the schoolwide plans? Yes, it is in accordance with the recommendation with the requirements, excuse me, of the Pennsylvania Department of Education and the Every Student Succeeds Act, ESSA. The administration recommends that the board of school directors approves the 2026 title one schoolwide plans as attached as well as future amendments for high school, Overlook School, Rosland School, and Willow Hill School and authorize the superintendent or designate to submit such plans to the

103Pennsylvania Department of Education in the manner prescribed by the Pennsylvania Department of Education. Second. >> We have a second. Dr. Fetcher. >> Thank you, Dr. Malerie. Uh, tonight we saw all of our school plans and we've posted all of our schoolwide plans. Uh, we're required by U. Pennsylvania Department of Education to specifically act on the title one plans. So, uh, this this item is to um in reference to the plans for Highland, Overlook, Roslin, and Willow Hill. >> Okay. Um could you just um define for people who are watching and remind us what Title One covers? >> Sure. I'm going to actually turn that over to uh Dr. Viola. So, title one funds from federal programs are used to support students who have um needs specific to socio economic income. Um we do do a

104an annual review of the district school's enrollment and the number of students who qualify for free and reduced lunches. And that's how we determine which schools will become title one schools for our district. These schools have populations that exceed the district total. >> Okay. Thank you very much for that explanation. Okay. Other questions or comments? >> Um I just want to applaud um the principles and and the teams that worked on these. I believe it's three out of the four address the um achievement gap that we were discussing in the plans which I I I I love that that is included in there because we note that as um a concern that we've seen recurring over time and that we're addressing it in our title one school plan. So thank you. >> Just one follow-up

105question Dr. fetcher that um I recall from I believe last year that the number for districtwide for qualifying is 17%. Is that does is anyone else remembering that? So seven it has to be more than 17% within the um for the building to qualify for title one. Thank you Dr. Viola. >> Yeah, we're just verifying that. Yes, I I I'm making note of that because there was a large increase in the past year and um I'm recalling that as we're reviewing it in the moment. It does fluctuate from year to year. So, she's just making sure she has this year's. >> Yeah. >> I apologize if I put you on the spot with that. >> It is the beginning of the year, too. So, >> if if I could just um just intervene, we will

106get that data for you. What this is, what title one is always based on is the um previous year's October 1st um data collection that the state pulls from each of the LEAs, all of the school districts. And title one is based off of any school in the district that exceeds the school the district's average um free and reduced lunch participation. So that fluctuates from every year and we're just verifying that number. Um but that's how these four schools were identified at the elementary level >> and that data is self-reported or family reported correct annually. >> Yes. So um and Dr. Rosenthal can verify this for me. Um but each uh family um can elect to participate if they meet the requirements for their um income level and uh that is a process that Dr.

107Rosenthal oversees. Um we we make sure that we have that available to anyone who needs it. he can go into detail about that process, but it is very important to us that all of our um families who are eligible for free and reduced lunch get that. It also helps us as a district um because there are many things that are linked to that particular number um that help us with getting things like grants that help us with federal programs, title one um and and it is also something that we just care about because we want kids to have food. >> Sure. >> Yeah. Mr. Lionetti, do I recall that correctly that um maybe last year you looked at the numbers for free and reduced student lunch participation across the district and it was around 37

10838% of our total student population. >> I I believe that's the right range and in particular >> the participation in um Abington for freely reduced lunches went up um as it did across um Commonwealth because the federal standards in terms of how many standard deviations away from poverty level had increased. So the feds cast a wider net and we got greater participate participation. And while it doesn't necessarily answer the question regarding the percentage because it's a percentage of our own data, >> right? um it doesn't necessarily skew um the title program information any differently because of that increased participation. >> Right. Okay. Thank you. >> And the percentage is 31%. >> Okay. >> Is the threshold to become a title one school? >> No. Is the percentage of students in our district who are considered

109lowinccome? >> Okay. Okay. >> Yes. That Yes. So the schools that exceed that become title one. >> Okay. Excuse me. Um would that 31% consist of the four schools that were mentioned that received free and reduced lunches? >> That's the districtwide count. >> So that's the total district percentage. >> I got that. Okay. >> And that was as of last year, right? October 1st last year. >> October one last year. >> Okay. So we'll get a new number October one this year. >> This year. Yes. >> Okay. Can the schools that aren't considered title one schools still get title one funding? No, not at all. >> No. Um, our methodology here for the district is to provide the funds to the schools who exceed that total. Um, and we look for trends year-over-year before determining

110whether or not we should change which schools qualify. >> And is that a school district decision? Is that a statewide decision? >> There's different methodologies that you can apply to determine title one. >> Okay, got it. Thank you. Other questions or comments? I just wanted to uh second Miss Hartman after reading over the the plans, the intentionality and the the intentional data review, if I steal the words, um and the MTSS process to make sure that we have measurable goals to make sure that our students are showing progress. I really do appreciate the efforts that are um that are outlined in the documents. >> Anyone else? No. Okay. With that, we'll go to the vote. Mrs. Flanigan. >> Mr. Allen. >> I. >> Mrs. Brown. >> I. >> Miss Eisenhart. >> I. >> Mr. Muhammad.

111>> I. >> Miss. Balding. >> I. >> Miss. Hartman. >> I. >> Miss Frasier. >> I. >> Miss. Vasy. >> I. >> Dr. Mauy. >> I. The eyes have it. And the motion passes. Uh, Miss Fraser, could you please read the recommended action for agenda item number 14? >> Uh, yes. It is recommended that the board of school directors approves the confidential student matter as reflected in addendum number 14.1. >> Second. >> We have a second. Dr. Fetcher. >> Thank you, Dr. Mauy. Uh, confidential student matter is in regard to the placement of students. Uh, keeping in mind confidentiality of student matters. I can answer any questions that you may have. >> Questions or comments from the board? Okay, we'll go to the vote, please. >> Mr. Allen, >> I. >> Mrs. Brown, >> I.

112>> Miss Eisenhart, >> I. >> Mr. Muhammad, >> I. >> Miss Balding, >> I. >> Miss Hartman, >> I. >> Miss Frasier, >> I. >> Miss Basy, >> I. >> Dr. Mauy, >> I. The eyes have it. And the motion passes. Uh, Dr. Fetcher, are there any additional reports or recommendations by the administration and superintendent? >> I have nothing uh further to report at this time. Okay. Um, any other business that appropriately may be brought to the attention of the board of school directors? All right. That brings us to our final segment of comments from citizens. So once again, comments from citizens are being conducted both in person and by phone. The phone number to participate in public comments is 267, excuse me, 7153717. and is being displayed on the screen at this time. You'll

113be able to join the meeting by calling in on your mobile or landline phone. A citizen will be recognized once during this period of the meeting, and each citizen's comments will be limited to three minutes except at the discretion of the president. Time may not be yielded or otherwise transferred by one speaker to another for purposes of extending a given speaker's time allotment. If there's anyone present who would like to make a comment, please use the microphone either to the left or to your right. Okay, Mr. Cargus, has anyone phoned in to be recognized for public comment? All right, there are no more callers. >> Thank you. >> You want to give him another minute? >> Okay, we'll give him another 30 seconds. Okay, we're good. Okay. >> Is there anyone on the >> There

114are no more callers. >> Okay. Thank you very much. With that, we will move to closing comments of school directors. Mr. Allen, >> thank you to everyone who presented this evening. very detailed and uh thorough. >> Miss Brown, >> students and staff, enjoy your final week um off or students, enjoy your final week off and um get back to those good sleeping habits so that we can have a very great first day of school. >> Miss Eisenhart. >> Yes. Just want to re reiterate my thanks to everybody who presented this evening and I'm looking forward to uh witnessing another great school year. Go ahead, Mr. Muhammad. >> Uh, thank you very much for your presentation tonight. Good luck with your uh, professional development presentations over the next few days with your teachers. Happy New Year.

115Welcome back. And, uh, it's going to be a great year, everyone. >> Okay, Miss Faldi, >> you're never really off. I know you always got something to do. Um, anyway, hopefully we have a good school year. Good night, everybody. Miss Hartman. >> Uh, good luck everyone in the next coming days and uh, good best wishes for a great school year. >> Miss Fraser, >> if anyone's interested in woodworking, I have plenty of magazines in good condition. >> Miss Fazy. >> Um, I want to thank everyone again for all their planning um, and preparing for this next school year and all your intention with doing so. Um, thank you everyone. Have a great school year. Take care. >> Miss Lee, >> thank you everyone for presenting and thank you for having me here today. >> Okay.

116>> Do you want to say something first? >> I would I figured the president wanted to end the meeting. >> Sure. >> I just wanted to >> Sure. >> Just wanted to say that I'm excited to staff who's watching. Uh tomorrow we welcome back our full staff and I know they're excited uh for the convocation. I'm excited. I know they're excited and I'm sure every 1,200 staff members are watching this right now. So, I just wanted to say I can't wait for tomorrow. It's going to be great. Great way to start the school year. >> Break a leg. >> Okay. I want to welcome back all um our returning students and staff. Um and welcome any new families to the district. Um, I still remember what it was like taking my daughter to kindergarten for

117the first time. It'll be okay. Um, but I also wanted I don't think we can leave this meeting without noting that this is Mr. Lionetti's. You have two more. >> One more. >> Oh, you have one more. Okay, never mind then. >> Thank you very much. >> Well, now you'll have to listen to it again. Okay. Um, it's uh I was very excited by the energy in the and the presentation today and hope that that's a a harbinger of the year to come. Um, we've got a lot of exciting business to get through as a board. Um, and look forward to supporting our teachers and staff and students all year long. So with that, have a great evening everyone and uh we'll see you in two weeks.