October 14, 2025 Committee Of The Whole Meeting

001Good evening everyone. Board of director meeting Tuesday. Please rise and join me. 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. >> Just immediately prior to this evening's meeting, the board did meet in executive session to discuss uh real estate and uh personnel matters. Um item 3.01, superintendence report. Mr. Bigger. Thank you, Mr. Norcross. Uh, a few items tonight. Um, do you want to congratulate Mike for the Trojan Walk win? Good job representing the board. Congratulations. >> I don't think I won, but >> Yeah. Well, you won the fundraising part, right? >> Yes. >> Um, on Monday, we're going to I'm going to start my podcast series. So, I'm going to start interviewing um

002key individuals throughout the district to get a podcast out there. Um, be called the Education Exchange. So look for that out on Spotify, Apple, and also our social media sites. Hope to produce those next week and maybe have them out the following week. So it'll be topics like the new Dina students. I'm going to interview one of them and see how it's going, how it's helping and building. We'll talk about reading and interventions and just go through all the topics we're talking about as a school board. Um the staff presentations are going well. I think I'm about halfway through the staff presentations of updating all the employees um in the buildings to the best of my ability and getting some good feedback so far and also lots of questions. Uh the newsletter did go out

003digitally last week and also we sent a postcard and we are tracking how people are opening the newsletter whether they scan the QR code and or have opened it on their email just to track um you know how people are consuming the newsletter. uh wouldn't be another meeting if I didn't say we don't have a state budget yet and I'm thankful we're Chambersburg so we can certainly absorb some of these challenges but many of my colleagues and the nonprofits are really starting to suffer uh financially so we hope there's a state budget real soon and on the heels of the state budget you know we're future looking into the federal budget you know we've heard of cuts of title 2 three and four potentially you know which is about 750,000 um and then title one

004is about 2 3 or 2.4 million, maybe a little bit more. So, we haven't heard anything about cuts with Title One, but we have heard of cuts on those other ones. So, let's hope our state and federal supporters uh get their act together here sooner than later and at least let us know uh what the rules of the game are. Uh last item is the end of the first marking period is next Friday already. My how time flies. So, congratulations to all the you everybody who made it through the first marking period and continues to do well. That concludes my report. Thank you, Mr. Baker. Uh, this evening, I'm going to deviate from my norm a little bit. Um, I make it a habit and I will continue to do to talk about our schools

005of distinction by 2030, uh, the community investment. And I spent a lot of time talking about the bricks and mortar component of that and the finance component of that, which are the two obvious parts. But just don't want to let anything else fall through the cracks or make it seem to anyone in the public um of what all is going on in district. There are other components to this. Uh there are grade level realignments. Uh not just the K through three and the 456. Uh there's some n you know some high school changes. Uh and then there's the elementary redistricting. It's all part of the schools of distinction by 2030. you don't build new buildings and um gather some synergies by consolidating your resources without having to do other steps in the process too. So

006um just want to bring that again keep that to the forefront keep it out to the community try to be as transparent as possible. Um everyone will be seeing more of that in months to come. uh in addition to the normal finance and bricks and mortar discussion, the stuff that's bricks and mortar is what everyone likes to see. The other stuff maybe not so fun, but it's necessary and all part of the u schools of distinction by 2030 and the investment of the community. So that's why I will continue to talk about it and my detractors can say I'm being negative, but it's just for information purposes only. Thank you. 4.01 summary of action plan results. Looks like Mr. Woodman's going to get us started and then we will turn it over to our new

007directors. Yes. Thank you. Good evening. I'm Kurt Whitman, assistant superintendent. And for those joining us online, welcome. Tonight, I have the pleasure of introducing the three directors of our divisions. They're here to share their top strategic priorities that will drive progress across our schools this year. As planned, these directors are spending roughly 70% of their time directly in our school buildings, actively supporting staff. My own role has shifted dramatically since they came on board. For the last four years, I felt like a fireman. My day was spent reacting to emergencies with the phone ringing off the hook with urgent calls from principles and parents. I was constantly dousing fires. Now with our directors deployed across the district, they are building capacity among our building staff and following through with initiatives and strategies. My own focus

008has shifted from reactive problem solving to proactive strategy and innovation. I now spend about 70% of my time working short and long range goals, rolling out our schools of distinction system, planning for new facilities, and enhancing our overall programming. For instance, I've been working closely with Dr. along our directors and supervisors to find key efficiencies and improve programming. This strategic focus is helping us elevate our district at no extra cost and even finding savings as we plan with the consolidated schools. That's enough for me. Let's hear from the staff who are making this work possible. Tonight, we will hear from Mr. Nelson, Miss Cashdoll, and Mrs. Luffy, who each will speak for about 15 minutes. Each presentation will be followed by a five minute time Q&A. We want to give each person their due time

009and then at the end we'll come back for 15 minutes or so of any follow-up questions that you have. But we want to give each director 15 minutes. Five minutes of questions. 15 minutes. Five. 155. We will begin with Mr. Nelson, our director of early childhood. Hey Dave, can you go to the first slide? >> Well, he's doing that. Good evening everyone. As Mr. Whitman said, my name is Drew Nelson, director of elementary education prek through grade three. Since becoming the director on July 1st of this year, I've had the pleasure of meeting and working with staff in all 13 of our elementary buildings. In my career here in CASD, I've been the principal of six currently open schools, and I was the last principal at Coldbrook down the road. A goal for me as

010a school year started was to be in the elementary schools more than I am in my office here at this building. I want to be in the classrooms observing obstruction, talking to students and staff in order to learn what we need to do to help all students reach their full potential. I'm happy to say I'm achieving this goal. I've been able to go to each elementary school multiple times to help me learn what our students and staff need. I've attended parent meetings. I've helped at arrival and dismissal. I've gone on home visits before the school bus picks up students. and I've gone on home visits at six o'clock at night trying to find a parent to come to a school. So, all of that said, I've had multiple opportunities to meet with the staff and

011the families. And three strategic goals have come to the forefront as the school year has gotten underway. Two of those goals are tied directly to academics, while the third is tied to our construction projects and building consolidation. Our three strategic goals are reading by the end of third grade, fluency in math by the end of fifth grade, and successful building consolidation. However, our reading goals do not begin in third grade, and our math goals do not begin in fifth grade. They start in kindergarten with effective classroom instruction, in-class small groupoup interventions, and pull out interventions when necessary. We continuously assess students throughout elementary school to monitor their and their academic progress. And just as reading and math goals begin early, so does successful building consolidation. Our team is already working on transition plans for staff

012and materials from the five schools that are closing. Luren, Falling Spring, Guilford Hills, Grand View, and Andrew Buchanan. Student academic goal success begins in the classroom with staff training and preparation. Our reading team is creating a professional development plan that will have all K to3 staff trained in structured literacy. Structured literacy is based on the science of reading which some of you have heard of. Science reading is not a program. It's not a curriculum but it's a body of research that explains how the brain learns to read and write. In essence, it's a roadmap for effective reading instruction. Fluency in math is not the same as math fluency. Although math fluency is part of fluency in math. Fluency in math can best be thought of as flexible problem solving. Meaning, do our students have the

013skills and knowledge to solve real world problems. Think of it as their personal toolbox. There is more than one way to solve a problem as long as the answer is correct. We need to ensure our students have learned multiple methods to solve problems and can access their own toolbox to solve those complex problems. Our math team is also hard at work. Thank you for approving the additional intervention specialists. This increase in staffing has allowed us to send a team to administer our Acadian assessment to all kindergarten and first grade students in every building. The data gathered is shared with our teachers and building teams to guide instructional decisions. Our math team will also play an integral role in selection of a new math resource, including training staff. All of our decisions are data driven using

014current and historical data. The question then becomes, how will we know if our students are on track to meet their academic goals? We have identified three metrics for our reading by third grade, of which students will have to achieve two. These metrics are students end of year AC cadence reading composite score must be at or above benchmark. Students must be proficient or advanced on the MAP projected PSSA proficiency scale. And students must score proficient or advanced on the third grade reading PSSA. Using these metrics, only 46% of our third grade students last year met the reading goal. For comparison purposes, the average CASD third grade PSSA score of students proficient or advanced was 45% and the state average was 55%. In math, students will have to achieve one of our two identified metrics. As our

015team works to select a new math resource, we'll also be adding a third math metric. Currently, the two metrics for math are students must score proficer advanced on the fifth grade math PSSA or score proficer advanced on the MAP projected PSSA proficiency scale. We're working to determine how many of our fifth grade students met this measure at the end of the last year. However, I can tell you 52% scored profession or advanced on their MAP projected proficiency and 41% of our fifth grade students scored proficient or advanced on the math PSSA at the end of last year. Again, for comparison purposes, the state average for fifth grade students was 43%. To reiterate, approximately half of our students in third and fifth grade are not meeting our goal. However, these numbers are an average. We do

016have one building with an average of 72% that met the reading goal. In an upcoming board meeting, we'll be presenting more detailed data. Using our acadence and MAP data, we'll also use classroom assessments. Teachers intervention specialists will intervene early in a student's academic career when they're not making progress towards goal achievement by using a multi-tered system of support. All buildings now currently use the multi-tered system of support or MTSS which is a framework developed to support student academic needs through a tiered level of interventions and high quality instruction. Our reading and math professional development specifically focus on tier one classroom instruction. Approximately 80% of students will understand instruction in the general education classroom and progress without additional support. This year, six of our elementary schools formally use Walk to Read in kindergarten and first grade.

017And all elementary schools will be using Walk to Read next school year. Walk to Reads a reading intervention model where students are grouped by skill level and physically moved to different classrooms for targeted small groupoup instruction from a teacher including our intervention specialists. With next year's academic calendar increasing the number of instructional minutes in our day, we'll begin to implement a walk to math model. Tier 2 instruction refers to a secondary level of support providing targeted datadriven assistance for students not addressed in tier one. the classroom. It's more intensive than tier one in which students are pulled for specific interventions with our intervention specialists. Approximately 15% of students require tier 2 support. Tier three instruction, 5% of students who shown little growth in tiers one and two, and they're generally referred for specific testing to

018determine if they qualify for special education. By following the MTSS process and identifying our struggling readers early, we'll be able to create individualized reading plans for our tier 2 students. They're similar to IEPs with goals, benchmark text, test testing, specifically designed instructional strategies, and the strategies are to be used in the classroom and in intervention groups to ensure students are learning to read. We now have deans at our elementary buildings instead of head teachers. The schedule for nine of our deans is 50% managerial and 50% intervention. Already this year, they have developed schedules to work with students on academics and walk to read and during other small groupoup instruction times throughout the day. Our reading and math teams are discussing what steps need to be taken at the end of third grade and fifth grade

019if students haven't met the goal using our established metrics. Some options are mandatory summer school or adjusted fourth or sixth grade schedules. We have also discussed the possibility of retention of specifically third grade students. Currently, there are 26 states in the District of Columbia that have a law requiring retention at the end of third grade for students who do not meet the metric, their metric. Those states have established exemptions for students as would. For instance, a student with a reading goal or a math goal in her IEP would be eligible for an exemption as would certain students with a language barrier. Parents play an important role in the education of their children. How can they help their students and how can we help our families? Teachers, principals, intervention specialists, all staff will be proactive and

020communicate with parents when a student isn't making progress. Family partnerships are important to student success, and many parents are eager to help, but aren't quite sure how. Our Title One events provide families with materials and lessons they can work on at home. But that's not enough. I asked the reading department to begin working on a family learning toolkit with simple activities all families can do in both math and reading. I'm excited you approved content specialists this year as they will be working with our intervention specialists on the toolkit as they know the specifics of their grade level curriculum. And I don't want to omit our partnership with preK in Chambersburg. There are currently 162 preK students in nine classrooms. The outreach from CASD must include those families before their students become our kindergarteners. Upon registration,

021they will be provided with our family learning toolkit. However, the toolkit will also be shared with our preK partners to provide to families and will be posted on the website. Changing our focus now from reading and math goals. Our third goal is successful building consolidation. The reszoning and school consolidation efforts involves complex challenges across multiple stakeholders and requires careful logistic planning. Reszoning will impact all elementary schools, not just the five that are closing. Closure and consolidation creates more space for us to grow as a district. Provides students with education at comparable schools. allows for programmatic changes to prepare students for career readiness and provides us with the opportunity to have all students attend a school in their home zone. The leading question we'll receive is where's my child or where am I going to go

022to school? This year we have 289 students attending school out of their home zone by using a babysitter. We also have 102 students attending school out of their home zone due to overs subscription. Overs subscription is when we as a district move students from their home zone to another school because our numbers are too high and the classrooms are capped. Unfortunately, our babysitter approval exacerbates the issue of overs subscribed students. An attention must be given to our special education students and we'll work with the special education department to decide where those programs need to be housed. Once we've established our new school boundaries and determined where students are attending, we'll focus on a plan for student and family transitioning to include welcoming and closing events for both students and families at their current and new

023school buildings. Equally as important is our staff. Every staff member, teachers, administrators, food service custodians will be assigned to their new work location. Team building events will be held and are crucial to prepare them for the move and the beginning of a new school year. With our five vacant elementary schools when the consolidation's complete, we'll be looking at student and district need to determine the best usage of our facilities. We'll work and coordinate with building staff and our buildings and grounds team to ensure the logistics of moving all staff and building materials over the summer and make sure it's complete and ready for the start of the next school year. This is an exciting time. We have a plan. We have the team. We have a path. We're one Trojan community. We're working towards schools

024of distinction. and I'm very excited about that >> Q&A >> board members. >> Yes, Mr. Nelson, thank you first of all for all the hard work you and your team are doing. Being a former elementary teacher, I am so excited about what you're looking to do to help students progress well in the district. Uh just a question on the reading. I know we went with an open court program number of years ago. Uh pretty much going to stay with that uh you know because I think it's fairly heavy phonics based or some phonics based. >> It is our contract isn't up for another couple years. So right now we have that we have to focus on our math resource. >> Right. Thank you very much. >> Uh yeah, Mr. Nelson, I echo what Carl just

025said. Um, I think you made awesome progress in just a short period of time. So, thank you for that. Um, I happened to, um, spend a whole day in a kindergarten class Friday and experience the walk to read uh, program. Thought it was fantastic. Uh, looked like the kids were having fun. they could uh gain some small successes and it would be positively reinforcing for their confidence in learning how to read. I got a couple questions though. One is um do you have an idea uh as to why some schools would be at 70% success rate? Maybe that's not in reading but and others are way wfully behind. Is it you know the neighborhoods, the economics, the family structures? You know, I'm sure there >> I think it's I think it's multiple factors. I don't

026think there's one thing you can put your finger on. I do know that all of our staff needs to be trained in structured literacy and that will help everywhere. Walk to read getting into the buildings everywhere all K and one that will help as well to push up everybody else to get closer to the 80% tier one that we want from the MTS. Yes. >> And uh the family reading model or program might assist in that regard. Yes, the family toolkit that we're looking to put together. Yes, it will. Um, we with our prek partnerships with the nine classrooms and those 162 kids, they're three and four year olds. They're not just four-year-olds. So, they're three and four year olds. And we just had a speech teacher reach out to us today asking if she

027could do something with that for birth to three. >> So, now we're having staff reach out too to help us get back. So, it's not just a me thing, right? We want to have the staff that's in the building, OT, PT, speech, kindergarten teachers. I had a Buchanan kindergarten teacher reach out to Mr. Bigger. She wants to join the team and work together at the toolkit. So, it would be everywhere we can get it to get it to them before they come to us and are our kindergarten students. And the last question I have is um you've probably done a lot more research and reading about the idea of uh holding a child back uh from graduating from third grade and moving on until they really reading proficient. Um have you have an opinion on

028that yourself? >> I think it's an option. Right now we're looking at all of our options. I think that when we get our team together, we need to vet each option and figure out what's best for Chambersburg, our staff and students and then make a decision then. >> Thank you very much. >> Other board members questions from Mr. >> Yeah, you you already touched a little bit on what my question was. You mentioned the partnership with First Start. Um, how about the Franklin County Library System? Is there any partnership because as you mentioned the birth to three and actually the nutrition of pregnant mothers etc. There's a lot of components that play into reasons why students um come to us with deficiencies. And I know just having been today um at a WellSpan program um

029that the library system has a very active program for preschool. Is there any partnership with school? >> I'm open to any partnership. Right now I don't believe we have one, but if we put the toolkit together and it's right for us, the more places we can get it, the more families we can get it to, the better off we're going to be as a district. Yeah, I I would certainly from my own experience with the library with my grandchildren would say that that's a wonderful place to partner with. >> I >> Dr. Long doesn't have his timer going off. I'd go with two more questions. >> Turn it off, Mr. W. We'll do two more questions and then so then we'll move on and then would you come back to some questions. >> Can I

030>> Dr. >> um how many schools do we have that are not doing walk to read? >> Six right now are so seven are not. >> Okay. What modifications or maybe this would be a future you could give us some information on what are we doing for them that they are not getting those that that particular model. So right now they're using a what I need now model instead of walk to read. Every school has what I need now in second through fifth, but they're using that in K and one. The intervention specialists are a very tight group with Miss Brelin talking to them. They're teaching the intervention specialists at those seven schools now and they're starting to dabble in there and they're already using all the Aadian data. They have their small group instruction

031in the classroom. They have interventions for those tier 2 kids with their intervention specialists. So, they're doing the open core program in event in addition to the the small groups and interventions that we have. >> And you you're feeling that that's sufficient at this point or is there a way is there a way to bolster that? I I just just if you could think about that I that it concerns me that we've got the Cadillac of what we think is going to make a difference and we have all these schools that are not are not participating in it just yet. And I know it's hard to to roll out everything at one time, but um another thing that um if we could get some information on, you know, we want the 80%, the 15%, and

032the 5%. We're not not anywhere close to that because on average, if you're sitting in a third grade classroom and there's 20 kids, 10 of them are not re are not proficient in reading. And so, you know, I often think, geez, you know, what do what do we we got to we've got to fix this. We've gota we've got to do better than that. And and you you guys have all done lots of good things to to get us on the way, but it it's it's still a big concern. Um and then as I'm sitting here, the retention in third grade um really scares me because I don't feel as a district we have enough support for the kids that are needing it. So if we're not doing our part, I don't I I struggle

033with with retaining kids. So that's just something that you know that's my struggle, >> right? >> But I appreciate all you're doing. >> Thank you. >> Okay. >> Thank you, Mr. >> Miss Cash Dollar. >> Thank you. Thank you. If you thought he talked a lot, you've met your match. I am on a strict timeline. My time has not started yet. It doesn't start until I start. Okay. Um, practice. I We've practiced quite a bit for this. This is pretty intimidating to be very honest with you. And I'm a little bit of a mover and a shaker. So, if I head this way or that way, just bear with me. >> You got it. Um, but we I will say that the three of us have really devoted a lot of time and energy into

034making this evening a lot of listening as meaningful as possible for you. Um, so in taking the role, Melissa Cashdoller, director of middle level, grades four to eight, um, about a 100 days on the job. When we prepared for this evening and trying to summarize all of the learning that has happened in those 100 days, I did a lot of reflection. Um and I went back to two things. Um one little known fact that years and years ago as assistant principal at CAMS we worked on something intensively with a tremendous amount of investment and that was moving from one grade six seven middle school CAMS into almost the opposite of my role now. And we split from one CAMS, always known as CAMS, open before I was alive, um, into two grades six, seven, and

035eight middle schools, CAMS North and Cam South. And having just spent 12 years as principal at Cam South, I found myself last spring. I was here. I remember the evening where I was approved in the new role and I thought, "Wow, this is the start of a lot of lasts, but a lot of firsts." And so I'm transferring that into tonight and saying I have a lot that I've done in past roles with CASD, 25 years with just this district. um and I'm able to kind of apply that to the new learning and the new job of middle level director. And so when we think about one Trojan community and the reconfiguration in the work kind of the three areas of focus that have developed over the last 100 days. Um, we're really going to

036talk about building that Trojan community, the investment, the new opportunity we have, uh, the new buildings that we're building that are all the talk in the community, as well as our Trojan spirit and a a new level of unison and unity. Um, where we were slightly divisive in the past, we're now going to transform that into something new. And so, we're going to spend a little bit of time, if you would, with me. Uh, I'll be careful to keep looking over there and to kind of looking into three pockets, three priorities of my time within the new role. Um, it is going to require you to be a little creative. Um, a lot of what we're doing is planning for things in 2029. So, keep in mind that the work now is really building this

037this grand firework display to kick off in the fall of 29 and building to our schools of distinction by 2030. So hard work, uh, creativity and some unification. Spent a lot of time right out of the gate in a comfort area and that is the middle level. Uh, it's been my home for all but one year of um, my time in the district. And so when we talk about middle school collaboration, this started right at the beginning of July in that transition. Um, we pulled the middle level administrative team together and new members as well as veteran administrators and began meeting and taking a look at our job and finding some common ground. Uh, we looked at schedules. We looked at resources. The directors had the opportunity this past summer to attend the model schools

038conference, this national conference. Um, and one takeaway from our view was Chambersburg School District has a tremendous amount of resources at their fingertips. Um, and that is not always the case when you talked with people from across the country. Um, that is an area where Chambersburg shines in our ability to provide these resources to our faculty, staff, and students. So, we took a look at those. What do we have? what are we currently using? How are we using it? And how can we maximize those resources to the benefit of our students? We looked at staffing. Um, we looked at the differences between the two buildings. We looked at programs that we offer at the middle level. Um, and in doing so, we tried to find a, you know, dip our toe into the common ground

039area and hit the ground running at the start of the school year, providing our faculty and staff some unified efforts. So already what we've created at that sixth through 8th grade north south uh collaboration effort is we started the year with a unified coordinated walkth through. So when you think of a walkthrough Mr. Haydock was subbing at South last week I saw that and um administrators in both buildings are off to a really strong start of conducting walkthroughs so far this year. So as an administrator it's not a planned formal observation. It does not tie to a teacher's evaluation, but it really does keep you grounded in what's happening in the classroom. What does it look like? So on that coordinated walkthrough, we wanted a unified peak at when an administrator stops in for a

040few minutes into a classroom. What are the look fors? So it's not a blind, hey, I loved the bulletin board on the wall, but one of the focus areas for the middle level this year was student engagement. And in order to be able to adequately give that feedback to teachers, we want to make sure that it's databased. So that coordinated walkthrough will give us a little reflection and feedback provided to the teachers direct relation to student engagement. What does it look like? What are students saying? What are they doing? What level of engagement do we see in classrooms regardless of content area? We've also looked at common observation expectations, making sure that we're providing thorough feedback to teachers and making sure that we are grounded in our datadriven feedback. A big work in progress at

041the middle level and it's already begun is we are planning to provide and roll out a unified middle school schedule for next year 2627. Right now, both middle schools do work on a common schedule, but are teamed differently and might have smaller variances and how they they function dayto-day. So, next year it's it dovetales perfectly with our professional development, our calendar for next year for school and the professional development opportunities we have dovetales beautifully into almost like a trial run. knowing we're moving towards fall of 2029, what can we provide next year for our teachers that we can use a unified schedule at that middle level. So, by the end of February, and we've already announced this to faculty and staff, they will have um the first phase allowable for feedback into our sneak peek

042at our schedule at the middle level for next year. um providing March through the end of the year to kind of fine-tune, make some refinements and everyone will leave this school year knowing at the middle level the school schedule for next year. So that that is um making sure that our staff is in the right spot but also understands that we are going to maximize the amount of work that we are capable of accomplishing and providing as much student success as possible. a hidden gem of my time so far as director is probably in in an area near and dear to my heart. Um the instruction, the curriculum and the instructional work. And you made this possible by your support with providing content specialists. So whether you knew it or not, they were in full

043force yesterday. It was an amazing way to spend a professional development day. But I really have spent a lot of my time working with the content specialist in different ways. is we'll talk a little bit about that. Um, but they are really a connective tissue from from my lens or the administrative lens into the classroom. Um, and they have the ability to do that without the responsibility of supervision. So, it really is more from a coaching standpoint, a supportive standpoint, a unified work effort without that supervision. You know, wear the dark hat. Uh, they don't have to worry about that risk. So they have been a tremendous success in leading the charge for professional development. Yesterday on our October 13th day um all of the directors had an opportunity to spend some time watching content

044specialists lead training sessions. Um so we were we were in there we were observers. We didn't you know take control or it didn't become a question and answer session. And over the past several weeks in working with them, even from the week of induction, new teacher induction, they hit the ground running with us. Um, but in doing so, I have learned very quickly that this group of people, uh, maybe a small force of 36 people um, are very invested in student success, especially instruction. So, the selection of these folks um, was critical. And not only are they invested, but they are planners by nature. They're goal oriented. Um they can see the long picture. There are moments in the job where I get slightly overwhelmed and thinking, you know, four architecture meetings and plan for

0452030 and build two new schools and open those by 29 just like they get overwhelmed with how do we have all of this ready for our next teacher session. Um but they are planners and they can see short-term goals and how they lead to achieving long-term goals. So that has been a blessing to discover that goal oriented but also they have both sides of the coin. They are knowledgeable in the art and the craft of teaching. Um and there's a difference and they are knowledgeable in content knowledge as well as just good instruction high quality teachers and learning. Um so there are I had the opportunity years ago to work with we call it NISLE the National Institute of School Leadership. There were several of us from the district that spent a lot of time

046working with NISLE and we learned um not only the importance of learning with and through others is a big takeaway researchbased as well as um understanding the importance of highquality teachers and instruction and these folks have it. So they are already providing meaningful and relevant professional development. No one just like you wants to sit through a bunch of presentations and we never revisit the content. Um so they are providing things that directly tie back to the classroom and the people in the trenches every single day are able to then say I walked out of there with a new skill that I can apply right away. Beautifully timed with our commitment to you. the district, the directors, as well as other educational colleagues that we have on the team are creating a very specific um calendar

047for professional development for next school year. Before the end of this school year, all faculty and staff will have a very detailed prioritized plan mapped out in calendar form of what our professional development opportunities for next year will look like. So no longer are we guessing and I remember as a teacher you'd leave in June ready to go home for a break and you wouldn't really think about it much throughout the summer only to arrive back in August and wonder what are we doing you know those first three days and beyond. Our goal and our commitment which we've already started publicizing is a comprehensive professional development calendar in their hands before the end of this current school year. So they will know what's on the docket and what that will look like. So, it dovetales

048beautifully uh with the calendar that we already have in place and approved. Wow. Here's where I spend a lot of my time. Um this is the talk of the town. If you drive out past Green Village, I passed it on the way home from the Penn State game this weekend. Um you can see that plot of land and I'm already imagining in my mind what I see on on blueprints every other week. So the second area of work is really this reconfiguration of not only grades four to six but also 78. Um I felt very comfortable diving in at the middle level and so I pushed myself a little out of my own comfort zone to better equate myself with what that four five um partition looked like. I need your help. I need your

049support and starting to really publicize the importance of the two models that will carry into the reconfiguration. Um the middle level Chambersburg Area Middle School back to CAMS um will become our 78 building and that middle school concept the education of the whole child will remain in full force very comfortable there but there will be a larger shift at the next level in the four to six building and we'll begin to adopt that intermediate school mindset and that's different. we picture elementary. It is not an elementary building and it's not a middle school. It is truly an intermediate school concept. So, Chambersburg Area Intermediate School. Um, I would love for you to start begin publicizing that as we talk about that throughout the community. Our four to six building really intermediate-minded that will require us

050to grow in our shift as well as our middle school model. Um, so not only does it really enhance change and kind of become more more robust in a learning experience we offer students, but I hear you when you say we have to be financially fiscally responsible when we do so. So, a lot of our work right now started in July with me trying to catch up and our four to six plans and our 78 plans um were quite different in where we were in the stages. Uh both within the schematic design phase at this point nearing the end of that getting ready to shift into our next phase, but we've really moved into a parallel movement with that four to six and 78 moving almost exactly the same pace. So a lot of work

051being done when we talk about um figuring out where we go in the differences to really carve out the nuances between 4678. So we want to highlight what is working and define the components of each 46 intermediate 78 middle figure out what we want to carry forward when we open these two new buildings. As we do that, we have already jumped into some scenarios and possibilities of design designing schedules. This will be a work in progress for us for the next year, if not more. Um, we're looking at doing this with what do we currently have and where do we currently want to go when we open these buildings. um a little did you know and in in my homework and I I was told by a colleague you know find some time each week

052to do a little research and so my homework for potential related arts we call them specials um I researched wow how many courses do our current kindergarten through fifth grade students in Chambersburg receive and the answer is eight they get English language arts math science and social studies PE library, art and music for 6 years. And so the new 4 to6 78 configuration gives us a perfect opportunity to build the offering that we have for our students. So fourth grade being the first time they are all together. Um we are we're brainstorming a way to provide a six-day schedule. We currently at the elementary level operate on a five-day schedule where those five days, one is a non-special day, but we have four specials that we offer. We would love to see between grades four

053and eight, everyone working on a six-day cycle, which means we get to provide new courses for our students. So, running scenarios of what this schedule really looks like, 28 PE classes in a grade, we'll need you to sub. Um, and figuring out, do we have the manpower to pull that off without adding a tremendous amount of staff? So please keep in mind as we work on you know these classroom observations and the educational instructional aspects of things and tying in input from our stakeholders all of our groups involved we also know that we're looking for efficiencies and ways to provide STEM you've talked about that integrated arts you mentioned at a former meeting and other opportunities for our students without then coming to the board and saying we need to hire 15 teachers to do

054so. So that's a lot of responsibility um that I take very seriously, but that's all part of the conversation now and will be for the next year, year and a half. Oh, I'm getting the look. I'm getting close to time. Works in progress. Uh the work does not end. Excuse me. Uh so we're going to keep focusing our future work in three main car uh three main areas. making sure that decisions that we're making are really grounded in data. They're not guesses. Um within this role, I never wanted to find myself in a position where one person makes a really impactful decision and doesn't have any data to show for it. Um so we make sure that when we do look at instruction, um academics, this is a sneak peek, a tiny little sneak peek

055into the data presentation that you will get within the next couple of weeks. We look at tying our progress back to the data dashboard. Um, middle level has historically been very successful in growing students. So, we took we talk about growth. You've heard us talk about measures of academic progress, our MAP testing that measures the growth of a student over the course of a year. We can even compare student progress from year to year. Um, changing the cohort. We talk about proficiency levels and our career readiness and all of that data that leads into that future ready score. We're also doing a tremendous amount of work and planning when we talk about those schedules in the curriculum area. Math is going to shine in the spotlight here in the very near future on the horizon

056as our focus. But followed by all areas making sure that decisions regarding curriculum are standards aligned decisions. Uh we can support those. they're measurable um and they that we already have or can pair effective resources and making sure that we are accomplishing those our best utilization and maximizing those efforts um is our goal and the staffing is also a great part of that. So putting the people the right people in the right spot. Funny story because I could tell stories all night. Um these are two actual um pictures of some blueprints that we get in our decisions and our discussions with architects. and Matt Varnner was sitting in an architecture meeting with me a week and a half ago, Mark, and we we slowly started to look around the room making some pretty big decisions

057and realized that by the fall of 2029, this core group of district leadership making decisions now, all but Matt Barner and myself will be gone. So we have number one a very heavy responsibility two sets of shoulders in making decisions to open these buildings or we have a lot of opportunity as as my colleague would say to point fingers because they won't be there when we open those doors. Um so I hope it is the first our our hard work and responsibility will pay off. And lastly we're back to our Trojan community. Um, we are going to be pushed a little bit. That's how we grow. Um, to record these podcasts that Mr. Bigger mentioned earlier, um, and I was a little resistant to that. Never have I, rarely do I listen to them, but

058never have I ever recorded one. So, it'll be a new way for me to stretch and strengthen my own capacity within the role of director. Um, but I I find myself reflecting again in preparation for tonight. Um I am surrounded by new directors and new positions and a lot of newness and through that newness we are working at 110% effort to strengthen the capacity of one Trojan community. Um and that really is the end goal. And as we do that I realize that we're interweaving the strengths of one another. Um and I have learned a lot just through conversations with my colleagues. But I'm hoping that what you see tonight is a continuation of effort uh K to2 and that is what is going to strengthen our Trojan community. So thank you questions. >> Yes.

059Uh Mrs. Cast Dollarer I can tell you are middle school because of the energy you bring because that group of seventh, eighth, and sixth graders are always full of energy and I appreciate the energy you're bringing. unpredictable chaos. >> I appreciate so much you thinking ahead with professional development because that is a key with teachers. I I don't care what level it is that professional development and also I like what you do by the walking around. I read a little leadership book years ago. So I asked to read Lincoln on leadership and he did the manage by walking around and you can learn so much that just get a feel. It helps the people that see the person but it also helps the person doing it by that managing by walking around. Thank you so

060much for everything you're doing. >> I have a question. Um, can you do you do you have a lot of uh firsttime teachers your in your under your leadership? And how are they relating to is there peer-to-peer mentoring? Are they working more with the content specialists? How's how's the newness that you mentioned? How's that happening? So I will tell you I can speak primarily from the middle level and we're very aware of new teachers at that level but then K to2 one of our first roles as directors was to work with our new teacher induction program and set up a new approach to supporting firstear teachers. So our content specialists are serving as mentors for our brand new firstear teachers. that is one role that they are playing this year that has been amazing to

061see. So in some of those conversations I had one last week um with one of the middle level content specialist and he shared with me very honestly I wish I would have been able to see one of my colleagues teach my first year teaching. Um so one of the things that he has done as a content specialist as a mentor for a new teacher was really partner with that person and we've done that by content area. So all new teachers have a content specialist as a mentor as well as other building supports. Um so I think that will pay dividends that's sustainable and we're supporting new teachers with with 50% of new teachers leaving the profession within five years. it is our responsibility to do everything we can to retain them. >> Thank you. >>

062Other questions? >> I just had a a com a comment. Um I'm very pleased with the content specialists and the expertise they bring and they're right there at the classroom. And so so uh bringing them in and doing all this training is is extremely helpful. Also uh I see that the schedules are going to come together on both middle schools. the the quicker we can bring continuity between the two, I think that that really helps in the district. So, thank you for all your hard work. >> I may not live to see it, but I'm looking forward to the fact that having the students together from fourth grade on is going to not only affect the educational community, but the community in general. as students become at a very early age uh familiar with differences

063among their peers. I see that as a potential to see improvement in our adult community at some point in the future. as I say, may not be while I'm still observing it, but I think it has the potential to make a major difference in our community because community is very important. >> Having been someone that has done one middle school and two, um I also see the importance of the unification as early as fourth grade. Well, and having been in a two junior high setting when I was in FA and other students were at Central, I know that it's important to get us back together. >> Yeah, I have a comment, too, if I may. Um, so I arrived on the school board being fairly uninformed about a whole lot of things that go on

064in the school district and um, it takes a short bit of time to just all of a sudden become interested in things that I had no interest in being asking any questions at all thinking about them. So one of the things was u, and you mentioned the idea of four through six this new it's not a not elementary it's not >> middle school. It's something way different. And so I've been reading about middle childhood and how the challenges these kids face. But um what you said about the middle school or the ele intermediate, it's a notion that I had never heard of until Mr. Bigger arrived. And when he threw that out there, I didn't know much about it. But the more I hear about it and the more I hear Mr. Nelson and you

065and I'm sure um Mrs. Luffy talk about um what it'll mean and you being the real professionals that inspires me to give uh more confidence to the decisions that we're making now and the vision that Mr. Bigger brought forward. So um that inspires me inspires me to maybe sub more and a little bit of guilt that I feel like gee I should be doing more. Thank you for that. But uh but I appreciate your presentation. >> Thank you. >> Did I reserve enough time for Mrs. Luffy? Poor lady has to go last. >> Thank you. >> When I was explaining to my husband this evening that I had to give this presentation, he said, "Are you first?" I was like, "I'm last." He goes, "You better take candy." And I was like I was like,

066"I don't know how that would be received." Um, but I'm Deborah. What' you say? >> I'll have some. >> I have some in my office. I have a big stash of it. But I'm Deborah Luffy. I'm the director of 9 through12 education. And I am thankful for this opportunity to speak with you this evening about my first few months um back in Chambersburg Sto School District. So like my colleagues, I did start on July 1st. Um but unlike my colleagues, I did have a little break from Chambersburg. Um so I don't have the years continuity that they might have had. Um I did serve uh Chambersburg school district starting in 1999 as a chemistry teacher and then I transitioned to deina students and assistant principal and academic principal and then after serving the district for

067about 13 14 years I went up to Huntington School District to be the head principal up there and if you're familiar with it it's right by Raytown Lake beautiful area and it's much smaller system so you get to learn other skills and trades um when you're in a small district like that. Um, but probably two or three months into that position as the head principal, the superintendent came into my office and said, "Hey, I have a great opportunity for you. You're going to be the middle school principal, too." And I was like, "Oh, that's awesome." Um, and I really did feel that like that was a great learning experience for me because I got to learn about a division of the school system that I did not have any um, background in at that point.

068And then I really learned about the teaming aspect and the value of teeing students. um the cross-curricular projects that can occur within a team along with the project-based learning that some of the STEM teams did. So, it was a great opportunity for me to learn and expand um my own um education and leadership through that experience. Um and then after four years, I came back to the area and served as Shippensburg Area School District's principal for the past eight years. And again, I um had some experiences there that prepared me for the position here. um because Shippensburg Area Senior High School was on a block schedule and so um I learned the dos and don'ts of block scheduling um in that experience and so when I heard about Chambersburg and some of the changes that

069were happening here and some of the excitement that was getting stirred here I knew that I would like to return back to my original starting spot as at Chambersburg and I'm very fortunate that I am the director of the 9th through 12 education. So at this time um I'm going to go ahead to the next slide in working with the career magnet school and the caches um working with that one Trojan community and working together and having the two buildings working together to create the best opportunity for our students having the best instructional support and career support in that division. Um so go ahead to the next slide. From my conversations from July 1, meeting with administrators, meeting with counselors, meeting with teachers, um hearing where we are and relearning people, relearning policies, relearning programs,

070procedures. I mean, every day I learn something new. Um I have three pillars that I'm focusing on. One is the culture. creating an environment where students and staff both are engaged and feel valued and respected and that there is communication about the upcoming changes that are occurring within our division. The academic excellence leaning towards that school of distinction by 2030 making sure our students are getting the instruction they need to perform the way they need to perform on assessments and also that career exploration preparing them for the next phase after high school. And then um making sure that we are an operational efficient part of the district. Making sure that our two resources that we have people um teachers and staff along with the time and the schedule is the best use of our resources

071that we can to make sure that our students are getting the best opportunity. So go ahead next slide. When I'm talking about the culture of the two buildings, particularly Career Magnet School and Cashes, um, you know, when I met CA Career Magnet School staff at the beginning of the year, I had an activity that I did with them and I had I said, "Tell me something about the Career Magnet School that I don't know." And they told me that it's a small school feel. It's a family focused building. You know, it's it's a it's a great environment. And if you're sitting there right now, you're probably thinking that's exactly the culture we want like all of our students and staff to feel. And that is true and we are going to try to continue that.

072But there's an overarching uncertainty right now because some of the changes that are going to be happening in this division. You know, we're talking about somemies and I believe Mr. Aer is going to be talking to you and in the next month or so about um themies at the Kermagnet School and potentially at Cashes as well. And so what does that mean for them as teachers? But then also what does it mean for them as students? You know, how do we make sure that the planning of this does not disrupt their educational opportunities, but like we are working with them to make sure that they are prepared for that transition. Um with the cases culture that's a little bit different. Um, usually when you think about a school system, you have the people, the leadership,

073you have the, um, resources, um, and then you also have the schedule or the time. And so you have these three spheres that are kind of overlapping, you know, and when you disrupt one of those spheres, it can cause a major change in the culture. All right? And so cases has actually had the great opportunity to show their perseverance and resilience to all three of those changes happening this year because Mr. Oer transitioned to the director of community partnerships that left a vacancy in that seat at Cashes. And so we got Mr. Run eyes and he's been a great addition to the cashes staff. But again with that uncertainty of someone new, how is he going to do evaluations? What are his walkthroughs going to look like? You know, how is he going to communicate?

074What are his faculty meetings like? What does the professional development look like? You know, all of these whatifs, right? Like they just don't know. And so it's going to take time and he has done an excellent job communicating out his expectations, but there's still that uncertainty. Um, when you talk about a schedule change, that can also, you know, shift the building. And sometimes when they talk about a schedule change, they talk about changing the time between periods from a 4m minute transition time to a two-minute transition time or extending lunch maybe by five minutes or reducing home room by four minutes. Right? Those are all little tweaks. Cashes actually experienced a major overhaul this year. They went from a traditional schedule, 45ish minutes um class periods during the day, seven or eight of them to

075four classes that are 90 minutes in length. So think about doing something for about 90 minutes, all right, with 20 of your buddies. Um that's what Cashes is doing now on the block schedule. So they did have professional development and they continue to get, you know, even tips with Mr. Brennis's weekly updates, but that that is a total shift to that um building. Um it's something that they hadn't had before and that they really need to make sure that we're supporting them and continue to support them with that major shift. In addition, um because this is the second year of the iPads at the high school, we needed to implement a new learning management system, Schoolagy. Now, Schooly is something that the career management school has had for years, but Cash's did not. And so,

076Cash's teachers were using Google Classroom to store their resources, their tests, their activities, their lesson plans, um, all sorts of things, communication to their students. And this year, you know, we're asking them to shift from Google Classroom to Schooly. So again, while it might not seem like a major thing, that is a massive shift for those teachers. So when you have that trifecta of change, they are experiencing a lot of change in that culture and they are doing it well. I mean, you know, but as leaders and as supporters for our teachers and our students, we need to make sure that we are supporting them as they're navigating these multiple transitions simultaneously. So that's really important. Next slide. So the two goals for next slide maybe. Um the the one thing that I heard probably

077the most often once I think the students started getting their schedules and um teachers recognizing the cash's schedule of what it looked like as the bell schedule was that students did not have time for these extracurricular activities throughout the day. I see this not this head shaking so it's affirming. um that there is no time for clubs during the day. There is no time for remediation during the day. There's no time for mentoring during the day. Um I'm not sure how familiar you are with the hero program at the high school, but because we are in a school improvement process, we have to have a positive behavior intervention system where you set out the behavior expectations on what you want the students, how you want them to behave in the classroom, the bus, the cafeteria,

078and then you give lessons or mini lessons on how they should be behaving. And hero stands for, do you remember? >> Respect. >> I thought it was respectful. >> Yes. Right. Um, so they get those lessons at the beginning of the year and then they're supposed to be getting um other lessons throughout the year. Um, in addition, our freshman academy, we have that here um over at the high school and it's a great resource and we're very glad to have it back. But again, those freshman students should be getting link lessons from link leaders that are upper classmen who have been trained to provide these lessons on, you know, how to be a better student in the in the school. Um, so this time during a normal block schedule would be like a resource period

079throughout the day or maybe a um flex period or a Trojan time during the day. It doesn't matter what we call it, but it's a time that students can do these other activities and that does not occur now. So, we are making sure that like Mr. Bren Eis and his administrative team with along with the instructional team is looking at revamping that for next year so that we have that. Right now these lessons and these things are getting pushed into the instructional time which is not ideal by any stretch but that's what we're make that's the solution for this year but we need to make sure for next year we have a stronger schedule um so that students can be involved in these activities. All right, next slide. The cultural goals then would be the

080transparent communication with our um stakeholders, our teachers and our students that when we are doing changes um in the delivery of our instruction or other changes in the building that we're communicating that out and then also making sure that our schedule is the most optimized schedule we can have so students can be involved in other activities. Okay, go ahead. Next slide. All right. The second pillar that I'm going to be focusing on is curriculum and the academic excellence linked with the schools of distinction. Many of those methods that we will be using to determine a school of distinction is to make sure that our students are performing well on the standardized assessments. So that's really looking at the um keystone exams courses, the biology, the literature and the algebra and making sure that they're the

081sequencing is appropriate, the resources are comparable between career magnet school and caches and that they are making sure that they're meeting those standards that are within the system. In addition, the assessment areas of making sure that we are um providing assessments um strategies and environment that is conducive to positive test taking strategies. And finally, the career connections. Um this is providing a more focused pathway for our students. Mr. Oer and I took a team of teachers and administrators from both career magnet school and caches down to Kentucky to visit the in ignite institute. I think some of you might have visited down there too. Um, and it is a great school where the students select an academy and they attend thesemies that are focused on biomed or engineering or aviation or robotics and they have

082a very um prescribed um pathway for their courses and their internship. So that provides them a stronger foundation for once they leave cases or career magnet school that they can be a better student and employee for um that environment. In addition, I would also say that you know some of our um more rigorous programming like our AP and our IB while we are in seeing increases in the student seat counts for those num those courses like how do we make sure that the students are taking the assessments that are linked with those um more rigorous programs. So how do we make sure that the students that are in the AP courses are actually taking the AP exam? Um because right now we have about 803 kids in AP classes right now. Um that's up from

083last year by about 120. And for our IB we're up probably about a hundred students in classes but not necessarily sitting for the I the diploma. So how do we make sure that those kids are like staying in that diploma program and we're increasing that as well. Next slide. Um so some of the strategies you know we're going to implement researchbased strategies that's um the um different strategies that we know uh inquiry based labs and the steel standards and all of that that goes along with that independent reading explicit instruction those are things that we're going to be making sure our teachers are doing during that instructional time and then like I said expanding the rigorous programming and the careermies and again Mr. Rocker is going to go much more in depth in the careermies

084when he does his presentation in a few months. Okay, next slide. And the final pillar that I'm going to be working on with the staff at both the career magnet school and cashes is the um increasing the efficiency of our schedule and making sure that our schedules are um running at maximum efficiency because some of our class sizes are a little on the low side. And so when we have a system this large, we want to make sure that all of our classes are, you know, at at least a certain enrollment, whether that's 10 students per class or 15 students per class. We want to make sure that we are making sure the students are in these classes where there are other students and we're maximizing that opportunity for all students. In addition, the leadership

085development, you heard about the content specialists, expanding that leadership opportunity for teachers. I would say my focus right now at the high school division would be working with the assistant principles at both buildings, making sure that they're getting additional opportunities for instruction and curriculum development. I actually meet with each assistant principal once a month and do walkthroughs and talk about um the principal effectiveness to make sure that they are on target with making sure that they are seeing themselves besides just managers of discipline or attendance. So we want to make sure that we're developing those leaders for the next, you know, generation, so to speak. So we are continuing to work on that as well. Next slide. Um, and so one of the goals for scheduling the process is making sure that it's a comprehensive

086timeline, which I know we're already working on that for caches, and that we also have multiple stakeholders from both Career Magnet School and Cashes working on the schedule for next year. We already talked about a training um and we already have those scheduled for early December and November so that we can start working on that. In addition, I mentioned about integrating the assistant principles into those instructional leadership roles so that they are working on that teacher development and that curriculum delivery. All right, last slide. So moving forward together as the one Trojan community, I need to make sure that all of the stakeholders are staying engaged and that they're asking questions and that could they contribute to the solutions that benefit our entire learning community along with our commitment of making sure that we're communicating

087regularly about changes and the planning processes for our student success and our staff support. Right. Thank you. questions. >> I had one um on and this might not it might be for we had talked about uh on you mentioned the students uh student voices matter. >> Mhm. >> Um with all of this big shaking and moving that we have going on. I know we had mentioned earlier about the buyin from the students as far as uh naming or or uh whatever that was. Are we are they involved in any of this stuff now as far as what's >> meaninging? No. >> Not done. >> Not yet. >> I'm going to hit on Mr. Walker here >> because I was thinking about that. I was going to wait till all three of you had a chance,

088but uh thank you. I appreciate all the um presentations and the slides. Uh but I keep looking at the consistency and I see one Trojan community. I hear schools of distinction by 2030. And again, uh I love the word community in there because as I've said here at the beginning of every meeting, this is an investment and the investors are the community, i.e. tax dollars, whether it's local taxes, state taxes, or federal taxes. Uh, I just would love to see what the uh what the real uh symbol motto >> symbol of schools of distinction or what this is. Okay, >> you're looking at it. >> Yeah. And it would have been great to have some student involvement. And I'd like to congratulate the gentleman who uh got an A on the hero acronym. >> So

089that's Parker, the student that shadowed me last year. >> Okay. is very >> nice to meet you. >> I see that by the sign in, but I wasn't going to call him out by name. >> Thank you, young man. >> Other questions, Mrs. Duffy, and then we'll open it up to the whole team. >> I have a question for Mrs. Duffy. Um, admittedly, >> It's Luffy. Did I say >> Okay, Mr. McGee. >> Parker, tell your husband. Parker, I Parker, I need help with names. Okay, >> next time you'll get candy. >> They call they call me names. >> All right, so uh let me just say upfront, you know, we all have a pet rock. My pet rock is cell phones, >> and I would like your opinion. Um I think it's unfair the

090policy we have right now. I think it's unfair because um aside from the fact that cell phones distract from the educational process, the fact that the role of a teacher is one thing, but to be the enforcer and almost a recovery specialist because the kids don't have cell phones, that's unfair. So, I'm believing my um idea to have a more draconian policy is a good thing. And I know it won't be popular with some students, uh, but I've heard some other students, a matter of fact, our new student rep say um that cell phones are are one of the problems that he observes. So I would like your opinion on whether you think that might improve learning or uh a a road too hard to uh to take. >> That was from uh slide 26.

091says that >> there's a lot of research out there that indicates that cell phones are a distraction to students. Um even if it's like in their pocket or in, you know, somewhere in the room, just that, you know, being visible or being near them is a distraction. Um so I know that other school districts, you know, have indic have implemented more drastic measures and saying no cell phones allowed. Um, I actually had a conversation today with an assistant principal at Cashes. That very question came up in our conversation about cell phones and, you know, do we need to take a stronger stance, you know, at some point? Um, because he did indicate to me just through his walkthroughs and his observations that when he's in the classrooms, they are not out in the classroom in

092the learning environment. Um, so that is positive. But if you walk down the hall, you will see kids on their cell phones. Um, so, um, I know Freshman Academy even has like little packets or pouches at the side of their table, um, or desk to make sure that the kids can put them in those pouches, which is a a great, you know, solution um, for the time being. But if you as a board think you need to take a greater stance, that's, you know, you can make that Mr. R, >> I was going to say I don't I mean I think we are where we are because the administrators have said this is what we think is best for now. So, but I think if you're in the classrooms on a reg on a regular

093basis if you all feel like we should take a a greater stand, I think there I've heard from numerous board members that we would support >> a stronger stance if that's where you are. But we've followed your lead on this and not taking a stronger stance. That's I think that's why we are where we are. Is that is that fair? Yeah. >> Yeah. I think I mentioned it took us 18 years to get to this problem. Let's not, you know, rip it away from them in two months. >> Fair enough. >> So, let's start the conversation. Let's start with the slow out of the classroom and work your way up. >> Well, I know they're not working on the budget, but there is a bill that has bipartisan bipartisan support from bell to bell. No

094cell phones in any school. Yeah. >> So, I mean that might force everybody's hand at that point and then you don't have to be the heavy guy because oh, state said we had to do that. Uh, just on a fun little note, I really appreciate your presentation. >> Uh, the day after we approved you, I got a call from someone that worked with you in Shippensburg who I can relay their name later. Uh, giving me the what for for stealing you away as it was because you are very missed in Shippensburg and we are very happy to have you as well as all the other directors. Uh, I think some of the decisions that we make here, uh, sometimes I think we don't realize how impactful they might be, but seeing these presentations and everyone

095being excited about the decisions that we're making, uh, hopefully as we move forward, and we know there's always tough decisions that, uh, we can see a little bit of of a glimmer, you know, because from some of the board members, I know we're hearing it from the public all the time, you're spending all our money, you're doing all these things, um, and they can't quite see the bigger picture, But having the buyin from the staff and and the administration is really really important and hopefully we can keep supporting that and getting that into the community to get them a little more on board than where they are. But these presentations I know that Chris said you guys might have been a little nervous but I really think you all three did a stellar job. So

096thank you for the time and effort for putting that together for us. So >> agree. >> Thank you. >> Yeah. >> Open it up for questions for >> I just would like to make a comment. The comment is uh with I I didn't realize how many massive changes were happening at the high school because you you see them in pockets. But when you were delivering all that, I'm sitting there thinking to thank all of the high school for for what what you're doing because it is uh it is a lot for the teachers and also for the support that you're you're giving them because it's very necessary. Thank you. I'll just make a comment about the mid level, something I hadn't thought about yet. Um, it seems like a lot to be building two schools

097at once for intermediate and middle school. And I know for some of you it is a lot. Um, but what I hadn't thought, well, I I mean, yes, there's a third one for elementary, but what I hadn't thought about was that there may be some efficiencies from doing two at the same time in that you walk into a meeting with architectural firm and then the next week you have a meeting with the other one and oh, we just we just devoted Brain Space to this already. that I don't I hadn't thought about that angle yet, but and I would imagine they each have their own process where it's probably not entirely the same sequence, but perhaps that's helpful in some respects. So, >> thank you to all of our new directors and we look forward

098to hearing more. >> Thank you. Job well done. >> Thank you, G. [Applause] uh items that will be on our consent agenda at our voting meeting in two weeks. Item 5.01 2026 summer capital projects. >> Um I'm actually going to turn this over to Mr. Varner. Uh yes, this item represents the list of 2026 capital projects recom recommended for approval. Uh the proposed projects meet our goal of maintaining our annual expenditures at 2 million below or below uh totaling about 1.7 million. Uh this level of work is also manageable for me and my team. U Dave, if you could pull up the attachment there, the capital plan. So this this list was developed based on our capital project plan. Uh many of you are familiar with this and have seen this in future or previous

099presentations. Um all of the items come directly from that plan and and are not new items with the exception of the final item there, the creation of two faculty restrooms at CMS. Um this was uh an addition uh that came from a request from faculty and building staff. Um the request is well justified uh and was recommended for inclusion uh into the project list uh based on the relatively small scope and cost. Um I listed all the projects there. I'm not going to step down through each one. Uh but if anybody has any specific questions uh regarding any of that, I'd be happy to answer them. >> Mr. Varner, and maybe this was done before and I missed it. The bleachers in the auxiliary gym, are they finally finished or is that still a project

100yet to be done? >> Uh, well, I can I can promise that there's progress made. Uh, they are, uh, I would say 75% installed. >> Okay. >> Um, the goal is to have those completed by the 23rd. >> I think that we are going to uh exceed that goal and maybe even be finished uh as early as the 17th of this week. So, moving right along. >> I see all the other things with the auxiliary gym, and that's what made me think because it's it's a pity you can't use the bleachers. So, >> yep, absolutely. Have the walls been fixed? >> Uh, as far as >> those pads that >> Yeah. So, uh, baby steps. So, uh, uh, we we, uh, we are attempting to make some progress inhouse with, uh, some wall patching and

101some painting summer. Uh, that's not on the project list. that would be uh done in-house through our staff. Uh as far as the wall padding, uh it is included in in uh one of the items here on the capital project plan. >> Sorry, I missed I missed that. >> I I had a question on the um on the uh resurfacing of the track. I said it's 20 year um life expectancy. Did Did we just >> Didn't we just do something to that >> a few years back? five years five years ago. >> Yeah. I don't think that uh unless I had a typo on my capital project. >> Maybe they got the >> turf turf. >> Oh, okay. >> Right. >> I thought it was a truck. Okay. Or was it the lines? Maybe painted

102the lines on there or something. >> Yeah. So, so we did not resurface the track and field uh the track this year. We actually um we we cleaned it. We we striped it and we did some other um minor repairs to that. So that was to get us about we assume about six or seven years uh before we would need to resurface that again. Um resurfacing is a is a very it's a larger uh more in-depth process than what we did this summer. So >> thank you for your work. This is a busy summer. So, >> yeah, busy, but I think manageable. >> Yeah. >> A weighty hoist. >> Okay. Any other questions on item 5.01 that'll be on the consent agenda. 5.02 removal of contracted bus drivers and van drivers. Van drivers and aids.

103This is >> Yes. Um, as you can see on the agenda item, we have three different contractors. Well, we will be unimproving these drivers to drive for us. So, our recommendation is that the board accept their removal. >> And you usually ask if you want us to pull any out or board members unless you're going to go one by one just from procedure. >> Well, it's not a board. >> It's up to you. >> Well, we're not voting tonight. >> No, no, no, no. So, let's review the items first. >> Yeah. >> Okay. 5.03. Any comments from administration for additional contracted bus drivers? All right. 504 to 508 administration. Any items? Okay, board members, any questions on any of the five series? Okay, that'll go forward on consent agenda in two weeks. General 7.01 general

104operating budget 2025 parameters resolution. >> Yes, as you recall in September, uh Mr. Fry was here uh presented some information regarding our first bond that we will issue by the end of December. Uh this is the resolution the parameters resolution that will allow us to to proceed with that. >> Any more questions? >> 7.02 Gifts, grants and donations. The list is attached. Questions or additions to this item? Just a recognition of the benefit of the community in supporting the various things. Okay. Policy and legislation 8.01 policies with no changes. See we have two of them. 123.3 and 143 questions or discussions. Okay. Item 802, first reading of policies, the 123.1, 207, and 209.1, 216.1, 218.3, and 227. Questions or discussions on those policies? First reading. Okay. 8.03. Second reading, policy 100, policy 118, 142, 216,

105and 219. Those policies will be for second reading. >> Time's the baseball game on tonight, Mr. Mc8. [Laughter] >> I'm not looking at My bellies are out of it anyhow. >> Colts are doing well. >> Amen. >> Okay. Item 10.01. Members of the audience are invited to comment on agenda and non-aggenda items. Uh there were no no members who signed in but as we always do and there aren't many. Uh that won't prohibit you from having a comment if you wish to have one. So, don't everyone run up to the podium at one time. This is your opportunity. >> All right. >> And just uh give us your name, please. >> I'm Mike Pittinger. I work for the school district in the IT department. So you a few of you may be aware of the

106support staff contract that you'll be voting on in two weeks. You may have seen an email that was sent to you either individually or as a group. So, I just wanted to bring to your attention the I guess shortcomings of this contract that a lot of members of our support staff group are feeling and that we feel that this doesn't fit within the best interest of ourselves and by virtue of that not the best interest of the district going forward to meet these school of distinction goals. So, if you'd like to discuss the emails that you've received, we'd like to have a dialogue about that and just urge you to revisit this contract and hopefully vote no on it. We feel we weren't very well represented when this was presented to us and felt a

107sense of like urgency to vote this through and some veiled threats on not passing it in our union. So, I just wanted to bring that to the attention of the board tonight before it's voted on in two weeks. >> Thank you. >> Yes, ma'am. >> Hi. Uh, hi. My name is Amy Wy. Um, I wasn't planning on saying anything tonight, but after hearing the presentations um from you all and specifically Mr. Nelson because I have kids. I have a kindergartner and a third grader. And I just wanted to comment and say I attended an event, a title one event last week uh for my kindergartenner specifically for parents of kindergarten students. And I just wanted to voice how extremely helpful that was um for me as a parent trying to help and make sure that

108my student is learning to read and will reach that goal of reading by third grade. um because how they learn to read now is very different from how we all learned and so it was extremely helpful to hear from the teachers directly. Um specifically the intervention specialist as well, Mrs. Brookens was really great. Um and they also provided resources for us to take home as you kind of referenced. There's games, there's flashcards, there are a lot of things that we can then use at home that we wouldn't have otherwise had. and it matches what they are seeing and learning at school. So, I just want to thank you all and all the teachers for their hard work. Um, and you guys all on the board for supporting those efforts as we work to reach that

109goal of every kid reading by third grade because it is extremely important. >> So, thank you. >> Thank you. Thank you. >> Um, hi, my name is Parker Christofful. I'm a sophomore um at Cashes. And after hearing Miss Ley's presentation um about like, you know, all the change and transitions at the um high school, um I would like to see more students voices in the transitions and change. Um, I feel like if we were to do more student groups and, um, more student discussions about the changes and see have more student opinions, um, more on our education and how our school day goes. Um, I feel like it would help a lot of students just feel better about the change. >> So, I was just like to recommend something like that. Thank you. >> That's

110great. >> Thank you. >> Yeah. Thank you. Other members of the audience, agenda or non-aggenda items. >> You got it. >> Hi, my name is Judy Gana. I've lived in Chambersburg all my life. I graduated in 1977. Don't add it up. I'm old. But I would like to say also to the board, we a lot of us are not happy with the contract and how we were treated. So I want you all to consider that. I'm a TA at the high school. We have a very important role, very important role as far and as and the PCAs. So you all need to be aware of that. And I think some of you need to come in our classroom and see what goes on and what goes into what we do. We are very below the

111um wages of other districts for our jobs. But I am very impressed. I've never been to a board meeting. This is the first one >> and I am 66. But I am very impressed with everything that goes into it. all the time, energy. I, you know, I'm honored to be a part of the the cases community. >> Thank you. >> Any other members of the audience, the public? I don't know how to work this. >> Is the green light on? >> Hi, I'm Wendy Shear. I also work for the district. I'm a TA out at CMS. And I would like to say that I think that what your plan for the future of the school is, what you're planning, it sounds wonderful, but I'm afraid that if you agree to this contract, you are going

112to lose the backbone of the your aids, your you know the support staff. I have heard many of them say that if it if they don't get not exactly what they want, but if it if it doesn't go good for them, they're going to be leaving. And I'm concerned for the students because it's only going to hurt the students. We work hard. We put our heart and soul into the students. And I feel that if that contract goes through, it's going to hurt the students more than anybody. We deserve more than what we're getting. Like Judy said, the other districts are way above what we're getting paywise. And I I just worry about the students. I work with special needs students and I I have a special needs son and my heart is in it.

113So I I truly worry if that goes through. >> Thank you. Okay. Any other members of the audience or public for public comment? Okay. Thank you everyone. Appreciate everyone's comment. Um item 11 information 11.01 district enrollment information that is out for everyone to see. Item 12 uh new business or discussion for potential new business items. members. >> Yes. Uh I think a couple weeks ago I brought to the new business discussion an opportunity to review the policy and we kind of chatted about it for a few minutes and then determined that it's best to maybe hear how the policy is implemented first before you consider any changes. Um, I can tell you I've reviewed that policy more than once in the last few weeks and there are some provisions, especially in particular at the high

114school level, that are just strictly very, very difficult, almost impossible to implement the way policy is written. So, based on what we've discussed earlier about um distraction of cell phones, I think it's an opportunity to really take another look at the policy. So, I'm bringing that to the board for a consideration. >> How far into that policy are we >> first school year? >> Yeah. Um, yeah, the second I think 23 maybe. Um, I think I had it on my docket to review in February as far as laying out opportune time for that discussion. If the board would like it sooner, certainly that's up to you. We can, you know, move policies around. Uh we were trying to go down the older ones first as you can see to get those caught up and then

115revisit some of the other ones. So the timing for me was more like a February discussion. >> Um I'm up to you guys. >> Yeah, I'm happy with February as long as I know it's it's coming and February will be here before we know it. >> That's right. >> Santa Claus first. other board members thoughts or comments on that item. >> So, a February thereabouts time frame committee the whole >> Yep. >> meeting agenda item. >> Yep. >> Thanks. >> Sounds good. >> Other items. >> I will not be here for the October 28th meeting. So, we had a meeting at LIU at the Lincoln Intermediate Unit last week. Uh currently they have not had to hit the line of credit which I did tell you guys about uh because of the state budget impass

116but miss Dr. Marquesy told us that he was figuring about two weeks they had left until they were actually going to have to utilize that. So since there seems to be no end in sight sooner rather than later they will be utilizing that line of credit that they uh had to get with PNC Bank because of the budget impass. Uh the federal monies are there for them. they've been approved, but they can't get them because the state budget hasn't been passed. So, there's a little bit of concern and frustration as you guys have here uh with that situation. Uh, one of the things that's going to be new that they're working on is they are actually going to have some of the students that uh are involved at the LIU start their own little coffee

117shop that they're going to have out at the new Oxford place where people can come in and they're learning. It's like a life skills type of situation where they're I think they do one like that here in the high school. Is that accurate? So, similar to what they're doing in the high school, but they're going to be implementing that. I believe uh next month we're going to be going doing the ribbon cutting and things like that. Uh there's also some other changes that are going to be coming in the first of the year. Some uh programs and things that they're offering. We got a presentation on the Lincoln Edge uh as far as what they're doing with that and how they're using that to help uh their cyber and to help schools that have their

118own cyber programs. So once we get uh a deeper presentation on that, I'll be able to bring that back. And I think Dr. Maresy, is he coming to do a presentation? >> Uh he's going to in concert with the uh Franklin Learning Center and Shippensburg Potential. Okay. >> We're trying to coordinate that at the same meeting. >> Yeah. So he had mentioned that he might be coming down this way. So you will all get an opportunity to uh to meet him and since he's been it's about a year and change now since he's been in or a little less than a year because he came in January and uh he's a lot different than his predecessor and he's really got things moving and shaking up there and some people are liking it and some aren't

119you know it's kind of the way it goes but I think just like what we're doing here he has a vision for the LIU and he's really trying to get everybody on board with that. Transparent communication as Mrs. Luffy said is something he's doing really well and he's got a buyin from the stakeholders. So I'm excited about some of the presentations that they're going to be giving us and the way that the LIU is moving in that direction. So I wanted to make sure I got that to you guys since I won't be here next time. >> Thank you. >> Thanks. I' I'd just like to I'd just like to comment that we've heard about professional development for our teachers which is very necessary and I support it 100%. Uh we had an one board

120member who was interested in going to the PSBA state conference but did not uh transpire. I think we need to be considering a potential for the future for how we as board members can expand our professional development. Um I've been attempting to forward things that I have participated in um summaries types of things but in talking to someone who does go to or has gone to the state conference with PSBA it is apparently extremely valuable resource and in other districts apparently they rotate board members going to that conference um with an admin administrator or whatever. And I think we need to consider it. It certainly is not something that I am overly interested in participating myself, but I think it would be very very valuable and I appreciate the interest that Mike showed in possibly

121going, but it was kind of late in the time period. But um between the required training that the state has in their um act from whatever year it was 2012 or something like that. Um you know I think that there is a need for us to stay current on things that are going on beyond our district. So just a thought for the future. >> That's great. I agree with Fay and I appreciate Fay. The public might not know this, but Fay does an excellent job at passing along things that she's learning to the whole team and uh keeps us resource. So, it's much appreciated. Yeah. >> Okay. Uh before we adjourn, I'm going to ask the board members, we are going to have to go back to executive session to to resume our um our

122conversation on on personnel matters. It'll be a real brief executive session before we go home watch the baseball game tonight. Mr. McKe meetings adjourned. Thank you.