001Everybody ready? Good evening everybody. Like to call this evening's meeting to order for Tuesday, November 18th, Chambersburg Area School District Board of Directors, our regular meeting. If you would please rise, please join rise. Join me for pledge of allegiance and moment of silence. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Thank you. Uh prior to this evening's uh meeting uh and also at the conclusion of last week's last month's meeting uh the board met in executive session uh to discuss personnel, real estate and legal matters, the trifecta again, if you will. Um item 2.03 um motion and second to approve our agenda for this evening. Please >> move to approve. Second
002>> motion by Mrs. Goggler, second by Miss Harbaugh. Right. >> Questions, amendments, revisions, discussions hearing. None. All those in favor? Oh, I do. Yes, sir. >> We often allow for public comment before we vote and on somehow we end up with six after five. Is there a I mean I >> that's that wasn't mistake on our part because it's only one meeting this month. >> Yeah. Yeah. No, I understand. Yeah. Um is there a good way to to just bump to to switch the order of those two? >> Yeah, we we make a motion. >> We just make an amendment >> to amend we amend the agenda now. Absolutely. >> Yeah. I'll make that motion that we amend the agenda to go to point six before everything in the consent agenda on five. Okay, we
003have a motion a motion to amend the agenda. We need a second to that, please. >> Second. >> Motion by Mr. Rabber, second by Mrs. Gaus. Correct. >> To amend a motion. Um, five becomes six, six becomes five. Discussions on the motion to amend this evening's agenda. All those in favor signify by saying I. >> I. >> Opposed. Eyes have it. So move. Now we have to vote to approve the amended agenda. >> Second. >> Motion by Mr. Haydock. Second by Mr. McKe. Any other questions or discussions? hearing none. All those in favor signify by saying I. >> I. Opposed. Eyes have it and so moved. >> Item 3.01, president's report. Um so tonight you'll see we will have uh on our investment by the community schools of distinction by 2030. We'll have presentations tonight
004on the bricks and mortar component. Uh and then one of our next uh upcoming presentations there'll be another one probably the big two I call them bricks and mortars and then the finance component and that'll be coming up here in January >> meeting we have another presentation on on the financing component. So um as promised I mention that at every meeting uh the schools of distinction by 2030 and again I don't do it to uh it's not fear-mongering as some people have accused me of it's simply information and transparency. Uh other items for tonight. Um this is uh well speaking of fearmongering I I was uh we don't we don't comment the board members and especially me or the superintendent in public comment. We don't public comment is not a opportunity to have a debate
005with the public. But now that public comment is over and it's president's report, um I just want to I'm sure Chris is going to mention about the budget. We now have a budget. Uh Chris has mentioned that in his reports since it's been going on, but there was a comment previously where furlow was referenced in a public comment and I was sitting here thinking where in the devil did that ever come from and I don't know if anyone else caught on to it or if anyone listening on the web or wherever heard that but I just like to speak on behalf of the board, the administration and myself, we never had any conversations about furlow in any capacity. So, that's just something I want to mention and throw out. Uh, you know, we have a
006very good cash position. You know, it affected us financially as was reported with some interest. We've lost some interest, but you know, that was something that we've never discussed. So, I don't know how it came up here, but it was something that was never on our radar anywhere. Just want to clear the waters on that. My other comment tonight, I have to pull up my phone on this one because I don't want to miss it, but this is uh National Education Week and uh I just want to What I like about National Education Week is it isn't necessarily one group. And I did a little bit of research which is why I had to pull up my phone. Uh the history of this is started it was 1921 when this started. >> But the part
007that I really liked about this that I learned today observed in all communities annually for the purpose of informing the public of the accomplishments and needs of the public schools and to secure the cooperation and support of the public in meeting those needs. And I just thought that was so uh fitting, not because it is National Education Week, but uh I emphasized public schools again. Uh and we've had that discussion a little bit and you know the the public support and cooperation which this investment in schools of distinction by 2030. So the other part I like about National Education Week. Okay. Yes. It's the entire It encompasses everything. It encompasses our facilities. It en encompasses all of our staff. Whether you're a principal, administrator, you know, a support, a teacher, it's everybody involved in the
008education situation, board and board members as well and all the other people that work behind the scenes. So, um, that's a lengthy, uh, shout out this week, but I really like that and I'm glad I Googled it this weekend to to to learn more myself. Um, my last item for tonight, just want to uh, you know, the elections are over. Uh, and I was asked actually uh, prior to the election like, why haven't you mentioned election in your public comment? Well, I had thought about it prior to the election, but I thought, you know, it's just I'd just rather wait till after the election to do it. That's what we did. But anyway, I'd like to u thank everyone one who voted. I'd like to thank uh everyone who ran for uh a position, whether
009that was in the primary or, you know, in our last general election. U and like to thank Mr. Piper uh for willing to serve and uh he will be joining this board in our reorg meeting on December 2nd uh when we do our reorganization. Uh on a personal note, uh I also was on the ballot this year and uh this will be I will be beginning in December, Lord willing, I will be getting my fourth term. And I've mentioned this before and I thought about this also over the weekend that I don't know if this is a good sign or a bad sign, but there I have never had an opponent. Now, I don't know if that means I'm doing an okay job or if I'm just, you know, the crazy one who wants to
010keep doing this. I'm not sure what it means, but uh, you know, we'll let other people decide which one that is. But, uh, Mr. Piper, congratulations. Welcome. Welcome to the board unofficially. In a month, we can do it officially. and uh to all the other board members who have been reelected and again all the voters and all the candidates whether it was in the primary election or this recent general election. So with that I'm going to segue into uh item 3.03 on the agenda. uh you know when we have a board member coming on which is a new and exciting and great thing but there's also a board member uh who's going to uh be going off the board and uh it's uh Mr. Lance Walker has served for five years and I don't know
011Lance if it was co or what but by golly it seems like it's been longer than five years. I don't know what you think but I thought well Lance has been on here longer than five years. They said no it's only been five years but uh so with that uh we have a little uh item here for you to thank you for your service >> u and a picture of that real quick. Oh, you want pictures? >> Yeah. Yeah, of course. >> Take it out or what? >> And with that, I'm going to turn the micro microphone over to you if you want to have any comments or or parting words. >> Well, u I want to say uh thank you. Thanks for thanks for the gift. Uh I want to thank everybody um uh
012first my wife for uh for giving me giving me the time and space. She knows she knows my heart towards uh uh the volunteering and and um and uh trying to give back to the community and doing whatever I can to uh to uh make a positive impact. So she she puts up with a lot. Um, so I want to thank her for affording me the opportunity to serve in this capacity. I also want to thank the original board members and I think uh Mr. Norcross was uh one of the only ones left, last man standing uh uh when I was um when I was appointed uh the first round first go round that um that you all had the confidence in me to um to serve uh uh for the first uh year that
013I served. And then and also I want to thank the public and everyone else who voted me in for the second four years that I served. Uh thank you for your confidence and for um allowing me to um to serve in this capacity. Um I also want to say that um actually I had uh one of my customers came in um today and and was saying how uh he said he said it jokingly. He said it's a thankless job. Um and then he went on to say it because he served on several boards and some some some spaces and um we both just agreed. I said, you know, it's it's not been thankless for as many times as you hear people say, "Oh, it's a thankless job. It's a thankless job." I beg to differ.
014I've I've had I don't know how many thank yous I've had. I don't know how many people. And literally in the middle of I was getting ice cream uh at a specific place and a woman came up to me and she said, "I didn't care for what you voted and she jumped on me and I gave her the space and then she toned down and we had a little discussion and then when she got done she said she said but and in all honesty I want to say thank you that you you rolled your sleeves up, you threw your hat in the ring and that you're you're serving." And so it's not a thankless job and I want to thank every all of the other board members that that uh that have served alongside me.
015Some of y'all may not know some of the things that they do in the community, but a lot of them are very active in the community um and in um helping make this a better space and a better place. And so um to that want to say thank you all. Um I think we we we none of us got here by ourselves. Uh we're standing on someone else's shoulders. And um if I recall when I uh the very first time I was at one of these microphones um at my first meeting, if you recall um I came from a place of love because we were in the middle of the pandemic. We were in the middle of a lot of uh uh uncertainty, a lot of turmoil and uh and I just was mentioning, you
016know, you know, we need to get back to to uh loving on one another. And I um I'm Lance Walker and I approve that message. And um and and and it stands and it stands today. I think it's I think, you know, we're we're in some times and I think that um we need to to uh keep keep our humanity first and foremost to the forefront even in the midst of disagreement so we can uh disagree in a in a way that's agreeable. So with that being said, thank you all. I appreciate it. [Applause] >> 3.02 Mr. >> Yep. Thanks, Mr. Norcross. Um the state budget. Yes, thank you to the state. We have a budget. Um, very happy we do have one. Uh, specifically, there are two items I want to point out in
017the budget. The adequacy gap money has been life-changing for Chambersburg. We wouldn't even be considering uh the aggressive schools of distinction approach without the adequacy money. I mean, we're at $13 million in new money from the state to really get schools who were uh less wealthy to catch up to those that are wealthy. And this is really making a difference. I don't want to underscore um the importance of that adequacy money and again we wouldn't be here without that. The second is for the beginning of we hope to be a lot more cyber school reform. There was some cyber school reform that made it into to this budget and we're very pleased with that. So thank you to all those who crafted the bills and passed the bills to get those to the finish line.
018Um, while everybody's giving thanks, I do want to thank the board for those who reran and the new member coming on and thank the community for continuing this journey with us for one Trojan community and the schools of distinction. It's been a joy so far to get started, but the real work is ahead of us as you can see tonight in the presentations. So, after the thanks are over, we have long presentations tonight. So, uh, thank you for, uh, sticking around for those. The last item, I don't want to end on a necessarily a sad note, but weather delays are coming and cancellations. So, we will do our best to call the night before to make those decisions. I can't promise that. Sometimes the last minute ones in the morning are the way to go
019when weather is unpredictable. But, uh, be on the lookout for your weather delays and cancellation messages that will come for me. That ends my report. >> Questions for Mr. >> I'll just make one comment. I'll hit on that and I've often made this comment and uh you know being a armchair quarterback when it comes to weather is something that a lot of folks like to do and I always stress when it comes to decision that Chris has to make and other superintendents in this is uh it's not only getting students and staff here, we have to also get them home. So you're not just thinking about the morning weather, you're also thinking about the end of the day weather. So it's uh in my business, we live and die by the weather also. And uh
020it is uh I guess it's why I have gray hair. Item 4.01, LIU presentation. Dr. McKesy. There we go. >> Okay. Good evening everybody. Uh my name is Chris Marchesy. I'm the executive director at uh Lincoln IU12. Um I started at the intermediate unit in January. So I've been uh with the intermediate unit for almost a year now. Um and uh as part of my onboarding activities uh the uh last several months uh obviously meeting with all the superintendents and and getting into the different communities that we support. One of the things that I I think it was important for us to do as an intermediate unit was to kind of reintroduce the intermediate unit back to our school district. So that's what the purpose of tonight, me coming to your board meeting this evening
021is just to kind of reintroduce uh Lincoln IU12 uh back to Chambersburg so that you can kind of see how you're leveraging the IU support. Um and hopefully you'll learn a little bit more about our organization. Uh just a little bit about me. Uh so this is year 31 for me in education. Um I was superintendent of the Avangrove School District which is located in Chester County, PA. uh for 11 years. I was in that role for 11 years. So the the weather phone calls that we made, I certainly can attest to how stressful that event can be. Um prior to uh serving as superintendent, I was assistant superintendent in the Wahhicken School District, which is in Montgomery County, PA. Prior to that, I was a middle school principal in Garnet Valley and in Rose
022Media School Districts. Both of those districts are in Delaware County. I was an assistant high school principal and assistant middle school principal both in rot tree and in whisten and a long time ago in a galaxy far far away who was a science teacher in the arch dascese of Philadelphia. So my lifelong dream in education was to serve as an intermediate unit executive director. Uh obviously uh most of my all of my experience was in K12. um when the opportunity arose uh in the spring of uh I guess um I uh I jumped all over it and I've been uh it's been one of the most uh rewarding experiences for me professionally to uh to serve uh school districts uh in this capacity. So that's a little bit about myself. Uh other members of our
023team uh are Dr. Dr. Kendra Trail, who's our assistant executive director, and Kendra provides oversight of our technology services, our educational services, and our student services division. And most recently, Jared Mater, who was our previous educational technology director, has been elevated to a new role at the intermediate unit as assistant to the executive director for innovative solutions and strategic partnerships. The intermediate unit is a very unique um educational agency. Uh there's a lot of our of our work that looks very similar to what school districts do. We we work with centerbased programs. Um but there's also a side of our of our work where it looks like a business and and that's where uh Jared's role plays uh an important role in terms of what we're going to do as an intermediate unit moving forward.
024Um we we're not a taxing agency as an intermediate unit. So the health of our organization is really driven on the quality of of program services that we provide to to our um to our partners and education. So uh we're in a unique opportunity here within our IU footprint and we're really excited about uh our team. So a little bit about Lincoln IU. So intermediate units were created by the general assembly back in 1971. Uh they were provided to serve as cost-effective management efficient programs for school districts. Uh the funding sources, as I mentioned, we're a non-t taxing agency. So our funding sources primarily come from federal and state grants as well as contracts that we receive at the state level and contracts that we receive on a fee for service. Uh we support uh
025public school districts, non-public school districts, charter schools, career and technical schools, and our county footprints of York County, Franklin, and Adams County. So, I tell everybody our footprint is about the size of the state of Delaware. So, uh we have 25 districts that we support. Um and we have a very vast footprint, uh and a very diverse footprint within our school communities. But it's an an exciting opportunity for us to be able to meet all of our partners' needs. Uh within the IU12 footprint, we service about uh just under 15,000 school age students. We have 3,000 preschool age uh students that are in our footprint as well as 500 students that are in our online program which is called Lincoln Edge. And we also run programs uh for uh about 700 students in uh our
026adult learning population. As I said, 25 school districts, 39 public schools, three career technical schools, and five charter schools all fall within the IU12 footprint. Uh as I as I mentioned earlier um the part of our organization that looks very similar to a school district is our centerbased program. So we operate three centers uh here in Franklin County. Uh we are the educational service provider uh for uh students who are educated at the Franklin Learning Center. Uh our enrollment earlier in the year was 171 students with 93 staff. We provide uh specialized supports in the areas of autism, life skills, mental health, emotional support, therapeutic emotional support, dual diagnosis, and multiple disabilities. We also operate a school that's right on the border of Adams and York County, and that's called the Paradise School. And that
027school has 77 students and 31 staff members. And that's a program that f primarily focuses on behavioral supports and dual diagnosis and therapeutic emotional support services. And then just as similar to what we have here in Franklin County, we have a learning center uh that is a joint membership of 13 of the 14 districts in York County. And that program is about 141 students with 94 staff serving very similar programs uh that are housed currently in the Franklin Learning Center. The York Learning Center also has the early intervention programs such as the Franklin Learning Center as well as hosts uh programs for the York Adams Academy and our Lincoln Edge program. So we have a variety of different services and divisions within the intermediate unit that I just wanted to reintroduce you in terms of
028what we do. So in business services our director is Brent Kesler and in business services we provide support for joint purchasing. We also run the Lincoln benefit trust that's a health care trust uh for that has a number of districts that are involved in that. Uh we also have an on-site uh health and wellness center that's a function of the business services division. We also operate transportation services for a number of districts within our footprint. And more recently, we have gotten into the arena in terms of providing support for safety and security, not not with not only within our own organization, but within and supporting organizations that are within our footprint. In the area of human resources, our director is Tracy Williams. Uh she she manages our HR consortium. Uh we are more recently getting
029into the superintendent search services as well as other executive level search positions. Uh we also are working uh with a guest teacher program. We operate our fingerprinting services at uh out of the HR department. And then we also provide counsel and support for HR directors across the footprint. In technology, Ben Smith was recently appointed as the director when Jared Mater moved into his new role. Um and in technology services we have our Lincoln Edge and our Cyper Cafe which is our um our homegrown um program that uh is uh the counter solution to cyber charter school options for families. Uh we are also providing support for cyber security AI these are some these are two new technology areas that are beginning to emerge. uh we provide uh consortium for our Lincoln learning network that's our
030wide area network and then we have our PAS and ETAC partnerships which are more consortium priced uh generated services and educational services which is your curriculum area or your teaching and learning. We support uh districts in their continuous planning and improvements as they may work through various school improvement uh scenarios as well as comprehensive writing. We can support districts in curriculum writing, English language support, and we also have services that are available for executive coaching. Our director of educational services is Rebecca Gibney. Uh in communications with me this evening is Julia Lou. She's our director of communications and uh Julie is a oneman show, one woman show in communications. So she does a lot of support to districts in in the areas of crisis communication. uh we can do communications audits for districts if that's
031something that you're interested in in uh pursuing. We also work with the legislative function uh in terms of making sure that our our district partners are interacting appropriately with uh the legislative bodies. Uh we can also support districts in writing and editing internal documents and sourcing as well as brochure and publication print. And last but not least, the biggest division within the intermediate unit is our student services division. And this is currently led by Dr. Jennifer Lee Lease. Uh this is where our district-based classrooms, our center-based classrooms, all of our related services, preschool, our transition programs, and our uh transition programs from employment to independent living are all a function of our student services. So, you can see from an organization, we do a lot of different things. Um Stephanie is one of your our
032representatives, our board representatives. that's our representative from um from Chambersburg. And uh our our programs are are wide and vast. Uh but we are we stand firm behind the services that we provide and really appreciate the opportunity to partner with the Chambersburg Area School District on a variety of initiatives. The next two slides are are essentially just to illustrate how how your district is actually utilizing services. These are uh just a sampling of some of the things that uh Chambersburg took advantage of at no cost during the 2425 school year. So I'll just take a second. You can just kind of glance those slides. And then the next slide is in the 24-25 school year some of the things that uh you utilized the intermediate unit for that were for fee service programs uh as
033you kind of executed your work during the 2425 school year. Uh just a just a quick fact and when I was superintendent my board president her husband was a graduate of the Chambersburg area school district. So when I came to IU12 she's like oh you're going back to where my husband came from. So I just wanted to share that with all of you tonight when I was here uh visiting all of you. We're really proud of our of our organization and again we're this is really just a purpose to kind of reintroduce who we are as an organization because a lot of people know the intermediate unit as a special education provider and yes we are a special education provider that is our biggest book of business but it's not the only thing that we
034do as an organization. There's a lot of other things that we do that support our schools in meeting their intended goals. And we I just wanted to take the opportunity for a few minutes just to introduce our team and share with you the things that we do at the intermediate unit and we appreciate all of the partnership and work that uh that we have with the Chambersburg Area School District. Your superintendent bigger has been phenomenal peer and colleague in terms of kind of providing support to me as I transition into the footprint. So, thank you, Chris, for for your support and um and Stephanie's been a phenomenal board representative to to the intermediate unit and and as I said, that was really just the intent of this evening is just to kind of reintroduce our
035services and who we are as an organization and a partner in education. I'm happy to answer any questions that you may have. >> Uh I have one quick question if I may. >> Yes. I see the York Intermediate Unit has a Pioneer transition program and we have one as well in Franklin County. Are they essentially the same? Just one's called Pioneer, one isn't? >> That's correct. >> Okay. >> Yes. >> Other questions? >> Okay. Thank you for your time. I appreciate it. >> Thank you. Thanks. Thank you. >> 4.02 project updates. >> I'm going to introduce them. So, um RLPS will be going first. Um we wanted to get them home since they're from Lancaster. So, we have um Chris Linky who is the partner and then Andrew Bladen who is our lead architect. So,
036>> hello everybody. Good evening. Um, thank you for having us >> now. >> Is it on? Okay. Thank you for having us here tonight. As uh Dr. Long said, we're here to give you an an update on the new middle school project. Last time we were here in July. So, we just wanted to talk about the ground we have covered then in in terms of site plan and the building plan and then what are going to be our next steps. So um to get started on this project um the schedule is really driven by land development. So we started out hard on getting the background information on the site and getting the engineering work done so we can get uh the land development process started. We worked through the summer to develop concepts and we
037were successful um having a sketch plan submittal to the burrow in early November and also had a variance submitted to the burrow as of yesterday. So we are on schedule with the schedule that we had predicted from beginning of the project. While we are developing the site plan, we also developed the concept for the floor plans. We developed the program. We had visioning sessions. So, we wanted to make sure the site plan that we were developing had a strong concept behind that. As we continue through that design, this slide is just a visual representation of the site options that we considered the whole way through. The last time you saw us in July, we had five. And we call this the funnel effect. You go down, you eliminate some, you add a couple, you eliminate
038some. Um, I think Dr. along presented the two options to you in September. Um at that point we took a pause and developed those two options measured them against the metrics and the priorities we developed through our process and I was happy to say that the administrative team uh selected the option we're going with unanimously. So it there wasn't any questions about the direction we were going. Um this is the existing site and site that we have to work around because we're working around number one the existing middle school that is there. The other part I'm going to highlight here is three the existing entrances and exits off Mckenley and Staler. If we could keep them, it helps us stay on schedule and simplifies all of our lives. So that was a lot of what
039the existing site plan that we're trying to work around. So this is the site plan that we have. And there's two strong concepts with the site plan that we work with. One, make sure that building is cited and functional for the long term, but two, how do we get through the short-term phasing of that site plan to make that possible? So, um, there's a number of highlights of kind of like what rose to the top of why we had or want with this site plan. Uh, couple things that we will talk about. The yellow is the outline of the proposed building on where the H is on the lower side. That is where the classroom wings are. And we really wanted them to focus on the park across the street. So, we have good views
040and a nice atmosphere for those classrooms. The other part of that is we have uh a lot of our community spaces in that J area. So, we're able to put the back of the stage, locker rooms, and some other places facing 81. So, the noise and views, we weren't really focusing on that. Um, and as the gym as to the north part of that plan, we were able to line up all of our athletic fields together and have gym and locker access to those fields. Um, additionally, uh, the entrance faces Stalur. So, we were able to get an easy recognition from Staler, the entrance to the building, and we're able to solve both the car, the bus, and the van drop off, which we wanted all of them to happen on the front of the
041building and not any of them to happen on the back side of the building. So, with this updated plan, you can see um the red and blue is basically the car circulation. So we have car drop off, drop car pickup. We have an option that we can extend the stack stacking because we have over a 100 cards that will stack during the the drop off and pickup time. We have the buses coming from on the north side of the site and they will access off of Staler where the cars will access off of McKenley. And then we have the van drop off and the visitor parking at the same sandwiched in the middle and trying to keep all those separate and aligned and manageable at the same time because we know how site traffic can
042just tie up the roads around here. So, we're trying to get all the traffic off the roads and stack within your site. I will let Andy now talk about the building. >> Thank you, Chris. As Chris alluded to a few moments ago, uh along with developing this site, um we also have been validating the building program, the room list, kind of the recipe of how the space the space of the spaces that need to be placed in the building along with your administrators uh many of whom were in the room. They've really rolled up their sleeves and and made sure that the room list that was proposed uh as we we worked together and as we refined it really reflected your educational vision as a district and provides the spaces that you feel you need
043today as well as looking into the future. We're not talking just about general education classrooms or your common areas of your gymnasiums, your auditorium, but also things such as your STEM spaces, your technology and uh uh visual arts spaces as well as special education uh throughout the facility. And so that has been a large part of that, as Chris has said, to validate the room list as the site's being validated to arrive at the floor plan that we're sharing with you today. And so this is that floor plan. uh this this plan with the different colors reflect different uh different um areas within the building whether they be classrooms or those performing arts uh or or gymnasium spaces. If we go click to the next slide here it kind of gives you that strong delineation
044as we developed the concept. It was uh clear as in many uh secondary buildings such as yours, the desire to keep the academic areas uh give you the ability to to uh to split off the building during uh after hours. So for after hours activities uh can be performed without providing access uh to all of your classroom and general education spaces. So that's what you see here on the on the left. those public spaces, as Chris has said, oriented towards the athletic fields and the front entries, that parent drop off and bus drop off shown out there with the arrows in blue in front. Uh the darker orange spaces are the athletic spaces, the larger spaces being gymnasiums, multi-purpose rooms, as well as smaller team rooms there to the the north. Um and also the
045lighter orange areas then being the performing arts spaces aligned with that. kind as we get to the the center part of the plan, the red dashed line, uh top to bottom, we have cafeteria, learning commons, as well as administration out front by those drop offs. And then on the right hand side of the plan, we really see those academic areas uh taking shape as well as defining the room list. I know your administration has been also has been testing out scheduling to make sure that this building and its organizations can organiz organization can work uh with your intended student body of seventh and eighth graders. And so that's how the academic place spaces have really taken shape with uh a pod type arrangement to split your grade levels seven and eight into smaller learning communities
046within the academic wing. Those are located in the north and south side of that academic wing with kind of your STEM uh area in between. The purple areas being technology areas. And as we move up from first floor to second floor, the darker green in the middle are your science labs which find it their homes on the in the core on the second and third levels. Again, at the second floor here, we see some uh purple and light blue out there. Some technology and uh visual arts spaces there on the second floor. uh demonstrating the circulation routes, wanting to be able to break down uh the students path of travel throughout this building to the core areas to the left and several routes to kind of divide the the whole student body and allow them
047to flow seamlessly throughout the building. Um on the north side of this plan, we have two of those learning communities with the lighter blue spaces or I guess a darker blue spaces being special education classrooms intermixed. And on the south side, we see two other learning communities again with those special education classrooms. Really giving you the flexibility to operate either as a seventh and eighth grade uh stack of communities and three levels um or being able to to to mix things up if you should choose, giving your pro your administrators some operational uh flexibility as you occupy this building. Um this is the upper floor. Then the third floor again with some academic spaces uh indicated here. And this is really just a uh half we're about halfway a third of the way into the
048schematic floor plan pro process. Uh we met with reviewed these plans with your administrators at the towards the end of last week and our team in the office has already started making some move design moves and some revisions based on their comments but wanted to share with you a status of where we are at today. Looking forward then the final slide of the presentation to keep this succinct as Chris had indicated we earlier this week yesterday we submitted the uh the zoning variance request to the burrow. That zoning meeting comes up on December 2nd. Um and then we have our next design meeting of course on December 4th. We have those every three weeks with your administrators to keep the process moving forward. Um, and we also have some schematic design, these floor plan reviews
049with your faculty members, select faculty members within both CAMS North as well as CAM South scheduled for December to get some early input as we move through design and setting us up for more design progress and design development in the springtime. As Chris has indicated, we feel like we're on schedule with the uh what we had discussed previously in the the rough project outline here with schematic design, design, development, and construction documents is uh delineated. So, uh, hopefully this time next year, we're here discussing, uh, going out to bid or receiving bids and, uh, keeping this project moving forward for you. And with that, I guess open the floor to any questions you may have. And, uh, thank you very much for having us this evening. >> Board members questions. >> I always wait and
050then I'll ask my questions. stun them in the >> um you both mentioned variances say a zoning variance. What's our variance for? >> Absolutely. So there's two variances that we're seeking. One is they're both relatively simple. Um but we feel necessary to keep the design progressing as we have it laid out. First would be a parking variance on the quantity of parking provided. It's a very similar variance to what you sought for your high school here across the parking lots when you did your last project. uh just uh justifying the amount of quantity of parking that we're providing uh compared to the uh black and white letter of the the zoning uh parking >> code for parking. >> Um and then the second one is for a building height variance. The zoning district, your property
051uh the school district property currently is in uh has a 40 foot height limitation. We of course have always talked about making efficient use of your site with a three threetory classroom wing and so we're seeking a variance to a 50- foot height limitation that um uh actually aligns with the zoning district to the north of your property where those commercial buildings are. That adjacent district already has a 50- foot uh height limitation. So we're just asking for some relief from the middle school's current zoning to achieve that same height limitation. uh should be relatively straightforward uh the process but they are variances that do need to be requested. >> Okay, second question. Budgeted dollars are we still on track or are we under? >> We're still on track for the budgeted dollars. >> Okay.
052Darn. I was hoping you're going to say under, but appreciate your honesty. Um and then for the uh site work which was early on um you see any constraints, obstacles there for your counterparts? Uh I know we've been talking about traffic study out on the north end. Um but any any challenges as far as with the burrow? >> No, at this point with us keeping those existing drives and using them that is the the key. uh we have to do traffic counts to verify you know in increase in traffic but the early indications are it should not be anything significant to our overall process. >> Okay. >> Thank you. >> Absolutely. >> Thank you. >> All right. >> Thank you. >> Back to Dr. Long. >> Thank you guys. Safe drive home. Uh Crab Ro
053is next. Uh we have Anthony Coloultock the lead architect. We have Shawn Dowy and Nicole Nails uh who are also architects working on the project. Good evening. Thanks for having us. We're going to give you an update on the Green Village campus. Uh we're going to start off with um discussing the things that we've been working on since our last update. We're currently in the schematic design phase and we are very near completion of that phase and to move into the next design phase which is called design development. We're going to review the intermediate the 46 intermediate school first. After that we'll look at the K3 Green Village Elementary School. We'll talk a little bit about the next steps. what are the steps that need to be done to wrap up schematic design and then
054transition into design development and we'll have a quick review of the project schedule. So for both projects this is uh a checklist a pretty broad checklist of all the items that we want to make sure that we have addressed during the schematic design phase. Some of these uh we review with you during our last um during our last update. things like the visioning with the administration and with faculty and with students. Uh what is your planned uh what's your projected enrollment and making sure that we are right sizing the building for that projected enrollment. We had a lot of discussions about your educational program with your administration and the vision and verifying that and going through several different rounds. One thing we do have to work on is educational specifications. I'll get that into into
055that during the during the next uh the next steps. A lot of due diligence that we need to do with the site. Um this will need a pendot uh highway occupancy permit which is going to drive the overall schedule that will take about a year. That is that is underway and discussions with the state have begun. um from the educational program and then from the information that we gather from the site, we can start to organize the buildings and how they're sit both of them are situated on the site and understanding the traffic patterns and one of the goals of the traffic patterns was to keep the bus traffic separate from the parent traffic. Uh and then from that we'll develop the floor plans and uh we'll go from like a conceptual design and if
056you remember for the intermediate school we were using a prototype from Dallas Town Area School District which was three schools within the school and then from there we want to take your educational program and vision and implement it into that design prototype. So, this is the current uh site plan sketch. There's a couple revisions from the last update that you've received. Uh those are highlighted in orange. But just to revisit this layout, uh the bus traffic for both of the schools would be entering in from the driveway on the left. So that uh the bus would bus would pull in on the north side, could drop off at the intermediate school where those two blue arrows are located. Uh there is we're going to need 30 spaces uh for buses. Then it would loop back
057around and continue to the drive on the west side of the campus and then go all the way down to the south part of the campus and then loop around to the front of the elementary school where that purple arrow is located. Uh we also have van um van drop off for the intermediate school that's also um on that bus driveway again to try to keep the traffic down and to keep the separation of the parents from the bus traffic. Then you'll see on the driveway on the right hand side this is for visitors and for parents. There are some roundabouts that are included in there as a traffic calming device and the drop off for the parents occurs between both of the schools in the event that you have a parent that has to
058drop off a student at both of the buildings. Uh each of the intermediate academic wings would have their own administrative offices with their own entrances. So, we'll create driveways, separate driveways for each academic wing with enough um with enough sidewalk and curb for parents to queue for their students to empty out onto the sidewalk and then enter into the building safely. Then there's also a similar driveway for um for the uh elementary school and there is a plaza that separates the driveway for the parent drop off of the elementary school to the bus drop off. We had our civil engineers. They one of the first things they needed to do uh for the site design is develop the parking this parking scheme and understand what the municipality's requirements are from a count standpoint. Uh this
059is driven by the number of classrooms and the assembly spaces. the first pass that they had. Uh making sure that we had adequate parking for parents and faculty in between the two buildings and then also parking to the north side of the intermediate school for evening events and some additional faculty entering into the intermediate school. They actually exceeded the count by a little a little over a hundred spaces, but we want to minimize that. um we don't we're not going to provide less than what's required. A lot of times the municipalities the way that uh the counts are a little excessive. Um so we'll make sure that we're providing the right amount. But when we eliminate those 100 spaces or so, we want to be very strategic with that. What are the spaces that the
060administration feels comfortable from reducing from this current plan? One of the other things uh one of the other changes that I'll talk a little bit more about uh with u the floor plan of the intermediate school is the academic wings the three academic wings in the previous update were two stories each. and those corridors of those academic wings, they they fell a country mile long for especially for elementary school students. So, we looked at a concept of going to three stories to shorten up the length of the academic wings and to help reduce some of that travel time. Um, and then also for parts of the school to feel like a little bit institutional as well with that long corridor. So, this plan that you're seeing now, this shortened those academic wings and allows for
061more of a entry plaza outside each of the academic wings from when the students step out of the car and enter into the building. Uh, one other one other item that was changed from the last update is we reconfigured some of the assembly spaces. If you recall, this is a similar design concept as the middle school. That this main street lobby that separates the big box assembly spaces from the academic wings. That's the the delineation of academic and assembly. This helps with student safety and supervision to keep them within the academic wings. It also helps with evening events that if you want to shut down the academic wings to limit access during evening events, you can do that and you keep everybody on that public side of the building. One of the things that we
062had discussed is students emptying off of the buses and coming into the lobby spaces. and the administration. Um, with a lot of great discussion, we felt the best move was to try to get the students as quickly into the building as we could and we're introducing now two bus entrances instead of one entrance which was uh presented to you at the previous um at the previous update. So, those are indicated by those two red arrows at the top. As architects, we also like what this does to that elevation, the front elevation of the building to the uh bus entrance that's on the left hand side. That entrance is next to the media center. And then the entrance on the right hand side that is adjacent to the cafeteria. So, there's some very nice design opportunities
063to give the front of this building, which is facing um the main drive, a very nice facade. Uh really give it a presence uh to the community. And in between those two um bus entrances is where we're going to locate some secondary administrative spaces for student supervision as they're running into the building. Uh the other assembly spaces uh you'll see the gym and the auxiliary gymnasiums on the left hand side. There is the multi-purpose large uh blackbox assembly space that's located within the center and then adjacent to that the music department. there's a nice adjacency of the music part department uh to the stage that is going to serve that um that assembly space. Uh and then there again there is the um that delineation of the assembly to the academic wings and then when
064you enter into the uh academic wing houses these are colorcoded. The general classrooms are in blue and the special education classrooms are noted in uh are noted in green. So when you enter into the building um from the assembly side, you're actually entering into the second floor of the academic wing. So this will help cut down on travel time for students. So when students enter into the academic wings, they're entering into the lower floor. Uh so this way when the students are coming in from the buses, they don't have to travel three stories. They're either going one floor up or they're going one floor down. So we we think that that can kind of cut down on some of the travel time. Uh during our last update, one of the tasks that the administration was
065going through uh was doing a test fit for the schedule and understanding maybe if there is uh any uh impact or revisions that they felt was needed to the educational program. And one of the things that they wanted to implement again we are trying to create three schools within a school but we're also trying to create academic communities to make this large school feel smaller. So there is a teaming concept that they wanted in fourth and fifth grade they want to cluster three general classrooms per team and then in the sixth grade there would be four classrooms general classrooms. uh per team. So right now the two classrooms on the left uh and the middle those would be the four the four five grade levels and then the one on the right hand side this
066would be the sixth grade wing. Um and this is the one that has the four classrooms per team. >> That's upper level >> uh for all all levels. So they those classrooms they stack. Yep. So if I go back to this plan, you'll see that on the sixth grade on the wing on the right hand side has four classrooms per team. Yep. >> Then with Green Village uh elementary school, similar concept for the building organization. uh this sketch on the lower uh on the lower part of the sheet that is the first floor. There is a main street that separates the assembly spaces from the academic spaces. Uh, one of the things that we discussed as a vision and a concept uh to create a feeling of community within this building is locating the five
067specials off of that main street, but also having potential for some academic uh entrance into them as well. So, you'll have the on the north part the gymnasium and you'll see next to the main entrance that's for the administration. So that's eyes on the street for when students are being dropped off uh by parents by the bus. There's also some supervision or a visual connection that they have to the intermediate school and then kind of going from the administration to the gym. Then you have your cafeteria and the service spaces in the back. But those specials we have in addition to the physical education component of the school, there's also the art and the music and the library. And there is also a steam component on the second floor. And from the last iteration, uh,
068one of the big moves that we made was relocating the library in between the academic wings. And we saw this um as a way to um highlight that program and those activities and make it the heart of the building and sort of add to the student experience uh because of all the activity within the media center. And there is also relationship between um the library and the steam uh the uh the steam um department the steam curriculum. So they are the steam is uh can be accessed off of the second floor, but it can also be accessed from within the library. And then this is the floor plan colorcoded as well. Blue is the general classrooms, green is the special education uh with the educational program review that we're doing with currently with the administration
069to wrap up schematic design. We did have one last meeting with the special education director, received some uh some more input from her and some direction on some adjacencies that she would like to see in an added classroom. So, we're currently going through those revisions and that would we feel that would wrap up the schematic design once we have uh her approval and the administration's approval on those layouts. So they would just impact uh the uh academic wings. So these next images, these are always exciting to look at. These are conceptual design renderings of the main street lobby. So that when you're this is sort of when you walk into the school. So on the left hand side where you see that little guy walking down that hallway, he's walking into the kindergarten wing. And
070then the back of the school, the back entrance of the lobby is what you see in the background on the right hand side. Those are those assembly spaces, the gymnasium, the cafeteria, also the admin. Uh to the left underneath that bridge, that is the entrance to the library. And then you can see the stairs that go to the second floor of each of the academic wings. So, we have connectivity on the second floor uh for uh students and for faculty uh to move back and forth that they wouldn't have to go down to the first floor uh walk over to the next academic wing and then walk back up. And then you'll see that mass that's coming out into the lobby space. This is an extension of the steam classroom. um within that space. This
071is more of an opportunity for this is more of an opportunity to group small students together. Uh some of the discussions that we've had with the administration is the way that their counselors work is the counselor the students aren't going to the counselor's offices. The counselors are going to the students and pulling them out of the classes. So, one of the things that we want to try to provide within the school are some of those small spaces for two people that they can sit and talk and have some privacy and that they wouldn't need an office or a classroom. And you kind of see we're showing some loose furniture, some built-in benches, and then that space outside of the steam classroom. those types of activities could take place there without disrupting the students in that
072classroom. And then this is a view within uh within the library and you'll see that massine again this is the steam classroom that looks down onto the library space. We just started doing some early layouts of the casework. We got a rough volume count from the administration. We just wanted to do a test fit to make sure that with the volume count that um with the space that we were providing, the square footage that it was adequate enough uh to um to store all the books that that you plan to put in this space. The other thing that we'll start to do is to develop zones within uh within the library. Again, we really want this to be the heart of the school. It has that access to the main street. It also has access
073to kind of what we're calling like a courtyard space in between the academic wings. We'll have further discussions with the administration on how we want to design that outdoor space, but other um other activities for opportunities for um reading time with a teacher and a class of students or soft seating for individuals or small groups. also locating uh where the circulation desk is going to be located. Right now, the way that that uh steam classroom is kind of can levered into uh into the library, it starts to create a nice area to put uh the circulation desk so the librarian would have supervision of all the students um within the space. So next steps to finalize schematic design for the 46 uh intermediate school. We want to develop educational specifications. The educational specifications are conceptual
074layouts of classrooms. Uh space planning to include casework, furniture, technology. We had a meeting with um some faculty earlier in the year and then from the uh from the input that they give us, some of the ideas that they give us, we'll start to develop these concepts and then it will help serve as a blueprint for when we meet with faculty later on in the design to design these specific spaces um within within each of these schools. Uh we're also currently working on an administrative layout. Uh last meeting that we had with the administration got some good feedback on the adjacencies and the layout. Uh so we're going to make a revision to that and then review it with the uh review it with them at our next meeting. Uh I I mentioned before Green
075Village, we're going to rework some of the special education uh adjacencies uh with that direction from your director. And we're also ready to start interior design meetings with faculty. So these meetings, what we'll do is um they'll take like a day or two. We'll probably end up having two to three rounds throughout the design process, but we would like to start the first round prior to Christmas vacation where we'll meet with a group uh of each department for about 45 minutes or so. We'll come with some ideas, but a lot of it is us just listening, doing some active listening on what their idea of what their classroom space should look like. And then our tier designers will take that and make those revisions and make sure that's included in the bid documents. We also
076want to get our mechanical, electrical, and plumbing engineers involved in the process and meet with Matt and develop a project design criteria on the building systems and what are the systems and manufacturers that he prefers, what are the manufacturers that he doesn't prefer, what is um what's standard within the district. So, those will be coming up. And then civil engineering, they're going to continue some of the due diligence and then also the sketch plan submission to the municipality, continue discussions with PennDOT. Um, one of the things that we're going to be looking at pretty soon is a geotechnical report to look at infiltration rates within uh on the site and the best locations for storm water management. And we also have to um continue our phase one environmental assessment. Uh there was um Leonard Kenny
077had reported that they had uh years ago um they had some spillage on their site. Um, we don't think that this is an issue with your site, but we just want to go through the due diligence and look through their documentation and make sure that all the information uh that we can gather about this existing site that we understand what's what's included. When we can wrap up schematic design, what we'll do is we'll start to put a construction cost estimate together. We'll review that with the administration to help you establish a budget to plan for these projects. So that was a lot. Um this is as of now uh the project schedule is still what we had showed you at the last update uh with the different phases for design development construction documents and the
078act 34 hearing. And um we're looking to go out to bid in late fall of 2026. So, any questions? >> Yes. Um, the elementary school, can you show me where the playground is going to be? I see flex fields. >> Yep. >> But I don't >> Yeah. So, the playground isn't working. >> That's fine. >> So, the playgrounds are going to be located in this triangular space. And it's very faint, but you can the fence right here that will connect from this corner of the building to that corner of the building. Uh, and one thing that we're also showing here, those boxes are um we're planning that if you ever had to put an addition onto this school, uh, that could be that future expansion. Um, so those are four eight classrooms that you could
079potentially build on here, but that triangular area is where the playground for the inter excuse me, for the elementary school would be located. It's just not shaded in like it is for the intermediate school in between uh the academic wings. >> Is there going to be an emphasis on equipment or a more natural playground? Um, >> it's a good question. Uh, we're not there yet. We're not there yet. And I think with any school project when it comes to playground equipment, the most important discussion is whose budget is it included in? >> Is it within this budget or is it PTO budget? And we haven't we haven't had those discussions yet with the administrations, but those will be those will be things that we discuss. >> I'm not as interested in the budget for I'm
080just interested in seeing more natural playground versus emphasis on equipment. Not because of budget, but because of just the need for activity rather than I I've just read a lot about natural playgrounds where there's things that are movable that are >> things that are not expensive but are fun for kids versus X number of swings. than three times as many kids as what you can possibly have swings for >> or other equipment types of things. >> And maybe some of that will help with your insurance rates, too. >> Well, I I've I've seen, for instance, just having like small bales of straw hay that they move around, they play on, they climb on, they build with. There's so many ideas that to me are more um promoting of social interaction and have benefits that I
081mean I I can remember at Memorial Park across from where the intermediate school is going to be. you know, the big rocks, just climbing on rocks >> was such a fun thing for my grandchildren compared to the swings and the sliding boards and >> Sure. Yeah. So, for schematic design, really what we want to try to uh as far as the play the play areas, what we want to develop is it's really the location and making sure that it's adequately sized. >> Yeah, I'm not sure the size is my concern. And then when when we move into >> how big is that triangle? Just give them a rough. >> Could you fit a soccer field and a basketball field in there? >> No, you No, you could not. I mean, um >> Yeah. So, you
082see the that flex field is probably roughly the size of a soccer a little bit smaller than a soccer field >> and can't quite fit that in that triangular space. >> So then the triangle is on the opposite side of the flex field. I I kind of wish they were together so that you could have an open field or because the run and >> play football. >> Yeah. So that flex field that's located there, that adjacency was to get it next to the uh to the gymnasium >> so that students could Yep. So it's more of like a PE space. >> Could Could you move the playground to the other side of the trees there? >> You could. I mean, there's a lot more space there. >> You you could um we'd have to look
083at the access to it. You know, right now, um the the the goal, the vision for the location of the playground was that it was next to the academic wings, next to the classroom so that they could easy empty out. >> Um >> but you know, there's also the possibility that you could have a a lunch dedicated uh playground that's close to the cafeteria that's right behind those trees next to the flex field. That's a possible That's a possibility. >> That large white area beside the flex field. What's there? >> Yeah. Right now it's nothing. I mean eventually it could Yeah. Eventually it could be storm water depending on where the uh where the best infiltration rates um you'll see some of the Right now, some of the areas that they were proposing for storm
084water basins are outlined in that faint dash line. Uh there's over by the bus drop off for the intermediate, also by the bus drop off for the elementary school to the north of that north roundabout. But they still we still have to do the geotech report to figure out where which parts of the site have the best infiltration rates or which ones don't have good infiltration rates and then determine where that's going to go. But right now that space is unassigned. So there is that possibility that we could locate um a playground in that in that area. the classrooms that you had mentioned uh adding on possibly adding on eight classrooms. >> Uh that would be two stories. >> Yes. Yeah. Yeah. >> I like the roundabouts. Thank you. >> They are becoming more and
085more common. That is for sure. And I think as they become more common, people know how to drive through them. >> Well, that's that's part of what I'm excited about. The whole community will learn. If you've been to our downtown, it looks like a roundabout, but it's not. And it's confusing for many visitors. Yeah. So, >> any other questions? How many parent drop offs do you anticipate being able to handle um at the various parent drop off areas? >> Uh so we did have our civil engineer lay out how many cars could queue along the sidewalks of um for the entrances into the uh intermediate school. And they were like were they like 80 each I think. >> Yeah. is over 200 people. >> Yeah. >> Scale is a little hard to >> Yeah. So
086there was probably like over 80 cars for each of the academic wings. So probably somewhere between 80 80 to 100. So it could be up to 300 just for the intermediate school could park along the sidewalk. >> Yeah. >> We hope more people get on a bus. >> Yes. >> That's our hope, >> right? Less cars, more bus rides. >> Yeah. And and and during the during the morning, it's not an issue because everybody's coming in at staggered times. It's at pickup where that congestion occurs. So, yeah, we want to make sure that there's enough um there's enough curb space for parents just to kind of pull along the sidewalk when they move up to the school. Kids are dismissed. And then we're keeping uh we're keeping traffic off of off of the main roads.
087Any other questions? >> Thank you. >> Yeah. Thank you. >> Have a good holiday. >> Thank you. You too. >> Thank you. Item 4.03, grades 9 to 12, programming. Mr. Aer. Well, good evening and thank you for providing me this opportunity to share with you some very exciting news about secondary planning in regards to creating careermies and career pathways. For those of you who don't know me, my name is Brad Aer and I'm the director of career and community partnerships here at Chambersburg School District. Um, a little bit about myself before I get too involved in the information. I started out in Chambersburg in 1998 as an elementary um teacher at Gran View Elementary. So, it's it's ironic that we were talking about that this evening. I I taught third grade, fourth grade, and fifth
088grade. And I actually looped those those years. And I also was the um at that building I was also their head teacher. Very soon I became an elementary principal at Fannet Metal School District which is a Franklin County School District as well. I spent two years in the elementary world uh and then I became their secondary principal for two years as well. In about 2007, I returned back to Chambersburg and I was at the Chambersburg High School as an assistant principal, which then transitioned myself into an associate principal and then for the last eight years, I was the high school principal. So throughout that time, I've gained a lot of knowledge about secondary, but I also have K to2 experience, which is why I shared that with you this evening. Um, Mr. Bigger came back
089to Chambersburg, which we are very happy. And when he returned, many of you know that he did a landscape analysis of the district. And from that landscape analysis in regards to careers here at Chambersburg, he very quickly realized that we had a situation occurring each and every year where there were 200 students either 100 from CMS or 100 from the career tech side that weren't getting um enrolled at either one of those schools. And we found students to actually not be engaged in their schooling. A lot of student discipline as well as limited academic achievement within that group of students. So from there my my position was created to support the reasoning behind why we need to do a better job um at providing career exploration as well as possibly the possibility of careermies school
090district. Wasn't long after that that um we actually took three different trips to Ignite, which is in Kentucky, Boone County. Um we we took administrators with us. We took some teaching staff and our goal, of course, in visiting there was to realize what they had going on so that way we could bring some of their ideas and concepts back to Chambersburg and actually mimic some of the things that they have going on there. So, we talk a little bit more about the why. Not why my position was created, but the why behind what we're we're planning to do. If you don't already know, Franklin County is one of the fastest growing counties in Pennsylvania, and it's mainly due to its location, 81. Uh, this places a very heavy demand on local labor markets for skilled
091talent and high growth occupations. Another good reason as to the why is the baby boomers. As I as I meet with a lot of individuals within our community, two baby boomers are retiring, but no one is replacing them. And that's a that's a very big concern. Something else that causes forces the Y is chapter 339, which goes along with act 158. Students not not only have to graduate by me uh attaining the credits desired for graduation but also they have to complete graduation pathways in order to receive their diploma. So the bottom line is this chamber of area school district just like other public education is the place that occurs first. local businesses will face increasing labor shortages which will hinder economic growth here in PA if we don't do something. So when I took
092over this role as director of career and community partnerships I too did my own landscape analysis K to2 like I shared earlier with you um I had a lot of experience at the secondary level here in Chambersburg but I didn't know much about the elementary and the middle schools because of not just spending a lot of time there. So I I actually communicated with with those building administration so that they could share some information with their building staff and I asked them three questions. What what activities do they currently use in regards to career pathways and career exploration? What activities do they wish they had to use? And what resources do they currently or do they wish they had as well? And it was interesting the feedback that I received. Number one, there was limited
093consistency. As shared this evening, there's 250 square miles here. There's a lot of elementary schools and there's two middle schools. Limited consistency across the board. They also mentioned they wish they had more time to plan events because we do a lot within our schools and careers just isn't one of those things that we lend a lot of time to. They also shared that they wish they had more community partners and they understood more about their community and what's what's available. And ultimately they just wanted an increased understanding of what career really means at all levels K to 12. In learning all this information, it was it was reassuring to me because this summer as I started in Jul um July 1 in this role, I I had heard about a program called Zello that we
094have within our district and we've had it for about three years. But as a building principal, I didn't I I myself did not take the time to truly understand what this program was about. But I learned very quickly that it's a resource that can very easily support the initiatives and plans that we have moving forward. Also, during this time, I made several community uh connections. Um just to mention 35 plus business um connections without a doubt. And I'm learning myself that we as educators, we truly lead a sheltered career life. uh we come to school, we see what's what's within our four walls, we go home tired, and then we come back and do the same thing over and over again. I was shocked and I continue to be shocked learning all the different things
095that we have going on within our career, our community in regards to career and so forth. This next slide shares with you also some very um important strategic partnerships that I've also created in this journey since July. uh the Franklin County Area Development Corporation, which is led by Mike Ross. Many of you know him. He's been a very valuable asset. The Chambersburg Chamber of Commerce, which I'm very excited to uh attend tomorrow. Um I'm going to be inducted into their their board starting January. So, that's exciting news. Uh Cland Valley Business Alliance is also part of the chamber, but it it fuses together Green Castle and Chambersburg and they do a lot of great events uh especially um Mixers to get to know people in our community and the businesses that are surrounding us. And
096then Healthy Communities Partnership um it's a it's a organization that really supports our our schools K to 12 and I didn't realize all the different partners that they had to support our students socially and emotionally. some post-secondary um institutions of course that we've either had or continue to grow Wilson College uh Shimsburg University, Harrisburg University, Lacawana College and Robert Morris University. So all these are very strategic partners um which will support some of the things that we that I'm going to share with you and our initiatives moving forward. But I want to talk to you a little bit about the planning phase of all this. So we wanted to talk about what we have, what we need, and what we want. About two months ago, the entire uh group of directors uh got together for
097an entire day at the uh F&M Bank facility over here off Orchard Drive. And the and the main role there was for us all to talk about schools of distinction. And without a doubt, career exploration is a part of that. And we can't forget that. Not long after that, um Mrs. Luffy and myself, we shared an a half-day meeting with all the directors here at the DAO again talking about what we have, what we need, and what we want. And there was some very interesting information that came out of that. But again, uh we learned a lot. And through that process, we looked at several items of data. Some data information like uh what's CMS and FCCTC's um look like in regards to the last five years. How many students are applying? How many students
098are getting in? what are what um what are the different groupings and so forth that they're applying for. We looked at graduation data from Chambersburg Area Senior High School and CMS to see what students were planning to do following graduation. We talked about CA the county data and the largest employers and what they're looking to do in the next few years. And a very important piece was the South Central PA uh local and state data because we not we don't want to look at what is going to we're going to need to um a year from now or even tomorrow. We want to talk about what's 10 years look like from from now. So we looked at all this information and from that uh we talked about what about a location for all these things.
099What's the academics look like? Uh credentials and even a timeline. So, I want to share with you before we get too far into the the weeds here, what a what is the academy model? Because you're probably sitting there thinking, what do you mean academy model? So, the key piece here is when we started talking about the academy model, we wanted to think about, well, where will this all be located? So, there were four options that we brought to the table. One of the options was we just utilize the career magnet school only as an academy location. Another option was should it be all year? Should it be semester about? We talked about a distributive model. Is this a is this where we should putmies all throughout the community in different locations? And then of course
100the last option was do we just do a grade nine academy at CMS? So when we talked about all this, we narrowed it down to one option and that option that the administration is recommending is an is that we have eightmmies for grades 10 through 12 that is all year and we have four of thesemies at cashes and four of them at the current magnet school. I can personally say with my eight years of experience at as the head principal at at the high school and similar to what the gentleman said here earlier um from Crabtree Rur Bowl having thesemies with will without a doubt make that very large high school over here across the street much smaller and that's what's going to be very important for students because again like I mentioned before we
101want to engage the students so that way they're involved in their education. I too believe by doing this it's going to improve attendance for students as well as their academics. This next slide shares with you the proposedmies that came out of the meetings that we held with the directors after we looked at several pieces of data. Now keep in mind the proposed academy options are based on sustained annual demand from the data uh localized employer concentration and projected growth rates again over the next 10 years. Underneath each one of thesemies you also see listed some business partners that I've already made connections with who are extremely excited about what we're talking about here. I also want to share with you that Deb Luffy and myself met with Leslie Schuman who is at the career tech
102center now. She's the director there and she was very excited to hear what we have to we are planning to do as well. And the reason we met with her was because we want to make sure that we do not duplicate any of the services that they're providing there. But she was supportive in knowing some of the things that we plan to do because she too sees the need as she talks to employers and so forth. within thesemies. I want you to understand that we're not taking away from the core concepts of the core classes that students would be taking, but we're adding on to that some of the other grade pieces which would be like the college and the high school and student cert certifications and credentials. So this slide points out some of
103the certifications that all students could be afforded but these are again are examples of what we could offer. The goal of course would be to um close the regional credentials gap. When I when I meet with a lot of business partners, one of the things that they say to me is we prefer candidates who actually come to the table with industry certifications. It shows to them a student who actually achieves these credentials or certifications, it proves to them that they have commitment and specialized knowledge. So they're very marketable. On top of these certifications, students would a be able to uh write these down on their resume. It would also assist us with the ACT 150 graduation pathways which I shared with you earlier with the project 339. And of course, it really makes them look
104good on post-secary applications because again it shows them commitment and specialized knowledge. So the big question is when when's all this going to happen? So this evening we had a lot of uh conversation about the construction projects. Well, here's a timeline for um the plan to to implement here within Chambersburg area school district. Now keep in mind this is strategic what you see on in front of you. There's there's time there. Uh many of you are thinking well wait a second we're in the 202526 school year currently. This end point shows 203031. Well we want to make sure we have time to do this correctly. We also need to make sure that we are communicating very carefully with our community uh with parents with students as well as staff and lastly of course our business
105partners. So what I want to point out here especially in this timeline is this. We are currently in the 2526 school year. As you progress through this timeline you start to see where there's some transitions occurring. The plan in 2027 and 28 would be that we would have all grade nine students transition to the high school where every grade nine student would attend. Okay, that would be in the 2728 school year. That's not next year. That gives us a little bit of time next year to plan and prepare for that to occur. Following that is the 2829 school year and that of course is when we would transition all students who are attending our FCCTC programs back to cash this semester about for their academics. So just to make sure you're understanding that students who
106go to the career tech center in 2829 would do a semester at the career tech center and their other semester would be at cashes for academics only. What this provides us is a tr full transition where we could have CMS or career magnet school, a full school of just fourmmies where students would go grades 10 through 12 all year. And then of course at cashes we would also have fourmmies and we'd have all ninth graders there. We would have FCCTC students there semester about for their academics and we would accomplish all this starting in grade um 2829. The key ingredient too for you to understand is this. The current cohorts of students would not see much impact on any of this. That would include the current students at um cashes as well as the current
107students who are at FCCTC because they would graduate prior to these major transitions. And that was key to us. It was very important. However, the group that we really truly need to um to communicate with that will feel the 100% impact is the current grade 7 class. So, our goal of course would be to begin communication very quickly once uh we move forward with our plan our proposal. Um because that grade seven class will be the first class that actually would be all grade nine at Cashes. They would be the first class if they chose to go to FCCTC would be the students who would also get their academics at caches and they too would be the first class who would see full implementation of the acu uh themies 9 through 12. So some key
108implementation challenges that I just want to bring to your attention that we definitely are going to keep a very close eye on would be facility requirements. Will there be any need for construction or modification at any of the facil facilities and especially transportation? Is there any transportation changes? Staffing considerations. Just this morning, uh Mrs. Luffy and myself met with some key components which are staff who attended Ignite with us. Uh we had some cashes students or cashes staff as well as some CMS staff. We're we're talking to them to make sure that we have adequate staffing components. Student access. We want to make sure that we have equitable access for students. Um there would be a plan to have an application. Um they students would apply to get in into thesemies because we want to
109make sure it's purposeful and there's they they understand the reasoning behind it. And then of course just district collaboration uh with all stakeholders involved because it's important that we communicate as I mentioned before with all the transitions that'll be taking place. So as we talk about the future and a vision for this entire proposal, we need to definitely celebrate our student accomplishments. The goal ultimate goal would be to make the high school diploma more valuable for every graduate by providing the following. We we hope that all students would have work-based learning experience. They would all have the opportunity to receive industry recognized credentials and certifications. and we would continue to offer them post-secary credits through our early to college programming. And lastly, it's without a doubt the goal of everyone in this district that we
110would ensure every graduate in the future economic security and generational wealth. So, with that, I just want you to understand that there's still a lot of work to do. It's been it's been very enjoyable for me since July to learn all the things that are going on within our community. I want to continue to create and establish more partnerships than we already have and u I'm looking forward to um continued that academy designs as we uh talk to our staff as well as our students. So with that, is this a plan do you think the school board at Chamber School District can support moving forward? questions for Mr. Arer. >> Uh, congratulate you on your ambitious plan and uh, I'm sure we'll we'll get there. Um, but if we have any personal relationships with folks
111that have small businesses reigning, how do we ensure that they get connected to you? >> You can have them email me. Um, I will tell you that I'm planning here hopefully in about middle of December to send out uh an invite to all the partners that I've either met or will be meeting very soon. Um, I want to do a complete formal presentation on what it's going to look like and then also share with them um how they can get involved in three three aspects of the the plan. Either be a career presenter, provide job shadowing or an actual internship for our students before they graduate. >> Thank you. Other questions? >> Um, one of my questions is how uh how much in freshman and sophomore years do students have the opportunity to explore these
112eight different areas? And then a second question is what about the kids that don't fit neatly in any of these eight categories and what what will their educational experience be like? Sure. So, for starters, uh we are providing a lot of of things just recently now that I've um been in this role. Today, we we had some career presenters come in. Um we are personally inviting students who've completed their career interest inventories and personality inventories in Zello to match them up with the career that they're interested in. So, that way it's purposeful. So, they're they're going to be seeing that. We're calling that takeaway Tuesdays. So, next week we have two more presenters coming in. So again, we're hopeful that many of the students will see the career presenters. Uh the job shadowing aspect, um
113I'm hopeful that we can gain more partnerships and and individuals from that December meeting that will say, "Hey, yes, we'll take some students out to to shadow." >> The students who don't maybe fit into thesemies, uh Mrs. Luffy and myself are actually looking at a program. It's like foundational studies, but it'll be similar to what we currently have. >> All right? it just won't be following academy model which will have essentially scripted courses in which the students will complete. So that way they are working towards that career uh path. >> So like within the high school at a given time like what percentage of students would be within one of the eightmies? >> So our goal is to havemies that have at least 120 students and no more than 150. >> So I need to
114do the math on that then. >> Yeah. Yeah. >> Yeah. So half the students. something like that. Yeah. Yeah. Okay. >> Um I have a question about um the students who are currently in the IB or um program are taking um AP classes. Do you see that those thesemies marrying with those? I do because a lot of the courses that we're going to provide in thesemies are early to college courses and a lot of the AP courses that we currently offer which is about 23 of them are part of the early to college um or excuse me they're part of the uh college and the high school courses that we offer. So those students will still be able to take them. It's just do they wish to get into a a very strict academy concept
115with with scripted courses or would they prefer to stay out into the foundational pieces and be able to still pick and choose which courses they take? You mentioned IB. IB is already scripted. Essentially, we've been doing that for uh I don't know eight years maybe. And and students who are grades 11 and 12 who are in the full diploma program, it's 100% scripted. They have no option to sway from the courses that are provided to them if they wish to complete a full diploma. Okay. Thank you. >> Sure. >> One of the things that I think is exciting is to increase the success of more students because what I have found and I just had an example of that in an interaction that I had in the last 24 hours. It doesn't really matter many
116times what um career path a student graduates in. As long as they have been successful, >> they can take what they learned and move. My example is a cosmetology student who I spoke to in the last 24 hours who is a Pennsylvania state policeman. Now, what's the connect between having completed the cosmetology program at the career center and being a state policeman? She was successful >> in my own practical nursing program. I had so many students who came thinking that they couldn't do it. And through that year, seeing them be successful in each su successive level built them up to the point that they then maybe didn't choose to stay in nursing, but they knew they were successful and they could move into another area. So I don't think it's that important that every child
117has the career pathway that they're going to follow for the rest of their life. The important thing is that they reach a success that many of our current students are not feeling that success. >> Mrs. Goggler, you're exactly right. Like I mentioned earlier, uh employers are looking for commitment. So if they see a student coming to the table with credentials and certifications that they had to work through for several hours and maybe even months to attain, that shows commitment and that's exactly what they're looking for. >> I um I'll give you a real quick story and then I'll be finished. when we we uh visited one of our partners, uh there were individuals who weren't the top of their class, but when the when the um recruiters came to hire, they hired the ones who
118were there every day, had perfect attendance before they hired, looked at anyone else. So, that just gives an example of commitment. I'd love to see I'd love to see these built out then to see like okay what is your if if you're in the academy what's your standard say junior year going to look like um I know that's coming that's >> it sure is yeah we're Mrs. Luffy and myself are currently working on that and that's what we actually met with the the staff this morning to discuss. >> Sure. >> How does this look from a teacher's lens? How does it look from a student's lens? >> Yeah. >> So, I'm excited to see >> Yeah. >> where you take this. >> Yeah. I I got one quick question or observation because I also uh
119along with others schoolboard members attended the uh the excite uh >> the ignite >> ignite. Ignite it. It was exciting. And um at several presentations there was a definite presence of a county and I think state uh officials who are deeply involved and committed to the program. Are you having been building those relationships and you get that sense that here we'll have that same kind of commitment? >> 100%. Uh, as I mentioned some of the boards that I've been uh meeting with, one in particular I met when I was at Mike Ross' um Franklin County Development Corporation. You had uh policy makers at the table. Um, you had a very large organization out here at Letter County at the table. Um, you had the county representatives. You had the chamber of commerce there. Everybody's on
120board. They're extremely excited. Uh, they've been opening their doors for me to come and visit it. It's it's it's incredible. That's what I That's the word I'll use. It's incredible how um interested they are in what we're planning to do. >> Mike, the the only thing I'll say to that is they were designed that way from the beginning on how they ran the county system. We're not set up as the county system. So, they had some advantages on how that we do not because we're a local controller. So, I I don't want to overpromise that we're going to look exactly like that. We're going to have some participation, but it won't be as formal as their system was very formal. I think one one things I want to really emphasize that was the brilliance of
121the team uh putting this together is that it started as a CMS 2.0 0 and turned into let's do this in both schools. >> And I think I that that's to Brad and to Deb and to the team discussing what should we do for both schools, not just one school. And so the idea of eightmmies has surfaced and that all kids can benefit from an academy is really exciting um and challenging at the same time. So I'm very happy they went down that path. uh you know certainly absence of our ideas that just metriculated through the discussions and the constant feedback and the visits and the revisiting and the rethinking of what would work for Chambersburg. So thank you for that design because I think that's a big step forward for all of us. >>
122Thank you. Uh from a board view, just be be clear that if you continue to support this and this is the nth grade going to caches, you know, that'll certainly be a challenge point for some families that maybe don't want to necessarily all attend cases in 9th grade. We will have to adjust potentially some of our graduation expectations. Um and then you can also see some um uh downstream challenges as we make the changes happen over time. So there'll be some people affected in the middle of the change. And so career tech students going to caches is another pressure point. So understand these are some of our policy decisions we're going to be making that you have to be okay with and support. So we may be bringing some of those recommendations for approval because
123they do affect a lot of people in the school district. Does that make sense? >> Trying to highlight some of the pressure points that you're going to feel. >> I don't necessarily need this answered right now, >> but it seems like some of this is based around block scheduling. >> That is correct. And I'd love to just hear how is that going at caches. Not right now necessarily. >> Sure. End of year. Yeah. >> But but um >> you know if were we to tweak that you know that that would change how you might design this a little bit too I would think. So >> yeah and I >> I'm just trying to take it all in because it's a lot. But anyway um once once it you know we can delineate it out. You
124know what does a ninth grade year look like? 10th grade, you know, if you if you're in this specific academy, what are you going just like he had said, what are you specifically taking and how does that work? And then I can visual I'm a visual person, so then I can see it better. >> But I think you're really on to some some good things here. >> Okay. All right. Thank you, Mr. >> Yes. Thank you. That's a we can we can >> punt it. Punt it. >> Punt it. >> Go for it. >> Okay. As Mr. Woodman gets ready here. We're having a quick discussion up here. Uh what's the board's pleasure? Uh, do we want to keep going or do we want to move the data report to December reorg meeting? Thoughts, comments
125quickly? Kurt's getting antsy. >> December. >> Yes, sir. Mr. Ed, um, I I read through the report. It's awesome. It's very detailed, a lot of numbers, and I was looking for um if there was a possibility that we could see some of the data in a visual format. You have a you have it right on your desk >> right here. >> Did you see this? >> No, I'm talking about >> graphs, >> charts, and so I could see >> what we've done, what projecting, what this do we're doing against the rest of the state averages and stuff like that and we could have our own goal that we might even exceed. >> Um, you know, so it gives us an idea of what's going on over time plus projections out to the future. How well
126are we doing? Uh I I'm a visual person too. So someone said that. Um so all these numbers are great, but like back and forth. If I see a picture, it means more to me. So that's what I'm looking for in the future. Maybe not in December, but sometime soon. >> So do we want to keep going tonight is the question. >> I have a question regarding that. Uh no presentation scheduled for the December 2nd meeting at this point. >> Correct. reorganization and then a cow. >> Me personally, there's a lot of data to absorb here and I would really like to do it in a setting that it's not I've been up since 4:00 a.m. and it's 9:00. Um, so I for me personally, I would like to spend the due I know you
127worked very hard on this and I would really I don't want to put you out, but I want to give it the time and attention I think it deserves. And I don't know that I can give you what you deserve after sitting through all these presentations tonight. So I mean I will if that's what the group wants to do, but I would like to defer. >> I concur. I think another advantage of that is I sent out a >> request that you look at it before tonight's meeting, but now having a hard copy of it and hopefully that will force you or increase the opportunity for you to read the information that was online. >> Kurt, would it be okay with you since you're the one presenting >> if we are you available to do
128this in the December meeting? >> Of course. I mean actually the it was four of us presenting. I was kicking it off giving a holistic overview and then uh each division they're going to give a uh they were going to talk about their uh strategic priorities with what they see. >> Yeah because I did I did look through it and it is very Thank you very much. There's so much information in there and so I had it printed off and then now this too to go back and really dig in and then for me I don't like gotcha questions. So then if I have questions as we come through, I can send them to you ahead of time so we're not spending >> on my questions too. >> I agree. >> You can send them
129to me and we will uh work on the questions for for then or get them out in the Friday reports. >> So no problem. >> I concur. >> Okay. Well, thank you admin team. Um I guess uh be prepared for a bunch more questions maybe. Okay. >> Okay. The new item five, privilege of the floor. Members of the audience, anyone wish to make a comment on agenda item. >> Okay. >> Good thing we moved that. >> It's the thought that counts then. >> It's just being thoughtful. New item six, consent agenda. New items. Um, so items 5.01 through uh 5.11. You know, 512 is the all-encompassing one anyway, but um these are all new items since we're having one meeting this month. Uh are there any of these items that a board member wishes to
130comment or have any specific questions on? that we should pull out that you would like to pull out um of the the group consent group if you will. >> I'm not a board member, but 509 I would like to talk about a little bit before the vote. >> Okay. So 509 will be separated. Anything else? I usually ask that question of the admin first. That's nice. >> Okay. So let if we can let's have a motion and second for items 5.01 through 5.08 and then 5.10 to 5.12. Motion and second please. >> So move >> second >> motion by Mr. McKe second by Mr. Haydock. >> All those in favor signify by saying I. I. >> I. Opposed. Eyes have it and so moved. 5.09. Motion and second, please. >> Move to approve. >> Second.
131>> Motion by Dr. Diller. Second by Miss Harbaugh. >> Mr. Bigger. >> Yeah. Um the superintendents have been working uh collectively with the Franklin Learning Center, you know, for quite some time. But recently, Shippensburg approached um the superintendents and asked if they could join officially the Franklin Learning Center, which would require bylaw changes. So, we were open to the idea. Um Dr. Maresy, the LIU helped organize the bylaws. They owned a lot of the documents uh and the authority. So, they helped us work through the process over the last 6 to8 months. and to get to this point where we are considering uh the vote to allow Shippensburg to formally join the Franklin Learning Center as a member district which gives them privileges and also uh requirements. Um with that for Chambersburg specifically, it would
132reduce our vote uh from four seats in voting to three on that board. It would reduce our overall obligation financially from around 48% of the budget cost to about 42%. And then any borrowing or improvements on the Franklin Learning Center would be shared by six school districts instead of five, which would reduce our overall financial burden. I give the LU credit. They're also expanding programs where the pool was to provide more seats at the Franklin Learning Center. So, we see this from the superintendent view, not the board view. uh as a financial win and an opportunity win for Chambersburg students um and programs. Um you have the details of the bylaw um so far all school districts uh except us have approved it so far. We are the last on the list um for approval.
133So I think this is good all around overall as long as the school board can get through the loss of that one seat I think is is a challenge there. Um but the rest of the uh the communications around this has been pretty forthcoming um from the IU to the superintendents to Shippensburg. So at this point I'll take questions on the topic if you have some or concerns or questions. >> I possibly should have asked this question whenever the uh Dr. Marcowski was here, but what are the other non-member districts besides Shippensburg who have been sending to the Franklin Learning Center? And is it the um income, the financial benefit of having those non-member schools send students that is the reason for allowing that? or would we be better to not have non-member participation and
134have more of our students or students from the other member schools going to the Franklin Learning Center? I don't understand the rationale for non-member schools in the past or projecting to the future. Yeah, I think the non-member school and I and when I was superintendent Littletown, we sent students to the Franklin Learning Center. Um, and it was the best option for us because we didn't have any other options. I know Fairfield sends uh students um I believe we have 18 approximately students who are non-member students who attend outside of Shippensburg. And so until recently, um they paid about the same cost as a non-member and I think the FLC increased that. So, I think by increasing the non-member per student cost, it forced a little bit of this issue. I don't think the Franklin Learning
135Center wanted to accept students from necessarily other schools, but in order to make the budget uh more cost-effective for us by accepting them, it did lower our overall costs. So, I do think um it does help the overall budget to run a program full versus running it half full. And so if you have a teacher, an aid, and another pair of professional in there, and you have five kids versus 10 kids, the cost is the same. And um and so I think that's my understanding of the non-member versus member. I think by allowing Shippensburg to come in, it will limit the non-members uh considerably moving forward, except for those new programs. Um and so I think it's we we call them business rules. We will open a classroom when we have x amount of students
136and we will close the classroom when we drop below a certain amount of students, but that usually can't happen until the end of the year or the beginning of the year. We try not to close programs in the middle of the year. And I know that's a long answer to your question. Um, but that's my understanding of where the non-member was and why it existed. It was really just to offset the budget. >> Similar thread to to Mrs. Goger and should have been maybe a question for Dr. McKay, but I think if I remember from years past, maybe a legy legacy concern at Franklin Learning Center wasn't necessarily the space, but the availability of staff. So has that improved where they can staff all these programs potential attendees or and then does this situation help
137that hurt that or is it non-event about four questions all in one? >> Those on the Franklin Learning Center or IU do you want to tackle any of that >> from the IU perspective? We recently uh did um a pretty decentsized paycale increase to make us a lot more competitive. Um and so some of the vacancies that we were seeing are quickly being filled. Uh so I I believe that they're on pace to get I won't say all but a significant amount of the vacancies that they were concerned about having. Uh, in regards to the new programs that they're doing out there, I can't speak to that because I'm not 100% sure what that looks like yet. They haven't brought that to us. Uh, but there was a very significant pay increase uh at the
138support staff and the teaching levels and we have definitely seen a massive increase in the applications for the vacant positions that were there. >> Um, >> so it's something we need to maybe keep our keep an eye on. >> Definite maybe. >> Okay. If you're teaching or providing services at a place like the Franklin Learning Center, you're you're so committed. >> It takes a special person to do that kind of work. >> It does. >> And um hopefully through themies we'll be providing teachers like that. So um these people >> anybody who works there is very very committed and I think the longevity there is and the tenure there is it's good to go. It's a it's a great place >> just need more of them. >> You know it's it's a business model but
139it's also an education model and it's economy of scale for them and for us. >> It's a win-win. >> Yeah. if they have staff to to fill the needs, >> right? >> That's the I guess that's more my that's the concern with my question. In years past, there could have been more students there, but there wasn't the staff that could handle more students >> to to project out a little and not speak too ahead. Um there is going to be some new um ricing things the way that it goes. I guess I can say >> we've seen that. Yeah, we've seen the president. >> I think I say I think he shared that with you. We're in first review right now. And so, uh, some of that I think is going to >> perhaps dictate
140whether districts are bringing kids back in or or what's going on because some of that comes with a hefty price tag and you'll see that as we move forward. Uh, the rationale behind that, some of the rationale was, and Tammy maybe you can speak to this. um at the end of the year you had no idea what it was going to be because it was on a scale and nobody really knew and so you see all these specialed budget transfers and nobody knows what's happening. It's like the wild wild west. >> Um but this is going to be kind of like I likened it to an alakart menu. >> You're going to have this service for emotional support. It's going to be $50,000. You're going to have this service for duel and it's going to
141be $80,000. You're going to know what the price point is. and if you have five kids at this and three kids at this, you're going to know going into it. And so I think that consistency and ability to plan uh is going to help the districts decide, do we really need this? Are we going to pull stuff back in, which may then in turn, if we're pulling things back in, alleviate or um create some positions that the current staff has at the IU that they can do other things if districts are pulling stuff back in. So there's a lot of fluidity I think that's coming, but it's definitely something to keep an eye on as far as staffing goes because there are shortages everywhere. Yeah. Specifically in special education because it is a very uh
142challenging job. >> Tammy, you move the microphone. >> I heard my name. >> Okay. No, I would I would agree with what u Miss Harbaugh is saying. uh in the way that they bill now is um they they kind of project and then they actualize it and then they project and then they actualize it and then and then this goes on about four times a year till we get to the end of the year and then we get a reconciliation and I would say at least in the last five to six years we've always overpaid and gotten money back because of the final reconciliation. It's based on like an ADM amount of students that are there. So to your point, knowing what the cost is is going to be the cost. Uh the other thing
143they did is, you know, uh if you had a PCA that was assigned to one of our students, they were they were passing along the actual cost of that individual instead of coming up with a blended rate. So if you had a you know a person who had been there for 20 years, you're paying more. So I think it would be fairer for the districts is kind of what I'm saying. >> Predictable. >> Yes, it's predictable. Well, but when I look at the extremely high cost of our special ed students that go to River Rock or to these various New Story or wherever, >> you know, it's significantly more than what we're talking about here. And so it seems as though we need to maintain more Franklin Learning positions and reduce the number that are
144going to some of these other places if possible. >> Agreed. >> And uh just for the public's uh point of clarification, my colleague pulled hypothetical numbers out of the sky. I don't want anybody to think that it's 80,000 here or 50,000 there. He was just using that as an example. Some of you I have people probably show up tomorrow at my shop asking me questions. So I just wanted to >> thank you for always my back. >> I got you. Well, I'm just pleased that that there is ongoing discussion about with the with the IU and and with the Franklin Learning Center because I think that there it's it's very difficult to budget for what's going on at the Franklin Learning Center. And um I think with these discussions going on and setting the rates,
145people h will have a better understanding of what's going on because it's it's very hard. there's a there's a lack of transparency figuring out the schedule A, the schedule B, and and and what we're entertaining as far as the financial end of it. So, I think more explanation on that, more discussion on that will highlight some things that may need to be changed >> and we will absolutely know if we can decide to bring a program back and do it more cost- effective or not. Now, >> we'll actually know that and I think that's the point of that. Yes, >> there is a threshold that says, "Hey, we can do this for >> $1500 to $200,000 cheaper. We're going to try to do that." if it's 10,000 or 20,000, it's not worth probably considering that.
146But now we'll know. And I think that was the whole point of why they did this. >> That's exactly right. >> Well, and with the building projects coming up that we're we will have space that we can do things and, you know, think outside the box on all of this. >> Okay. Any other questions? We have a motion and a second. All those in favor signify by saying I. Item 5.09. 09 >> I >> opposed. Eyes have it. So move. Um now back on item 9.01, gifts, grants, and donations. Um Mr. Woodman, do you have anything to add? Comments? Okay. Motion and second item 9.01, please. >> Move to approve. >> Second. Motion by Mr. McKe, second by Mr. Raber. Questions, discussions from board members. >> I'm sorry, what number are we on? I follow
147>> 9.01. >> The one about dog food. >> Oh, that one. Okay. >> It's right after eight. >> Okay. Hearing none. All those in favor signify by saying I. >> I. >> Opposed. eyes have it and so moved. So this next group policy and legislation um going to ask um both admin first and then board members treat each one of these subsections if you will sort of as a mini consent agenda item. You know for instance you know each one of these policy groups may have can have multiple policies in it. So if there's a specific po policy within one of these subgroups going to ask if you'd like to pull it out and then otherwise we'll vote on all the policies within the group as one. So for instance item 10.01 and I turned
148my page shouldn't have done that. There are five policies involved in this or included in this um for retirement of policies. Policy 227.1, policy 232, policy 310, policy 410, and policy 422. Are there any of those policies that a board member would like to vote on, discuss, comment separately or admin? Okay. Hearing none, uh, a motion for item 10.01 to retire the five policies I just read off. >> Move to approve. >> Motion by Dr. Diller, second by Mr. Haydock. All those in favor signify by saying I. >> I. >> Opposed. Eyes have it and so moved. >> Same procedure for item 10.02. There are four policies with no changes. Policy 228, policy 231, policy 235, and policy 236. any of one of those four policies that admin or board member wishes to discuss vote
149on um debate separately. Okay. Hearing none. Uh motion and second for item 10.02. Uh approval of the four policies I just mentioned with no changes. >> Move to approve. >> Second >> motion by Mr. McKe, second by Mrs. Goggler. All those in favor signify by saying I. >> I. Opposed. Eyes have it. So move. 10.03. This is one we tabled at a previous meeting. So this is going to be a two-step process. Going to need a motion and not no second to table it. Correct. To take it off the table. >> Just a motion. Yeah. We're going to need a motion to take item 10.03, 03 which is policy 123.3 to take it from the table. >> Move to take it from the table. >> Okay. And you agree we don't need a second on
150that. Correct. Okay. So item 10.03 policy 123.3 uh is now live. I'd like a motion and a second for uh approval of item 10.03. uh the policy for coaches advisors code of ethics >> Mr. 123.3 is actually in 10.04 >> the first read >> we moved the approval in 04 >> so we'll actually vote on it in '04 >> okay thank you catch >> so we don't need to vote on 10 >> took it off the table off the table >> okay thank you Mrs. Ster. >> You're welcome. >> Okay. Item 10.04. There are nine or 10 nine nine individual policies within this section of first reading of policies. Um, same question. Are there any of these nine policies that an the admin team or board member would like to discuss separately? >> Yes. Policy
151205, please. >> Policy 205. >> Yes. Policy one uh 915. >> Policy 915. >> Can I just ask a question? Oh, sorry. I don't want to take anything off, but can I ask why 123.3 was tabled since I wasn't here? >> There was some go there was a board member who wanted had a couple recommendations on some language. >> Okay, so that's what I saw on there that's highlighted in green. That's okay. Got it. Perfect. Thank you. >> Good question. >> Okay, I'm going to flip this around a Well, no. Yeah, I'm gonna flip this around a little bit because it'll be easier. So, a motion and second for policy 205. Uh, on on the first read, >> just the one policy policy 205. Motion and second, please. >> So, moved. >> Second. >> Motion
152by Miss Harbaugh, second by Mr. Raber. Questions, discussions, comments? >> I only have one question. Um, why did it change? I mean, I I saw what we were doing before and then now all of a sudden we're not doing that. I mean, so did the law change or we just >> Well, there was a um year postcoid where you could be educated beyond 21. I think it went to 22. They added a year >> Just for a year and then everybody went back to a firm 21 and mostly because financial reasons >> that if you continue to educate students beyond that we're obligated. So everybody went back to a very firm 21 we're done. >> Okay. >> Now also prior to this is a very dated policy. There was a time when it wasn't um
153um as strict on the 20. You could do additional things. You could read that verbiage in there. >> U but that's when the cost for all students was about the same. >> Okay. I think when the cost between a regular and special education student has broadened so much, it's become a fiscal decision to draw that line of 21. >> Fair enough. Thank you. >> It's a good question. >> Okay. Anything else on policy 2.05? Okay. All those in favor signify by saying I for approval of policy 205 on the first reading. I >> I >> opposed. Eyes have it. So moved. We're going to skip down to policy 915. A motion and second, please for approval of policy 915 on the first reading. >> Move to approve. Second. >> Motion by Mr. McKe, second by
154Mr. Raber. Questions, comments, discussion. >> Tammy, you and I have a few. So why don't you start a little bit Tammy with the the policy changes and I'll get into the why. >> Okay. So the policy had been changed I think back in 2017 um that really made this more of a booster policy as it was referencing some of the title nine concerns we had had. Um there was not really a lot of meat to the policy to help guide our PTAs and our PTO's. So, um, Bev Lang and in Chris's office and I did some research and and kind of came up with a policy that would help guide the PTO's and PTAs as they're dealing with financial information. Uh, we presented this policy to the PAG uh, the parent advisory group. Um, they
155provided a few questions, a few fe u feedbacks. One of the things that may change after the first read um was we were recommending that they do reconciliations of their bank accounts on a monthly basis. Um they there's a lot of PTOs and PTAs that struggle with the people that come routinely. They ask if that could maybe move to bimonthly or quarterly. I I think by monthly would be okay. I think quarterly would be stretching a little a little bit uh to do a monthly bank reconciliation. Um everything else they seem to be okay with. The other question that they had is uh what would happen if a PTA or PTO or even a booster club failed to follow these guidelines? And within the policy, it states that u the administration could recommend to the
156board that the organization no longer be affiliated with this district and not be able to utilize our facilities. So there is some teeth in in requiring that they follow the procedures and the guidelines. And and the impetus for this is historically many organizations PTA, PTO and others uh sometimes don't have the best accounting practices. We know we have a current one that we're in the middle of investigating and there were a couples prior to this prior to me coming. So we feel it's our duty from policy to prevent problems from happening rather than just catch people doing things wrong. We think this will prevent many of the past issues from reoccurring moving forward. And so this practice will uh sharpen our pencil, sharpen their pencil, and hopefully not have these issues that we're currently having
157or have had in the past over the last three or four years. >> Okay. Um Mrs. Ster, I think you answered my one question. Um this this would include boosters. Uh how about uh Chambersburg Area Education Association? Are they covered under this same policy? >> They would not be covered under this policy. >> What's the difference? >> They're a separate affiliated I mean they're technically not affiliated with the district like a booster organization or a PTA PTO, but this would not cover uh the Chambersburg Area Foundation. >> That's spelled out in the first paragraph, too. It does clarify that. Um, one question I have is >> go. Okay, >> let me finish that. So, >> yep. >> But they raise funds under the Chambersburg Area School District umbrella and allocate those funds after they raise
158them under our umbrella. What's the I guess maybe the better way to ask that question. What's the difference between a booster club and Chambersburg Area Education Association? I would >> well what's the difference? >> I I personally believe the difference is is that the Chambersburg Area Foundation is governed by a board a volunteer board of directors where what you find with PTAs and PTOs is you will have officers that are coming in and out. There's not a lot of consistency um in terms of who's kind of you know managing all of the the things that need to be done with a PTA PTO. I don't know if Mr. bigger has anything else that >> No, the only other only other component I would say is the bylaws that are driven uh through the foundation would
159probably be more um uh succinct and detailed compared to a PTA, PTO or booster >> which would have the conditions in which we uh exchange funds uh how they're allocating funds and we have some authority over that. Well, even the booster club tends to have parents of current students and when those current students are no longer students. Now, there are some people who continue that relationship >> beyond their student uh or their children being um students and so on, but the majority as I understand with booster clubs tend to be current students in the school. So I see that as being similar to the PTO's. >> Yes, I would agree with that. >> I was going to ask, were you finished? >> No, you go with your question. I have a separate question. >> Yeah.
160Yeah. >> Um, one question I had is that if if a PTO or booster is not in compliance, what kind of timeline is is a reasonable that we would hope that they would become in compliance? because as I read through this, I would imagine that not every PTO has all of their ducks in a row, >> right? >> I would think they have most of them, but >> um >> that's a very good question. I mean, we really haven't discussed a timeline. I think we we probably when the board would approve this, I would recommend that we would either start at the beginning of a season with a team with the boosters or we implement this in the next school year with the PTA's PTO's gives them enough time to sort of look through the
161policy. The other thing that the uh PAG did ask and we did comply with this is they asked that we notify all of the boosters and the PTAs. We did that through the AD today and also through the um the president of the PAG sent information out letting them know that this policy was on the agenda to be reviewed. >> But I would suggest we probably have a warning, you know, some time frame typical with anything else. I I don't think we wanted to spell it out just yet. Um when we don't maybe have a crisis, it would be when needed and hopefully we don't need it very often. >> Yeah. Or at all. >> Or not at all. Yeah, that'd be great. >> Uh one question I had an an additional question uh under
162the fundraising section uh right in the middle of the paragraph. I'm seeking a little bit of clarity on what we mean by this. Uh student solicitation within the community for any school organization and group shall be minimal when when we did the race for education last year. Um, that is what we got. Uh, but we were hoping for more than minimal. So, uh, I'm not sure exactly what's meant by that. And I wonder if maybe we could reword that to get at a little bit more what what the concern is maybe. Well, the concern and the intent of that is to prevent um over requesting to businesses which I you know I know that happens frequently >> uh to try to balance the need for the organizations and also like I said the over requesting
163that can come whenever people are fundraising. Um I know sometimes small businesses get hit by groups constantly. So I don't know that we really want to tighten that guideline so much as just to put it in there as you know be cautious, be aware of it. uh type of thing unless there's the board would rather it be a little bit tighter. >> I mean it almost seems to discourage fundraising when >> I I think there might be a I don't know what the better way is but I I wonder if we could >> in a smaller school I would suggest this but I'm not here is we had a schedule of fundraising and you couldn't compete. >> You had a master you had a master fundraising schedule. >> Yeah. >> And you did not compete
164in certain weeks for certain things. So, hey, it's uh this booster does this day. This one's like and you could do that. I I don't think it'd be possible to have a master calendar fundraising schedule here in Chambersburg. >> Yeah. >> So, that was to that's the point of that is to minimize the going and asking. >> I would imagine that like from PTO to PTO and PTA I think we have eight PTO's and five PTAs right now. I I would imagine that maybe some do need this and some kind of need opposite like hey y'all could do a little bit more, right? Um so >> so just a wording change around um uh the intent of what Tammy said would work instead of just the word minimal. >> Yeah. Another question I had is
165around facility usage. Um I think that this might be in here more for the boosters and athletics. >> I'm my pages are not numbered so I'm trying to find the facility part. Go ahead with your question. I think that the way some of the PTO's function is that there's open communication between PTO president and building principal. Hey, we like to have a meeting. Can it be this date? I don't think there's a lot of like following the formal facility usage policy. I'd have to go back and look at that to see. But is there a way to simplify that so that it's not cumbersome and so that we are in compliance? And you might want something >> elementary issue. It's a different >> Yeah. As I was reading through all of this, I really I
166I kind of wondered like, do we really need two separate things? One for PTO's and one for boosters. >> I'm okay with it lumped together, but there were a few areas where, oh, I think this is in here because of the boosters. Oh, I think this is in here because of the PTO's. And it wasn't necessarily specified, perhaps because you're pulling language from several different places. Mhm. >> Actually, most districts have both of the PTAs and PTO's and the boosters covered in one policy. >> And to to answer your question, we don't want to make it cumbersome, but my preference would be that if individuals are using rooms in the elementary buildings that they schedule those through FMX. Uh that way we know who's in the building. And it's just it's a better process than
167just going to the principal and saying, "Hey, we're having a PTA meeting tonight." >> Sure. It it it just makes things a little bit cleaner. Um and all of the elementary secretaries do have the ability to to do and help with scheduling through the FMX system. >> Yeah. Okay. I know on our like the PTO I'm a part of things seem to be going smoothly on that front. I just don't know if we're in compliance. >> Mr. Mr. Raber, you bring up a good point there and um I'm going to hold off on my question. I'll do it next, but uh if we have carved out the foundation from policy 915, is it maybe not a good idea to carve out boosters? And I'm thinking because of simply the scale and the magnitude. You talk
168about auditing and finances. >> I think on a booster level, there's a lot more activity and a larger fund balance than a PTA PTO. So if we make a special policy or we specifically carve out foundation, should we not maybe carve out boosters? And to that point, uh, and Mrs. Goggler's shaking her head at me, so maybe she won't share it now, uh, that we had this discussion as a board several years ago and there was a neighboring district that had a pretty good policy. I thought, in my opinion, I think you shared it out, Mrs. Goggler, I think maybe you like that policy also, which is why you shared it out. uh and it was more in line with boosters than it would have been a PTA PTO policy. >> Without reviewing it, I
169can't say that that's true or not. Um but the amount of money coming into different PTA, PTO's and different booster clubs probably varies significantly. Some of the more affluent >> PTA PTO's more aggressive in their fundraising probably have as much money as some of the small sports booster clubs I think. >> Don't they all operate under one now though? For the most part the the individual booster clubs all work under really one. It's 1513C, isn't it? >> For for all >> I think they maintain separate accounts. >> Yeah. Yeah. But it's 15013C, I believe. >> I'm not sure. >> Could be wrong on that. >> Yeah, that might be possible. Yeah, that that would make sense. >> Since this was all Title 9 stuff. Um the >> that's probably when this part of the reason
170why this discussion was had three, four years ago. >> That's correct. And we were actually given that policy based off of the boosters because of title N issues. So um the umbrella organization is the 501c3 for all the boosters but each booster then is separate under that but reports to the umbrella so to speak but the funds stay with football things like that >> wrestling and just to note that the policy the language um that was put into this policy several years ago from title n was retained the only thing we did was add in more information for the PTO's PTAs and Dr. Long did have a chance to review that. >> So Chris, this would be a question for you. Um I would and I asked earlier if FA could maybe possibly share out
171that policy again because I would like to um reread it myself, but we could change this policy any time and if there were maybe uh components of this other policy that we liked, we could add it into >> could revis the intent of our change now is the PTA PTO focus in the procedures. If there's other intentions for changing for boosters, then I would need to get involved into what what you would we would want to see there. So, right now, we only brought this for the PTA PTO side >> primarily. >> You said most districts do have just one policy >> in our area. >> Yeah. >> What what I found that that is accurate. Yes. >> But that doesn't mean we couldn't look at the policy that's being referenced. I think any changes
172that I notice are like relatively minor and to split it is a lot more work for somebody. And so I'd recommend like sticking with one for now until we have really good reason to make it two separate ones. That's I think we're close. Um but if we do have others other ones we want to look at just send them our way. We'll take a look at the language from other policies. That's certainly the whole point of first read second read. get feedback, find out the issues, change the language, make adjustments before a second read. >> I have a few other minor points of clarity, but I can follow up with Tammy beyond this meeting. Um, I'm I'm really glad we're doing this though. I've seen the need for this for years. Like, we need a
173policy and I also think if we as a district provided a little bit more guidance to PTO's at times, I think that that would go a long ways. Correct. given that there's a high turnover of >> officer, there's always people coming in that have >> no idea, you know, how to be a treasure, how to run a meeting, all those things. You're learning on the fly and it works. And there's a lot of amazing work happening in our PTO's and boosters in the community, but that guidance could go a long ways. Yep. >> And our grade reconfiguration is going to significantly impact PTA PTO's. >> Yep. >> Um in the relatively near future. >> Yeah, that'll change. And >> we'll have to figure out what to do with intermediate and middle. There's been some talk
174about do we form a PTO at the middle school level. >> Yeah. All right. >> So that's all I have. If the foundation is not part of 915, is there another policy that governs the foundation? We'd have to research that. >> Has there ever been a policy then or did they used to be part of 915? >> When we started one in Littletown, we just went through the bylaws and the approval of the bylaws and the organization to do the foundation work. And we agreed on on what that was. We had someone from the school district sitting on that foundation board and that's how it worked. So it was more through the bylaws and the agreement to create the foundation that governed it. I don't think there was any specific policy. But I say that
175from my experience. That doesn't mean there isn't a potential policy out there um related to foundations. So that would be a new research or new work for us. >> Okay. >> Any other Yes, sir. >> Yeah. I have uh concerns about a paragraph entitled reporting process. And uh to me that paragraph is fraught with peril because let's take a PTO for example. Um and at first let me say anybody that's on a PTO PTA they're volunteers more than likely um and I appreciate their work and I'm sure they all are very honest and their hierarchies happen. So what puzzles me is um you're asking for them to do a review. Let's call it an audit. And they're supposed to have it uh the end of the year initiate the audit, but they don't have to
176produce it 12 weeks. That's like three months when when the school term ends. Are the people that are even involved? They're are they there in three months? >> We're already into a new school year in three months. So, they're already working on processes they used in the previous year that may be wrong. come about. >> I don't know what the magic number is for the number, but 12 weeks for me is entirely too long >> to me >> to not be checking on these things. And um I I don't know who's actually maybe it's Tammy going to hey, where's your report? You know, I don't have it yet. You know, on and on and on. All summer long, they're not even in school anymore. So, how do you do that? So, I think that paragraph
177is kind of uh needs to be relooked and I don't know if the second the last paragraph there that's not numbered. I don't even know why it's in reporting process. It just doesn't seem to fit there. So, that that was my issue with that particular paragraph. >> Well, yeah, I can talk to this a little bit. I mean, uh this did come up as a question in the PAG. um specifically line two uh which is you know conducted by a committee or a qualified accountant and again I think you need to have a review of the records annually to avoid some of the issues that Mr. Bigger was referencing before we got started. Um we really don't have control over the PTAs or the PTO's. They are independent organizations um that are associated with the
178district. when there's a problem, they often look to the district to to figure out what happened and do the investigation and all that. So, I don't think that this is going to be something that we penalize somebody for if they don't get it to us the day that it's due. Uh, but it will help keep a check and balance in place, so to speak, so that they know there will be a review by the district annually. There'll be an expectation there. Um, you know, I work in the world of, you know, AC cruel. So, when Mr. Bigger comes to me and says, "What what's the fund balance as of July 1st?" I said, "Well, you have to wait until September because we're doing acrual counting." That's not the case with PTAs and PTO's. Um, I
179think to give them a few weeks after the year wraps up is is is not a major issue. I don't I don't have heartburn over that. >> Uh, the time sooner. >> Yeah, we can do it sooner. I was just trying to be generous with time. Um, yeah. I just I thought that was overly generous, but I'm I'm glad you're generous, >> but we could do six weeks if that would make you happy. >> Pick a lower throw out there. It's a concern for me and maybe >> we'll vote. I think the overarching message there with the reporting is that no one person does anything, >> right? Right. >> Which is the root cause of the majority of the issues that do serve. >> Yes. Other questions or discussions? >> Okay, we have a motion
180and second. All those in favor of policy 915 on first read signify by saying I. >> I. Oppos. >> Eyes have it. And so move. Next, we need a motion on the eight or the seven policies that we haven't voted on in section 10.04 first reading. The policy 123.3, 140.1, 144, policy 210, policy 214, policy 224, and policy 322. Motion and second, please. Move to approve. Second >> motion by Mrs. Goggler, second by Mrs. Gals. All those in favor signify by saying I. >> I. >> Opposed. >> Eyes have it. And so move. Section 10.05 includes six policies. Uh, same question. Administration, administrative team or board members, any of those policies that you would like to discuss or vote on separately. Okay. Hearing none, uh, asking for a motion and second for the policy, six
181policies listed under 10.05 on the second reading. >> Move to approve. >> Second >> motion by Mr. Dr. McGee, second by Dr. Diller. All those in favor signify by saying I. I. >> I. >> Opposed. Eyes have it and so move. 10.06 discussion only here tonight. Special revenue revenue fund and usage policy. Mr. Bigger. Yeah, this was under information I believe last time that we I need some guidance on this on the intent of the fund, how it was set up and how you want to see potential expenditures uh make their way to the school board. So, I felt a little uncomfortable just saying, "Hey, this will work toward the special purpose fund." So I think it is an opportunity to go backwards in the past, find out why it was created, what the intent
182is, and then I can figure out how to bring expenditures that may fit the criteria. So the goal for tonight on this policy would to bring the board together a little bit on what type of expenditures. So as I read the intent or read and Tammy and uh those that created it can clarify for me, I see extracurricular and athletic as the two areas. What I don't know is supplement supplant. So, and if you understand those terms, supplement is adding on to, supplanting is replacing something. So, if a, for better lack of an example, goalposts uh need replaced, do we use a special purpose fun to replace something that already exists or are we enhancing the existing program? It's very popular title one language used supplement, supplant. So for me, I took away extracurricular and
183athletic, but I don't know if it's to replace something or to enhance. So I'm leaving my knowledge right there on the table. I know nothing more uh other than that. So I'm going to sit back and listen to those that created this fund and see if we can get some agreement here. >> Do we want to replace first and then if there's money left? That that's kind of my initial response to what you're saying. The enhancements sound really nice, but if we can't take a Yeah, we have to be able to take care of what we already have. So, just I was watching as you scroll through that um there's actually two separate policies here. Special purpose fund is 618.1. It does not mention naming rights or commercial sponsorship agreement which is item 7.02. >>
184So is there something in 7.02.1 that then gets goes back to 618? >> I I can I can answer that Mr. Norcross. So it so when we had to set up a special revenue fund we had to go to the state of Pennsylvania and get permission to establish that. There are other funds that operate the same way as the the special revenue fund that we use for the sponsorships. So if you look at policy, excuse me, 618.1, you'll see that we have the student store there, the food service fund. They're different types of fund than the general fund. So that's why both policies were were est or included in this item. The policy I think that Mr. Bigger is asking for direction for relates more to 702.1. >> Can you scroll back to that highlighted
185section that was up there a couple minutes ago in 702.1? >> That's that was trying Diana. That's you. The dark part >> Oh, back down, please. >> Right there. Yes. Thank you. >> The special revenue fund is mentioned in 618.1. >> Yes. Because it's a separate type of a fund that we had to get established. Prior to doing that, we we had the cap reserve, we had the cap projects, we had food service. >> So you're saying this paragraph in bold then is what gives us the authority to expend out of the naming rights dollars? >> Yes. Okay. Just a little bit of history just to tag up on or follow up on Mr. Bigger's comments. um a prior superintendent uh was very reluctant to initiate this and I won't go into those details and
186I won't get too specific but anyway um I was diligent enough to convince him to change his mind but anyway so when we did this one of the it was at the time when we were doing a resurfacing project at the track and Chris and I's conversation a a couple weeks ago. You know, that was sort of the thought. There's not anything in writing and it was intended not to be in writing, but that was a great example at the time because we were looking at I can't remember. I can't remember if it was the track or the turf. I think it was >> it was I think it was the track. >> Okay. Okay. One of those two. I can't remember which one. >> Whatever's expensive. >> They're both expensive. But anyway, it was
187a large ticket item that was coming out of, you know, what I'll call regular district funds, capital reserve fund more than likely. >> Yes. >> Uh so this was a way to create not only another funding stream, but then also then an expenditure. So when it came time to do projects similar to that, whether they're larger or smaller in scale, then this would be a way to supplement what normally was just all capital reserve expenditures. I would compare it to the oldtime Christmas club um that people would put a couple dollars in for Christmas versus their savings account. >> And I think that mixing the two concepts is not a good idea. I think that keeping that special whatever it's called special reserve fund specifically for big projects rather than nickel and dimeming it is
188the better way to go because if we start to use that money for this little pet project and that little pet project when we have that turf or track or big >> expense. There's not going to be much left because we're going to have bought our Christmas presents with the money that we should have been saving for our house. Comparing the olden days Christmas club accounts. >> I remember that. >> Many of you don't know about Christmas club accounts. >> Oh, we do. We do. You do. Yeah, I do. >> Then you get your stuff out of layway, right? >> Yeah. Right. >> You're so right. >> Use green stamps. >> I'm not sure if my comparison is >> Yes, baby. >> appropriate or not, but >> and the green stamps. Well, the other component
189that that surfaced with this is you have folks uh paying for advertising. And it is nice to go back and say, "Here's what those advertising or sponsorship dollars bought." >> And when they see the money being spent on something, then they're more likely to continue to sponsor or advertise or naming rights. So that's having it just sit there is generally not always a good idea unless there's a purpose for it. So I'm I'm learning what this purpose may be. um the the impetus that created the purpose was the scoreboard. There's an interest in a new scoreboard. And so that's what started down this path. And I and we put the brakes on and said, "Okay, if we're going to use the special revenue fund, then I need to get clarity from the board that that's
190an example of something to replace." Um but as you can see, there's how much money in that fund? >> There uh about 315,000. >> Right. So, I I I would want you to s select something for us to to to focus on versus just a random project that shows up on my desk. >> Could you not not you on your own, but collectively as an administration come up with a list of a number of different ideas and then and >> we're great with lists. Well, for educators, >> but then, you know, right now we're talking about one or two ideas that people have mentioned, and I think Mike had mentioned playgrounds >> when he first heard about this last time. So, we're like, we have three ideas on the table, but I would like to
191see a dozen and then if we have a discussion around that, it might bring some clarity for some of us, like I'm hearing good ideas around the table, but that doesn't really help get you the answer that you need, >> right? And so I think if you came back with 10 ideas or 50 ideas and weed weed through those a little bit more, it might bring some clarity. That's my own. >> And and that's the Christmas gift concept versus the saving for your house. >> But even that, like what what are the h what's the house then? you know, is is this is this a fund that we're only going to use for >> major >> turf, you know, or or can we use it for >> gym or weight room or is it is
192it just a high school fund? >> You guys have identified my problem really well. >> It is not limited to the high school. >> So, what are some good projects we could use it for at the elementary level, at the middle school level? We haven't talked about any of those. So yeah, I think we ought to think through >> I >> we have to remember that the high school for instance stadium is not just used for high school events. It's used for youth events, etc. So um >> I I like I like Mr. Rabers thought about maybe a little bit of a cafeteria style plan, you know, or, you know, as children, we would go through the Sears and Robot catalog and we'd pick out what we wanted Santa Claus to bring us to give
193Santa Claus our Christmas list, right? So, this is this is like the the Sears and Robot catalog. And who ever thought that Amazon would replace Sears and Robot? But anyway, >> this fund was started what year? >> 2017. And how much has been pulled from that? >> Very little. >> Yeah. I >> I mean, so we we could potentially project, you know, if you spend nothing in five years, we could potentially project what might be in the fund at that point as well. >> I I if I can recall, Mr. Raber, when we updated this the sound system in the gymnasium, >> um Mr. Mr. Leonard was on the board and I believe what we split that expense between >> cap reserve and the special revenue fund but I can't recall how much it was
194>> but other than that >> I do remember >> yeah I don't think that we've done any expenditures out of it um other than to to get the signs up and and those things which >> nor have we nor have we looked at our price structure which is well overdue you know naming rights is the only thing that hasn't increased in price in the past decade I I don't know but um >> and how aggressively we have um put forward the naming rights and the whole process of >> to Chris's point though if we want to be more aggressive about recruiting let's have some things hey here's what we've done with it right >> I think you're on to something there >> yeah I I like the list idea and I I will add this
195on it and uh I'm not a fan of the scoreboard for this fund And one of the reasons, and I have to be a little bit u speaking code here a little bit, but recently the board had a discussion about an expenditure on an educational program to facilitate an educational component of the district. And because of our current building projects, we say, you know, we would m wouldn't mind doing that, but we would like someone else to fund it. >> That's sort of where I fall on the scoreboard. this project we recently talked about. I said, "No, we're not using district money. We think someone else should fund that." When it comes to a scoreboard, I think boosters or foundation could fund that for us. That's my thoughts. Use the same litmus test that we
196used for something that's educational. >> Yeah, that's a good point. If you're not willing to use district funds for something that's educational, I I believe in athletics. like I think it's really important in our district, but I I think you're making a good point. >> It outlines the curricular, extra co-curricular, and extracurricular. That's the guidance right now. We would create a list around the bold. >> Because that's what it says. >> So, it's going to be co- or extra. >> Yeah. And that's what was approved by the state that this fund can be utilized for. >> So, we we are limited in how much we can even change this policy without going back to the state. is that >> you're not limited in in what you can change in the policy. You're limited by changing
197the nature of the fund. It's just like the capital reserve like I can't use those funds for non- capital projects that that's what's defined in it by the state. Would would you be able to maybe put certain if there are all these projects you know you say you got the little cafeteria style could you put in the language of okay it's this amount we can only use x amount within that out of the thing to make sure that we don't spend the Christmas money on the on the house or the vice versa or whatever >> I think >> it must have there it um I think you could put that in an AR uh you know an administrative regulation. I think that you certainly could do something like that. I don't think that would be
198a problem. >> Okay. You you were helpful in me creating a list. I'm good. I like it. I like it. >> A very good discussion. >> No, it was very it was very helpful for me. I needed I needed your input on how to move forward. Yeah. >> Yeah. >> Okay. Item 12. New business board members. >> Yep, he's next. >> Thank you, Chris. Okay, now I'm going to preface this. It's 5 minutes till 10, Omer, but I hear you might have something for new business. So, let's let's go. >> Get the microphone. Okay. So, basically, I'm trying to put together like a survey for the student body because I want to I want to hear what they think so I can provide like a better voice for the school board. So, I wanted to
199hear some of the things that you guys want to hear from the students about >> that I can put in the survey >> to send out. So, it's just not my opinion. >> Uh, so, uh, yeah, I have a couple items that might elicit some response for sure. Uh, one is cell phone >> before and parking lot for maybe two minutes or so. Um, as we get into any specifics, um, I'm just curious the board's thoughts on, let's look at this from a 50,000 foot view before we start looking at a closer view. Um, you know, a district admin or a board survey versus a student survey. Thoughts, discussions, comments, any differentiation there. We want to put uh maybe some blank stipulations of of uh because just his his presence here. we we we put
200guidelines in it to make sure that it's you I mean um could we maybe put that on the survey to know that that this is not an official administrative type deal so we don't get in the weeds where people or or even the students we don't want to send a a false hope or a certain thing like well hey we said this is what we want and then >> we don't necessarily deliver on that because it was maybe a thought process of oh we we we've got control over this or what have Just >> other thoughts, questions? I'm turn back to Mr. I I think it definitely needs to be a positive, not a negatively worded survey. I have seen surveys that elicit negativity. Other surveys elicit positivity. Also, complaints versus solutions are a different
201animal. Many times surveys or questions um prompt complaints rather than solutions. And so I think that when whomever works with air to assist with his survey, those kinds of um directions need to be provided and he may come up with them very independently because I'm sure he's a very positive person. But I'm just concerned that sometimes we like to have a wish list, but we don't want to roll up our sleeves and start to work on that wish list ourselves. We just wish it for somebody to do for us. >> Yep. And some of the things that I was talking about were like school culture and um well, I think cell phones obviously block feeling. So, yeah. >> Well, and and to that point, and I am going to get back to you, Mr. Hick,
202I promise. Okay. But right, the admin and we've done it before as a district. We've done studies, surveys before. The admin can present one or come up with one. The board can come up with one. and all voices should be heard, okay? Need to be heard. To Mrs. Goggler's point, you know, that there's a bit of a fine line there. And to Mr. Walker's point, you know, what's an official uh what's an official survey versus what's a student bodyon survey? Should this process not be flipped? Whereas air and the student body present ideas to the board. Hey, have you considered doing a study that would address these ideas and then we formulate the study survey around specific policies or specific goals? I I don't know. Should should it be instead of the board saying, "Hey,
203we'd like you to go do a survey on this." Should the survey request be coming to the board or the administration and then we filter through that? Again, that's my thought on a 50,000 foot level. Mr. Hayd, I said I was coming back to you. Uh well I like that idea but I want to make the distinction between the policy that we the board create and approve and then secondly how that policy is implemented and then what are the enforcement mechanisms to make sure the policy is complied with. And the two pet rocks admittedly that I have, one was has always been cell phone usage. And I'm sure there are a lot of students that are going to be very vocal. I got to have my cell phone. There's probably a lot of other students
204that would say not for me. Not really. The same thing goes for a new my new pet rock is there's a dress code. And maybe some people think I should be able to wear whatever I want. And maybe other students say, you know, you can do that when you're not in school, but in school, you should not be wearing that stuff, that those things, those kinds of clothes. Um, so I I'd be happy to hear what the entire student body feels, not just several v very very vocal people expressing we got to have our cell phones, we got to wear what we want. So that's my suggestion, but maybe it doesn't work with what you have in mind, Hummer. >> No, I was going to scale it to make it fit everyone, so that shouldn't
205be an issue. And I can share it with all of you before I send it out if that's fine. >> I' I'd like to piggy back off of um Goggler's um thing. I think the the the positive I wouldn't necessarily want to shut down the negative. Uh because I think that that there's a lot to be learned and understood from from that. But maybe okay, here's the challenge in the survey. Just just making the session. Here's the challenge. Well, what's your solution? So that way we're we're actually causing our students to be solutionoriented. Yeah, this is here. This is messed up. Well, what can I do about it? or what what's you know so that way you're not just coming with a complaint coming with a complaint come now let's be you know a little
206proactive in fixing that complaint maybe we maybe hearing some of the students >> solutions to to some of the issues rather than just just uh complaints >> I just want to check my understanding you're going to do a survey that is just looking at student culture things that they are concerned about or whatever the case might be but you're doing it from your perspective like you're one student sending it out to others because it's not coming necessarily from the board and then you're going to report back to us. So, you're just doing like a factf finding and then sharing that information with us. Is that accurate? >> Yes. >> Okay. And >> are you when you do that, um I'm just curious, how are you going to try to get maximum outreach and and maximum
207responses? >> Do you have a do you have a plan like a QR code or however it is? because clearly you're probably a lot more tech-savvy than uh a lot of us here. And I think for me the response as people are talking about board and administration. I think as a student I would have been like, "Oh yeah, my buddy wants me to take this QR code survey." Okay. As opposed to admin or you getting something in an email that's more of an official capacity. I think that's a smart way to go about things if you're on a factf finding mission just to kind of gauge where everybody's at. So, I'm just curious if you planned it out like what's your plan to get as much interaction as possible and responses? >> Yeah, I think
208I'm going to have um it being be sent out to the entire student body like through email, but not a lot of people also check their email. So, I'm going to have like posters for QR codes >> and then they can scan and Yeah. >> Okay, cool. >> Well, obviously we're not going to get some people to do the survey. >> I mean, even most surveys you're lucky if you get what 10 15%. And that's a I mean, that would be a good response. I think if you do, if you uh market it the right way, which it sounds like you have a good idea, then hopefully you'll be able to bump that up and get a pretty good representative of what you're looking for. So, thank you. >> Thank you. >> I think between
209the high school principal and Mrs. Luffy, they'll be able to help vet the questions. I mean, they do student surveys all the time without board just to influence the culture of student government and clubs. So, it's not atypical for students to do um surveys. He I think was just the premise is what topics would you like me to ask about? >> Um so we're giving him a couple topics to ask about to which would be helpful. >> I'd love to hear what are students favorite classes. >> What's what's the best class you've had in high school so far? >> Um what's your favorite lunch? >> Um I don't know if you want to limit it to only school stuff, but I would love to know what are kids favorite sports? Who's their favorite musician? Um
210>> is school too hard? too easy. >> There you go. >> Yeah. I mean, just just some get to know you a little more generic, I think, is is even helpful for us as a board at least. I don't know, you know, is this mainly for the board or >> where all you'll be releasing the results, but like that would be interesting to me >> to just even have beyond school like, hey, what are you devoting your time to? What are the things you're passionate about? >> And I'm going to try to include some of that, but I don't want to make it too long, >> right? for participation. >> I I like the thought of I'll call it the lighter side of items. When we're start when we're getting delving into the realm of
211some other issues, whether that be cell phones, block schedules, right? That is >> not just that is policy and that's not just one part of Ter School District, i.e. student. That needs to be more a survey done on more of a global basis including community, including parents, including staff, >> not just students. Your suggestions, Mr. Aber, I love them. I think they're perfect student suggestions. >> Cell phone block schedule. Okay, maybe the board does that and you check the box when before you do it. Are you a student? Are you a parent? Are you a staff member? and then we can we can filter the data and the results accordingly. >> I just if we're going to get into big items, >> we'll start being remember that it's a student survey, not a board survey.
212>> Yeah, >> I agree. >> So, >> informative for the board, but not required to be actionable. >> Yes. >> Right. >> It's like you're getting the pulse. >> Yeah. >> Cool. Cool. >> Yeah, that's all I had. Thank you. >> Thank you. >> Love it. Thank you. >> Thank you. >> Any other new business? >> Okay. Items are listed there. Uh reports um LIU andor Franklin Learning andor Franklin County Career Tech. Any reports? Any items you wish to share with the group? >> Um for LIU, you guys met Dr. from Marches. Uh just a very short snippet of how he got here. He came in and we were interviewing several people and at the risk of it sounding how it's going to sound, it was instantaneous. He blew it out of the water. He
213came in with a plan and it was one of the best interviews I've ever been in in my life where you just knew that this was the person and there was absolutely no doubt about it and it really made our job easy and that was great. uh he's been doing a lot of things out there uh shaking it up, doing a lot of things that that I think are going to benefit the IU, looking at different revenue streams uh with the new consistency as far as pricing. Um I always joke with him that he's the second I said he's Chris Bigger 2.0. >> Oh, nice. Nice. >> Because just the way that he's very uh transparent and he just says the thing and he tells you what's going on and he gives a lot of
214information. So you guys got to meet him in a limited capacity, but he's a really great guy. If you have questions, you can reach out to him directly, I'm sure, if you don't want to go through me and he would answer those for you. Um, the one thing I will say is that uh since IU is like doing the learning center. Oh, Mike, you have the thing. I'll let you say it. I was going to tell you about the FLC holiday program, but Mike has the flyer, so I will let him have that for his portion. >> Well, thank you very much. >> You're quite welcome. >> So, uh, two awesome events of the year. One is graduation at the Franklin Learning Center. It's incredible. And the other is the festive Christmas remix extravaganza >>
215on Wednesday the 17th of December and on Thursday the 7 the 18th of December at 12:30. Get there early if you want to find a decent place to park. It'll be packed but it is one of the most entertaining and most heartwarming things all in one gathering. It it's incredible. So I would say if you're not doing anything in particular, check that out. >> Thank you. >> As far as the the uh career center is concerned, um the applications are through the roof for yeartoyear comparisons of of October of last year to this year. There's an amazing increase not just in the Chambersburg applications but other districts reflecting the demand for career opportunities. >> I don't know whether it's going to continue. Maybe people are just applying earlier and maybe it'll level off. But it's
216just unbelievable the number of applicants Okay. And one other item. Mr. Walker, you're going to get the final say tonight. And I'm going to your >> last meeting. >> I'm going to show you how uh your last event is going to be mentioning my mistake. And there is also a certificate here that is suitable for framing uh that I forgot to give you. I got I had my eyes on the big Christmas gift, the blanket, and I forgot the certificate here uh for Honor Roll School Board of Service presented to Mr. Lance Walker from Pennsylvania School Board Association. [Applause] >> Man, it's been a a wonderful ride. Um came in in the middle of COVID. Uh I was like, "What in the world am I doing?" And then I had nerve to uh uh after
217that year throw my hat back in the ring because my wife was like, "Sure, go. You can do it." Um but it was I tell you what, I I wouldn't change a thing. I'm I'm I'm grateful for having had the opportunity to um to serve on the board and to um uh to be uh for the public to uh entrust me to uh to to to do such. Um and I wish all of y'all the the best and and u and and Mr. Mr. Bigger, I um I I'm very grateful for what what you've done. Um I don't hopefully this isn't out of line, but um I remember when you said I hope to win you over. Uh and I just wanted, you know, um >> give me a chance. Yeah. >> Yes. And and
218honestly, I and I mean that from the bottom of my heart. I appreciate everything because um everybody's aware that you know the turmoil this district has been in u you know for the past several years um before you got here. And so it it's uh it has been um >> a breath of fresh air to have you at the helm and um and running anything. So I I thank you for that and getting this district on >> team of 10. Thank you. >> Yes. Yeah. So with that um once again, thank you all. It's been a pleasure serving with you all and um and I'll see y'all out there uh in the public and and if you're in any of the the events that we're we're attending and and and going on, whether that's uh
219uh Meals on Wheels, um uh >> You need a haircut, you feel free. Matter of fact, no, don't I'm honestly I'm I'm I'm overrun. Stop in. I am. Stop in and get a cup of I'm that blessed. to stop in, get a cup of coffee, say hello and uh sit down and chat with me >> and bring him donuts or cookies. He's always always >> I accept donuts and cookies as as payment. >> Thanks. >> But thank you all. Yes. >> Thank you. >> Yeah. >> Meeting a journ. >> Thank you.