August 5, 2025 Committee Of The Whole Meeting

001Everybody ready? >> Everybody ready? >> Okay. >> Go ahead and call this evening's meeting to order for Tuesday, August 5th. Chainsburg Area School District Board of Directors uh committee the whole meeting. Uh if you please rise and join me for a pledge of allegiance followed by a moment of silence. To the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Thank you. Uh prior to meeting this evening, uh the board did meet in executive session uh to discuss uh legal matters and real estate issues. Um item 3.01, superintendence report. >> Yep. Thank you, Mr. Norcross. I have a few items and then Mr. Whitman has a few items as well for tonight. Uh, I do want to say

002hello from Larry Reading. He came and just visited me and took me out to lunch. So, Larry says he just wanted to say hello and he just wanted to check in and see how things were going. He drove all the way and even bought me lunch and so I said, "Larry, I'm going to say hello for you tonight." So, Larry says hi. And he's he does uh get online and uh kind of look at what we're doing online. So, he's very still interested. So, good person. Uh we are going to get an award. It'll come out at the next meeting. I don't want to share what it is yet. Uh but the school district's getting an award and we'll be recognized uh at the 19th board meeting. So we're excited about that award. Stay tuned

003um for the 19th. Uh we did also receive an excellent special education audit. If there is such a thing as an excellent one, there's always special education um topics, but we were very proud. Um Sheree was very proud of this audit. they worked hard to get it cleaned up and um I just want to recognize them publicly and thank them for all their work getting the special education audit to a good place. So very happy about that. Uh enrollment uh numbers were about 73 to the plus uh from last year at this time and then an additional 113 uh uh to date for all the cyber school, homeschool and outside placements. So if you add them both together, we're around 186 plus. Now, not all of them come to school physically. Some are homeschooled. Some

004are cyber school outside the district. So, uh, we're sticking along that trend of about 1% half a percent to 1% a year in enrollment increasing overall. That's the end of my report. Mr. Whitman, uh, new teacher induction starts on Monday. We have a, uh, a lot of folks that are coming on board. The newly hired content specialists that were part of the staffing enhancements will work with and mentor the new teachers. Uh we did move new teacher induction to a multi-year process that's honoring the CSD blueprint committee's request to support and retain our staff and we are very excited about the work our directors are doing to support with the content specialists. They meet with them next week um to plan and look out into the future for how we will deliver our support and

005to support our staff and professional development. Um, we're also very excited with the staffing enhancements that were approved um, back in the spring for our new Dina students, interventionists, and counselors in the elementary and we're looking forward to a great year with more supports. Uh, professional staffing is in a much better spot this year. Um, we started the hiring process much earlier. Um, just a little bit on that process. The, uh, elementary principles interviewed together. If they did well, they they did a taught a lesson at a school. If they did well there, they contacted Chris and I and they came over and interviewed with us on that same day. If they did well with Mr. Bigger and myself, we turned them over to Tina and the the folks loved it. So, we were able

006to hire 22 staff using that process and we did that early and we feel we really hired some high quality staff uh back in February. uh student orientations, open houses, and kickstarts uh for our kindergarten students are already taking place on August 20th. This is something new and different that we're going to be doing. We will be running our buses and vans for the morning and afternoon runs where parents and students can go out to their pickup spots and see their buses or their vans, meet their driver. Uh Brian Miller will be working on a media campaign to get that out, but um that's a a great uh start for the a lot of folks get nervous about their transportation. >> What dates are those again? >> That's August 20th. >> August. >> So we

007will be uh doing the buses and vans in the morning and the evening. And August 19th, our directors will be reporting out at the next meeting uh out for their divisions and for the start of school. So thank you. Okay. Thank you, Chris. Thank you, Mr. Woodman. Um, as far as president's report, uh, it seems like it was just yesterday when we were talking about graduation. Um, so summer has raced right by us all. Um, so that means, uh, we're all getting ready to go back to school. Uh, staff, um, will is continuing to work diligently. uh the board. We even took a little recess vacation if you will. We didn't meet in July, but now we're back to normal business. Um and so just my public safety word is I'm going to hitchhike on

008Mr. Whitman's is to the public that u you know school buses are going to start running soon. So, um, in my profession, we do what's called toolbox talks. And this time of year, I always do a toolbox talk about, uh, you know, be careful because you're going to start seeing school buses. Maybe you got used to driving to work in the morning and not having to worry about that school bus. So, once school starts, maybe give yourself five or 10 extra minutes so you're not in a hurry and every everyone stays safe. Uh my other comment tonight uh is a followup from uh June's meeting. Um I have often sat here and I will continue to do it. uh you know we are in the midst of uh schools of distinction by 2030 project and

009uh there is a huge financial impact and those of you who want to criticize me for talking about the financial impact you're more than welcome to continue to criticize me uh and I'll accept it and it's what I accept when you sit any one of us sit in this seat uh it doesn't matter what neighborhood you live in or what tax you pay, right? I'm more worried about those that that a tax increase impacts them the most. And you will see, you know, one of our early presentations, there are some years here where it's a 2.6% tax increase just to help fund this schools of distinction by 2030. I personally think that you can't I can't mention it enough times. I don't mention it because I'm against it. As you all know, I've been in

010favor of it since 3 years ago when we started ramping up for this occasion. It's out there for information. I'm going to share a story or parable. Mr. Woodman remembers this. This was prior to the COVID days. There was a gentleman who used to come to almost every schoolboard meeting and he always come up and talk to me. And uh I call him my friend. I haven't seen my friend. Last time I mentioned him, Kurt told me he was still doing well. I hope he still is. That's great. But anyway, my friend, I I I I appreciate him because he would come up and he was very frank with me. And when he disagreed with me, he would tell me very politely, very succinctly. And and when he agreed with me, he would tell me

011in the same tone, in the same manner. It didn't matter whether he agreed with me or disagreed with me. But the one day, and I cannot remember what the topic was, and I can't remember whether I voted for it or I voted against it. I can't remember whether he agreed or disagreed with me, but it had to do with the tax implication because I remember my friend telling me, he's like, you know, he says, I live on a fixed income and the only way I can stay in my current house is my sister helps me pay my taxes. And that story to this day resonates with me. And uh so again, I don't care what neighborhood you live in and how many new homes you may be building in your neighborhood and what the value

012of the homes are in your neighborhood. I'm worried about the gentleman like my friend who really, you know, you know, any tax increase impacts us. So I I bring this up to people's attention just to keep it in the forefront and to be considerate and thoughtful of people like my friend So with that, that ends my report for tonight. Thank you. Presentations uh segue into schools of distinction by 2030 4.01. >> Dr. Long, >> I'd like to introduce Crabtree Robo again. They haven't been here for a little bit, so um we have some new faces as well, but Anthony is the lead um architect on our project. Sean and Nicole are also the architects on the project. So they are going to present. >> All right. Good evening. Thanks for thanks for having us. I

013think the last update that I gave was in the spring May and what I reviewed was the design process for uh the intermediate school. So, we're going to give you an update on the master plan for the Green Village uh campus um which in includes the K3 and the 456 building. So, for the agenda, I'm going to give you um a refresher of a slide that I showed you from the previous presentation that talked about the schematic design. So, it's a checklist and all the items that we've been working on over the summer just so that you have an understanding of where should we be at this part of the process. One of the things that we've been doing is a lot of uh visioning with the administration. Uh, one of those exercises that we

014did was we took them to a couple of schools for them to tour. uh we had some projects that we felt that were of similar size or scope or maybe there's something with the classroom spaces that uh relate to what your educational vision would be with this design. Uh so I have a couple of talking points with that. Big part of our efforts have been developing the educational program and this is identifying the number of classrooms, the types of classrooms, the sizes of the classrooms. Um, this will serve as the blueprint for our design. And then we've started to put some schematic drawings together. I have a site plan to show you and then early uh sketch plans of the uh of each of the schools. So, as I mentioned, really the most important part

015of the schematic design process is identifying an educational program. This is still ongoing. Uh we also have a civil engineer that has been brought on board. Uh they've they've been doing a lot of due diligence. Uh they've been looking at um they've done they've completed a survey of of the property and then with our help in the district uh looking at how to master plan that and come up with a design concept. They're also going to start doing a ge a geotechnical investigation. This is a report that will look at the infiltration rates of storm water into the ground. Uh so then this will help them locate where those storm water basins will be and then depending on where those infiltration rates are um ideal. This will help us dictate where other parts of of

016the site context, things like play areas or multi-purpose fields, where they would be located. Uh for this project, this is extremely important. For this project, we are going to need a highway occupancy permit from the Pennsylvania Department of Transportation. So, this is a lengthy process. So, we want to make sure that we're getting a jump start on this quickly. So, the civil engineer has been doing a scoping as to understanding what all the items that the Department of Transportation are going to require uh for this approval. some of the due diligence and we have a meeting with them in September. We've also had them conduct a uh solar study uh feasibility study on the use of solar energy on the campus. So this is this is the checklist and just to kind of give you

017a little bit of an overview of the work that we do uh we meet regularly with the admin team every 3 weeks but we also have a lot of ancillary meetings. So, we've met with faculty a couple of times. We've met with some students. We've gone on the building tours. We've had Mr. Barner meet with our uh mechanical, electrical, and plumbing engineers. We've also met with Green Township. Uh so, there is a lot of lot of work that we've been doing, but typically we meet every three weeks with Mr. Bigger, Dr. Long, Mr. Woodman, Mrs. Cash Dollar, Mr. Varner. Um, anytime that there's other members of the administration that need to be brought in like special education director, Mr. Nelson's been the last couple of meetings, we've been including them on these discussions. Uh, so

018this is just that checklist and you can see not everything has been checked off. One of the one of the items that is critical into uh to completing the educational program is that the district has a very good understanding of how the scheduling is going to work in the 456 building. We actually have a meeting tomorrow to further those discussions. But this is just this checklist and we anticipate that all of these items are going to be complete by probably October of this year. So, we went on a couple of building tours. Uh, Mannheim Township Middle School was one. Uh, there were two two components to this school. This is right outside of Lancaster uh that we designed um end of 2018 2019. It's been open for about three or four years. One of them

019was the way that the classrooms are clustered into pods or into teams. Uh so we went through the academic wings to look at that. But you can't see this is an academic wing in the school that um is the main hallway in a grade level. But then you you can kind of see on the right hand side there's an opening another hallway to go back to a cluster of classrooms. The other thing that we looked at at this school to uh help the district make a decision is this school could not afford an auditorium. It was not within their budget. Um they originally talked about doing a cafeteria and auditorium. Faculty gave us feedback. They gave their administrators feedback. They didn't think it was conducive to the things that they wanted to do in it.

020So, we did a uh we came up with a design for an oversized blackbox that also has some flexibility that's not just for uh small concerts or for drama, but they can use it for um uh for other uh other events or um activities within the school. So, this served as some inspiration and you'll see in the four uh 456 building a blackbox design that we're looking at. The other school is Dallastown Intermediate School. And if you recall uh the concept that we had for your intermediate school, this is this is the inspiration for it. So this school has three it's three schools within a school. Uh so the your administrators went down, they tooured the building, they talked to their administrators. Uh they had some lessons learned that they shared with them. things like

021parking and drop off. Originally, they had the school set up that each of the wings was going to house a grade level. Uh then they changed it where they decided to go to there was three different schools. So there was within one academic wing there was three grade levels. Uh so this was very beneficial. I think Dr. Long, you've been there twice now. >> Yeah. And I don't know if you have anything else to add to any of those tours, but No. Good. Okay. So the educational program that we've been developing again this is going to serve as the blueprint for the design. We really need to verify all the spaces that you need and this will be a little bit in flux but really the the the big thing that we want to look

022at is uh from the study uh you had um we had a projected enrollment um that was a five-year projected enrollment that Dr. with him from our office uh verified I think you had an outside agency that had helped you with um with your enrollment and then he has his uh methodology that he compared his data to uh your third party agency. Uh so based upon that 5-year projected enrollment plus a buffer of about 10% your plan student capacity is around 2385. Uh so for uh our general classrooms that we have that we're designing for, if the building had every single seat occupied, if it was 100% capacity, that would yield 2500 seats, but you want to operate at a 90% utilization. So that way you have room to grow, you have ease of scheduling

023different events um on a daily basis. Uh so when you look at the educational capacity, if all the seats are at 90% capacity, it's roughly 2,291 seats within the building. And if you compare your plan enrollment to the plan capacity, that leaves a buffer of about 40 students. Uh the reason why we want to do this is to make sure that on day one when you move in, you're not at 100% capacity. This is a 20-year project. So, we have to build room to grow for the district. This enrollment projection is only five years. It's very difficult to project 10 and 15 years out. Five years a little bit more of um a little bit more predictable. Uh but that's why we add in that 10%. So, we're still working on this based upon some

024of the scheduling discussions. And then for the K3 educational program, uh, Grand View, uh, has a projected enrollment of roughly 190 students. However, this school, this new, uh, Green Village, we have a plan capacity of 480 students. So, at 90% occupancy, it's about 430 seats. So, that exceeds Grand View's um, projections by 240 students. So, what this allows you to do is if you want to redistrict or consolidate schools to move students into this facility in addition to the students from Grand View Elementary. So, this is the fun stuff. This is the schematic site plan. One of the first discussions that we had uh with the administration is we need to make sure that the traffic on this site that we can alleviate it as much as possible and we're going to have a lot

025of lot of buses. We're going to have a lot of students being dropped off by parents and the district wanted a complete separation of bus traffic from parent traffic. So if you look at the orang-ish color, that is the building footprint. Uh just to orient you, the top road, you can see that on the north of of the page, that's uh Route 11. Uh Cumberland Highway is on the right hand side. And then the building footprint is in orange. So the intermediate school you can see with the three academic wings in the middle and then the elementary school on the southern part. So you'll see that we have uh two driveways. What is labeled in blue is the routes for the buses and what is highlighted in red this is for the for the parents

026and the laser is not working on it but if you don't mind I'm going to step up right here a little bit. So, way the uh the parent drop off would work, they could come in either off of Cumberland Highway or Philadelphia Avenue. And for the intermediate school, they'll come into that parking that's right in the middle. And each each of those academic wings is going to act as a separate school. So depending on what wing that you're assigned to, we would create enough curb and sidewalk in those areas for the students to be dropped off curbside, go into their respective schools in the event that a parent also has to drop off a student at Grand View that then they could circle around and then you'll see that there is a uh network of

027sidewalks outside of the front of Grand View Elementary for those students to be dropped off and then they would go back onto this access drive and then either empty out into Philadelphia or into Cumberland. Uh the parking that's located in this area that would be used for visitors and for uh for faculty. And then on the other side you have the blue which is the buses. So buses would come in off of Route 11. And then you'll see this bus loop in the front of the intermediate school. So all of those angled parking spaces are for the buses to pull in so that students are being dropped off right on the sidewalk and you don't have to uh double park uh the buses. There's also some additional parking for faculty on the north end of

028the intermediate school. That parking could also be used for evening events. So that entrance that you see in um in red would would be for uh for evening events for the school. to the left of the footprint of the intermediate school. We've also identified a place for vans to uh drop students off. And then if uh the buses could come around to the south end and then circle around into this loop at the front of the elementary school so that all the students are entering into one entrance. However, the vehicles are completely separated. So the bus traffic will never co-ingle with the parent traffic. And then we have the service drive for the elementary school which is on the lefthand corner. And then the service drive for the for the intermediate school is on that

029top right hand corner. Couple of other items on the site plan. You'll see the academic wings also have outside of them the play areas, designated play areas for each school. There's also some flex fields that could be used for uh for physical education that's on either side of the parking. And we're also looking at where to put the playground for the elementary school. And most likely it will be on the southern end in that uh bottom corner of the elementary school kind of somewhat adjacent to um to where the bus drop off is. As I mentioned, storm water management. We're going to know more about storm water management and where all the basins are going to go um after we have the infiltration uh report back from the geotechnical engineer. And then this is the

030current uh schematic plan for the intermediate school. And you'll see at the top um this is all the public big box assembly spaces and then all of the academic wings and classrooms in those in those three wings on the southern part of the page. They are separated by that main street lobby that creates that safe and secure separation of those spaces. The two arrows on the top end are for the bus riders. So that some of them are going to come in next to the gym which is on the left hand side. So there's the gymnasium and the auxiliary gym. And then you'll see in the center of the school, this is the blackbox theater that we discussed uh with the music department to the north of that. And then to the right entrance, you'll

031see the library and the cafeteria. And behind the cafeteria is the kitchen and where the service drive would be located. We feel really good and the administration feels really good with this layout. We'll further develop this as we get in um into the next design phase. Uh once we have finalized the educational program, we're going to make a few tweaks to the academic wing. So when we come back for the next update, you'll see a little bit more refinement in the uh academic wings for the intermediate school. And then the K3 floor plan, very similar concept. If you look on the drawing on the bottom, that's the first floor. There's the separation of the assembly spaces that are on the north end and then the academic wings on the southern end. So as you're walking

032down that hallway from the main entrance on the left hand side you have the administration so there'll be a secure vestibule upon entry but on the right hand side you have the library the gymnasium the cafeteria and then um the academic wings we've been meeting with um multiple uh people from the administration to get some input on the classrooms and the layout of the classrooms and some of the adjacencies. And we're we're still going through some refinement with the school, but we feel pretty comfortable and the administration feels pretty comfortable with the uh educational program. Now, it's just making it fit, making sure that it's um that the design is streamlined and we're trying to reduce the square footage as much as possible without impacting the size of your classrooms and the educational program. So

033this is just a preliminary schedule as I mentioned the uh pend.hop which is critical path for this project because we cannot start construction until we have that in place. So when we meet with them when the civil engineer meets with them next month we're going to know a little bit more about what that timeline is going to look like. But right now, we want to wrap up uh schematic design this fall and we'll come in with a preliminary cost estimate. Then once that is done, we're going to move into more design where we're going to include the faculty uh and meet with our interior designers so that they can design the classroom spaces. There'll also be a lot more involvement from our mechanical, electrical, and plumbing engineers. And then in the spring when we're finalizing

034this design development phase, we're then we would then have the act 34 hearing for the both of the projects. And this is where you would have a board resolution to authorize uh the maximum building construction cost and the total project cost. After that's complete, we would then start the construction documents. the construction documents is just finalizing the bid set and um it'll take a couple of months and then we're looking to put the project out to bid sometime the end of summer fall of 2026 when we anticipate that we would get the pendot hop and all of that would be in place in time for receipt of bids and start of construction. So, I know that was a lot. Any questions? >> I have a question. Uh, back on the traffic slide. I'm just curious

035as I'm looking at it. I'm assuming there will be traffic lights that will be necessary. As I'm thinking about it because if you have buses coming, how would that work? I see buses only coming in off of Philadelphia Avenue. So, are they only to use Route 11? >> This will be this will be uh these will be conditions of the highway occupancy permit. >> Excuse me. So, there will have to be traffic counts that will be done. Uh, one of the things that PennDOT indicated with this with the civil engineer is the traffic counts needed to be done once school started so that to your point, buses were out and about in the community. How is that impacting people going to work during the day, coming home in the evening? Um those traffic counts depending

036on those traffic counts are going to dict dictate what type of stop signs, lights, roundabouts, widening roads. We just don't know yet. That's why this is a critical part of this project. >> Yeah, just looking at it, I live not too far from there. And I was thinking about people coming down 9997 trying to make a left the parents and I'm like, "Oh my goodness, that would be a nightmare." Yeah. >> Or vice versa if they're coming down 11, the bus is trying to make a left across to get that. So I was just curious. But so they'll dictate to you what needs to go in there to make it >> presentable and actually functional for having that kind of design. So ultimately they could kind of change what you're doing here if they think

037that's not feasible or do you not see any kind of major changes going on? >> Or maybe you don't know. I'm just curious. The only thing that that may change is depending on how many if they would require traffic lights. Um there is a recommended distance from traffic light to traffic light because it's so close to the intersection where the sheets is right >> is the one with the parent drop off. Does that require a traffic light and would it be too close? So that may be an impact. But one of the things that we're we're going to also have to go through, it's not with just with with PennDOT, >> but also with the township, also with the county that they have their approvals and re review in place as well that there may

038be some things that they require with land development that we would have to include and may have some adjustments to this design. So, this right now is very much a sketch plan. >> So, it's the intent, it's master planning. this is the way we want to move forward. We feel like it has all the pieces, but then when we start engineering it, talking to the township, the county pendot, they're going to have their um their recommendations and as well. So, >> okay. Thank you. >> Yeah, I have a question, Anthony. Uh great lay down. I appreciate that. Um, having been to Dallas Town, was Crabtree Roar the the only architect involved in that particular process >> in Yes. in that um in that intermediate school? Yes. Well, um, comparing the no auditorium at Mannheim, which

039I didn't get to see because it's not there anyhow, with the one in Dallas, I mean, that is such an impressive auditorium that you'd think you would be in some venue somewhere not in rural Pennsylvania. So, uh, that was so well done and I really appreciate that. I hope ours looks just like that. >> You're asking if or >> I I'm hoping. >> Oh, you're hoping. Well, ask me anything. >> Yeah. So, it's going to have >> the black box will have a little bit of a different feel. So, um it won't have it won't have a stage. It will have a makeshift stage. And uh for the um for the amount of seats uh that you'll want in that in that theater rather than using the typical auditorium seats, it's going to have to

040be bleacher type seating. >> Sure. >> Yeah. So it would it would be bleacher type seating that you would see in the gymnasium but with with a seat back >> an armrest. Um this would give you a lot of flexibility and I think that the intent from the administration was to provide an assembly space that you can get um I think it's like almost a thousand students that we're looking at. Yeah. So, you can get one grade level in there, >> uh, but there's flexibility to do other things in there, which you can't quite do in um, uh, you can't quite do in the auditorium. So, you you'll kind of see where we have like the stage um, on the left hand side. And when I say makeshift, it's like, you know, does it have

041like a fly loft? and what's the rigging for the curtains and things like that. We're going to have to discuss the those design elements uh further, but um I think this gives you a lot of flexibility um that you could use this more than half a dozen times during the year, which a lot of auditoriums do that they're sit vacant. Uh, and then the administration, I think that their intent was to focus a little bit more on the middle school auditorium and really make that the feature theater uh, with these current construction projects. >> Yeah. So, I think I should lower my expectations on this, but switch them over to the middle school. Thank you. I have no doubt your other architect will do a great job with designing that space. school. >> I'm sure

042they have a way to do it, but they're adjust. >> It's not there. Right. >> It's just >> right. >> So, the way the calculations will be, it's what's the normal traffic on these two roads in this area? what what are the counts that they're seeing, you know, any given day. Then based upon the number of buses and the anticipated number of parent riders and students, they can calculate they can generate what the anticipated traffic will be. >> Come here. Correct. Correct. >> Yeah. Right. >> Yeah. >> Yep. They have their methodologies and calculations of how they do it, but yeah, it seems kind of well, you know, there's there's only the >> Green Yeah, Graham View is just right down the the road. You know, there's no school here yet, but they just need

043that baseline. Um, that's a good place to start. And uh yeah, we'll um >> two new entrances. >> Well, that's what we're going to to help alleviate the traffic. That is that's the best design to have the two entrances so that you are separating the buses from uh from the um from the parents. And so this this is what the permit is going to be required for these driveways along the state road. So yeah, September is when the civil engineer when we're first meeting with PennDOT, they've had some correspondence, but as far as like a sit down and really start to roll up their sleeves and talk about it, um that's going to happen in the next few weeks or next five or six weeks. >> Other board members questions >> one more When we

044get to a even building this will go to funding increases. What year up? >> Yeah, we >> what are the draws per year? >> Yeah, >> is pretty easy. It looks like it's all 2026. >> We did provide a preliminary draw schedule, but once uh once we have the preliminary cost estimate, we can update that and even update it again when you do the act 34 hearing when you adopt the cost for the project. >> Um preliminary. >> Can you explain to me how uh I think this is more for the administration, but how would uh concerts work with the blackbox, the multi-purpose space? >> What What's the kind of plan for >> you said concerts? >> Yeah, like if you're doing a spring band concert for >> This is no ordinary space. Um the

045stage is 80 ft wide. Okay. >> So, and it's deeper as well. When we went to Mannheim Township, they had a very small stage. Um, and that was the thing that the principal said right away that this stage is not big enough to do anything on. Um, but they had different seating and things with that retractable seating like that. That gives us so many variables of what we can do within there. So, those seats would be pulled out. There'll be 900 uh handicap seating as well. and then the stage um two feet off the ground. Um and then we have to work on finalizing the stage and what it needs. But that also that stage then can be used as an educational space when >> it's not in a concert but also then where the

046seats are can also be used as another educational space. So actually that that space on that black box for where the 900 sits is the same size as a basketball court. Yeah, I was that was gonna be my next question. Is there >> will you have like two hoops in there? And >> not in there. That's going to be just an open space. >> No, that's open space. It's the side it's the size of one. So that space can be used for many, many different activities in there, >> but you could outfit it with >> you could, but there's already a gym and two ax gyms, >> right? But if you want to do like a tournament. >> Yeah. >> And you have two gym, you know what I mean? I'm just thinking about your

047flexibility. Okay, good question. >> Anthony, how do you come up with the name Black? >> Yeah, just like a, you know, blackbox theater, which is more of like a smaller intimate theater, although this one is anything but small. So, we have to come up with another name for it. And and typically they are painted where there's a color scheme where everything's like a lot darker in it. Um but you know again we'll have to we get further into design. We'll come up with a a color scheme for it and maybe it's not darker colors. Maybe it's something a little bit more vibrant. I don't know. But >> school colors. You got it. >> All right. I like it. >> Vibrant. >> Interior designer is going to hate us. There's going to be school colors. >>

048We'll call it the Trojan blue. Blue box. >> Any other questions for Anthony? >> Thank you, sir. >> Thank you, sir. >> Dr. Long, item 4.02, 2 grade 70 construction overview aka Cam South. >> Yes. >> Previously known as >> So thank you. Um tonight RLPS could not make it. There was a scheduling conflict. So I said that I would do that um for them. So right now what we're looking at is the timeline but also where we're at with this. Um what we had a couple meetings ago I should say more than a couple it's been a little bit a couple months ago I forget July is there and we don't meet in July but um we had a a five different uh diagrams of where the location of the building could be on

049south and I just want to review that um with the two pictures um we got down from A through E to option C and D. Uh, and I can run through them very quickly in my mind. Option A was a large building uh, at where that field is, except it was a two building and it stretched out quite long. >> Twotory. >> It was a twotory. >> So, what did I say? Two deep. Sorry. Twotory. Um, then option B was right along McKinley Street down at the bottom. Uh, and then E was up along 81 more. It was parallel with 81. So C, um, as you can see there, C is on the corner of McKinley. And just to get you oriented, 81's on the right, McKinley's on the bottom, and Staler's on the left.

050So that is C. And then D is where it's back along the businesses. Um, and then what's really neat is is that these two options do not change our entrances um on the property. So, that is a big deal when we're looking at what we're going to do as far as construction. We were also um able to go to a burrow recreation department meeting. Uh we found out that we were on the agenda for some reason. Um, so we went and they were talking about the parking lot. We have an agreement with them that they can use the parking lot for overflow for the swimming pool during the summer. So, they wanted to make sure when we we build that we still allow them to use the parking lot. Um, but I did have the

051opportunity to talk with Mr. Stonehill, the burough manager. um and he is really excited about us doing something here on this property and just um we're we're gonna if he's listening we are going to save the parking lot. So um they won't have any issues there. >> Maybe he'll give us a credit on our storm water fee. >> I'll let you say that. >> I hope he is listening. >> Yes. So we are a little bit behind Crabtree on this project. Um the civil engineers um we had five R we had um RFPs go out to five different uh members there and four of them responded. So we will um have a civil engineer by the end of this week or the beginning of next to begin working on the um property also getting with

052the burrow. We need to have a burrow meeting um and Phil Waggamuth is the one that we have to go through. So, it's nice to know people's names when we're doing things like that. Uh, the timeline for this building right now, um, and this is directly off the draw schedule, uh, that we were presented. So, we're in schematic design right now until about November and then design development until April. Um, construction documents um, through September of 26. and then bidding. We're looking at fall, October, November, and then construction starting in February. This could change based off of the CI civil engineer and and what's going to happen with that. It could either be sooner or it could be later depending on things that they run into that we might have some issues with. Once again,

053they're going to have to do a traffic study as well and some other things um along with drain drainage. Okay. And then RLPS also. >> Yes sir. >> Sure. >> Okay. >> So RLPS also came um and did started a operation study. Um they they brought this really cool camera. It was a 360 3D camera. Um Mr. Bigger was telling me about it. They used it at Littletown before when he was there. um they started taking pictures through each one of those buildings and then on the outside and it gives them a great um diagram and we received um a draft diagram and it was amazing how how close it was to everything that we had in there. So this is going to be um ongoing with our three buildings. The one on the corner

054there is our quote unquote Coke storage building. Uh it's three floors. Uh the one up on the right hand corner is our transportation building on Cider Press Road and then this is the uh reserve center for Joe Bowen um building. So they're doing an operations study to see if we can consolidate or what we can do in order to get storage and things that we need as a district as well and make things more efficient. Are there any question to this point on the update from RLPS? we need to decide or when will we be deciding on >> um when we get a little bit more in with the civil engineer and then also we have not developed a design yet for this building. We had just started talking about it last week at our

055meeting. Uh we too meet uh every three weeks with them. Right now we're in a we're not meeting with the whole decision group yet. Uh Matt and I are meeting with Melissa with them as well to just get the um schedule built the programming so we can start talking about how we want the bill to be laid out. So when that when that comes through then we'll talk about CRD. It could be coming down just to one one place and it might not even be the place that we chose depending on things that are out of our control. >> Sure. Any other questions? >> Questions for Dr. This is less a question and more just a comment. I I think the piece that might be unappealing to me about D is having the stadium right

056by 81. That might kind of look cool if you're driving by on the highway. But when I think about listening to teammates on the field and coaches and just being able to focus, it's, you know, 81's a lot more than just the hum. It's it's pretty loud. uh Lance knows quite well. >> Um I'd like to see the stadium off off of 81 or if we do do it there to do a pretty you know build a wall to a bunch of trees something to mitigate that that noise. Um >> actually if you go up McKinley right now that's where the field is that we have fenced in that >> across and different thing teams use. >> Yeah. So, it is a distance from it's it's not as close as what they um portrayed here.

057It is a distance from and I guess you were the principal when you planted all those trees, correct? Um along 81 as a sound block and they're still growing. So, >> just just making sure that you knew over there how it's laid out. I I am curious to know with the is there an option where you could keep the location of the building and move the stadium to where the two practice fields are instead? I know it would mean reconfiguring the drives there, but is there a way to make that fit or is that that not an option? Just >> we're exploratory phase. So these are good questions. We can ask those. >> Yep. I don't need answers. We're not making a decision tonight, but >> no no exploratory. Cole. >> Yeah, I I would

058like to add that to that um closeness. My my backyard actually butts up against 81 and during um all the u co stuff we had, you know, I was meeting with people outside. We were sitting in a circle and um and it was hard to hear somebody across the circle in my backyard like you were literally like yelling. I said, you know, supposed to be having this kind of solidarity meeting, but it turned into a kind of an angry like what? Huh? Who? What? >> So that is that is a thing. I mean, I've experienced that. So, >> sure. >> Well, I guess we conduct lots of athletic things going on there all the time, soccer. Does that seem to be a real problem on those fields? I know you might have a little more

059elevation. Yeah, I think so. Yeah, because Yeah, I am. >> Yeah, I mean Melissa and I haven't heard anything from the public or anything like that. I would have to ask M um Mr. Kimple, the athletic director, if he ever heard of of someone complaining or people complaining about that. >> Yeah, I can do that. It's no problem. >> And notice the one design has two practice fields, the other has three. Uh they were just placing some things on there um for us to look at um different things. We don't have to do three practice fields versus two. >> I was just concerned as to whether we needed three because >> well well the one comment I believe on this one was we lost our softball field. The softball field is up in the corner.

060Um with this one that's where our practice field was going over top. We could also put another practice field in between the that loop right there if we needed to as well. But it's just we were trying to get as much outside space as we could. >> Anyone else? >> Just a comment, Dr. Long and Chris. I know several meetings ago we talked about our staging of the projects. >> Yes. >> Whereas the 46 and Green Village Elementary would go first and then we would I I think we >> but I notice on both from both these presentations they both show bidding fall. >> So we we proceeded as if we can do it all at the same time and then we would defer if we need to the bid >> be ready to bid.

061>> Yes. >> The 78 building will be ready to bid >> but we don't we are we're going to bid the other two buildings first. >> Correct. >> If we >> we didn't decide that. We just remember if you said there were five options and we said which one would we prefer to delay >> and we just said if we need to here are the scenarios. >> We didn't say we would. I just gave direction say we're moving ahead as if we can do them all all at the same time which is um we're not sure if we can accomplish that but that's a financial decision more than it is a a preference right now. >> So >> we don't know what the money >> right. Exactly. Correct. I thought we did talk about we

062wouldn't bid 78 until we knew what the hard number was on 46. >> Yeah, I don't think we voted. We just said here are the options. We would could delay either one, right? >> We could delay the Grand Village as opposed to doing the middle school and then there was some discussion about the middle school needing it more than building the new Grand View and then we never kind of came back around to it. I just want to make sure I didn't miss that there yet. So, it sounds like I'm just going full steam. >> Yeah. Yeah. Whatever. We need to back off financially, >> right? >> Yeah. >> But we don't know where we will be financially. >> Correct. >> I mean, you can't bid $240 million based on budget >> because what happens

063if you end up at 300 million, >> right? >> You can't bid all three buildings at the same time. >> But we don't even have estimates yet. So, we have a long way to go before we get estimates. I don't care if you have an estimate or not. We don't have a hard number. >> This might be asking a question that's too far in advance, but the uh athletic field um at the the middle school, would that be a turf field? Is that what we'll be looking at? Because I know we've struggled with not having that extra field at the high school >> um because kids having to practice so late at night. And so we would be able to use that as well. >> Yes. >> To help the high school. >> We're looking

064at lights on it as well. Good. And and the track around it since North track. We've been talking about that for years. >> Okay. >> Anyone else? So the next part of this um we're looking at modern modernizing our curriculum and courses. Um and I just wanted to be able to get you in the conversation as well. um we don't have to do a lengthy conversation about this in a discussion but um we have some related arts courses that have been around forever um and let me explain them to you um oops wrong way sorry with the K to5 right now the elementary school um there are four specials and the special subjects are related arts so we call them specials or related arts um they're throughout the day are one one per day. Um,

065and there's four of them. The problem is is that the elementary runs on a fiveday schedule. So when you have your special, the teacher gets planning time and then on that that day that you don't have a special, the teacher absorbs those minutes and then what they do per contract is actually they use three of the five days for 15 minutes in the morning before school starts as they're planning for that fifth day. So with that, um, we're looking at providing schedules at both the K to3 and also at the four through six. Um, and we're looking at, um, a five-day schedule for probably the K to three, but we might be looking at a six uh six day schedule for the four through six. It gives us a little bit more options, opens up

066things um, and also allows us to do some different things for students. So with that on the related arts uh for the six through eight they have health PE art music teched there's a couple different things under teched that they uh do STEM and they do wood shop under business they do e-learning and careers they have a science they have world language they also use interventions during that time enrichments and band um band and clubs also go through either activities period or or if they can get them scheduled through the um special subjects. So, what we're looking at is really getting your opinions on what needs to be involved with uh changing a course or introducing a course that would allow students to be current. Um, I know that the four that we have, the

067teachers are really, really good at changing what they have to make it current, current activities, current items within the curriculum and also within the world today. But looking at see if we can get a fifth schedule for a fifth special for elementary um would be really nice for the teachers as well. So then they could have that um planning time but also students could have a time that they are learning some more things um that touch their lives each day. So what I would like to do is just open it up for discussion just a couple minutes of things that you think about sometimes you talk to people and people say you know I really like to see this or I really like to have this. If you've heard of anything um please let let's

068talk about it for just a couple minutes. Is it for this is for elementary 68 or both? >> Both. Well, the one thing I'm I'm thinking about uh for the elementary is that when you put in that fifth special, that's uh you know, a cost because you have and we would need to see that as well. Uh based on the needs of the students because I I know we're we're still struggling that we do not have enough interventionists. Um, we don't have a a person uh we took out a a reading position that did the entire district for reading and that person's no longer there. Uh, we don't have a reading coach anymore. Uh, so there are just some I think we have to prioritize what our needs are. I don't think not having that

069fifth special is a good idea. I I I've I've been aware of that for since I've been on the board and even before. I mean, that fifth special really does help, but we got to look at what's best for students and what's best for the staffing and our needs right now because I know we're still not hitting the needs of those kids that need interventions. So, I think it's a budgetary issue and we got to look at what's best for the kids and where those dollars should go. That's the one thing that I think about. >> Sure. at the at the elementary um just the elementary fifth fifth special because I I know that would be helpful to teachers but at the same time I think we got to prioritize where where that money's going.

070>> Sure. >> Well, I think we really need to consider STEM and AI. >> Now, is that part of library? I don't know. It could be. I mean, in in the planning, we've been talking about putting classrooms right off of the media center, the library for STEM. So, it could be. >> Do you have any current of the specials, especially in six to eight? Like I saw teched and I'm going back and you know my 25th high school reunion is next year. So to date myself just a wee bit, but so I'm going back and I'm like, we used to like make balsa wood on these band saws and do all that kind of stuff. If that's still going on and I don't know what the curriculum is, can we move away from that into

071something that's more appropriate for where we are now in this day and age um and the advances that we've made? And I don't know that that's what's going on, but could we alter some of the current ones that we have that would be uh more realistic to some of the things that are going on right now. Uh and to even just as we have the career tech, could we be doing things that kind of foster people into that? You know, I own a machine shop and we would have kill to have machinists that actually, you know, have a desire to do that, but you just can't find that in this area. even though we have all these world leaders around here, it's just not something that that gets done. I think we're swinging back to

072that. Um, but just the trades, I think the earlier that you can get people in interested in that and understanding that maybe not everyone, you still want to focus on education, but maybe college isn't for everyone. If you have a hard time sitting down in school, college, that's not your thing, right? because it's just not, you know, and really incentivizing and and trying to to have opportunities that are more hands-on kind of kinetic learning stuff as opposed to, you know, some of the other things that might be offered. >> Thank you. >> Anyone else? Yeah, I have uh so I'm reminded of an article that uh FA kindly uh brought up to us uh board members to read about uh what Mississippi had done to improve their education uh because they were always at the

073lowest end of the totem pole compared to all the other states. And one of the things that struck me as being an interesting approach was to not make teachers reading specialists, but to through professional professional development, give them some skills, some ability so they can kind of recognize issues before they get to be problems and they could even do some intervention on some of the lower level. So it's kind of like making your teachers have some additional skills. And I've looked at the the four specials for the lower grades. Art, music, library, and fizz. Now, maybe I'm wrong, but art, maybe you're going like this with your hand or maybe using some scissors. Music, you might be tapping your feet, maybe doing this library, I don't know. You're probably not turning any pages, but you're

074hitting the computer keyboard. you're really not moving. And I think kids need to have a little more movement in every class. So, I'm not suggesting every class has got to be like a fizzed class, but maybe if we could bring some professional development to teachers so they know the appropriate times and when it's best to introduce movement, get kids off their butts and in, you know, moving around and it makes them better learners. probably boys need it more than girls at that age because they're just full of you know maybe you know not to be sexist about it but that's my experience and I just think it's important because I think that kind of change makes kids not only learn better but when they get to high school they're healthier and and when they get

075to be an adult they're not costing us a lot of taxpayer dollars because they are healthier and not sick. So, I'm more interested in some of the nuances about the programs rather than, you know, directly, you know, adding this or adding that. >> Thank you. Anyone else? >> This makes me think of something that might be called integrated arts >> where it's say a play. I can't imagine a third grade play. Yes, I can. It'd be great for the parents, but the kids have some reading to do. They have to memorize their lines. They get to sing some music. They're moving around on the stage. I think integrated learning, however it happens, is great, but for some of these specials, that might be an idea. Integrated arts. >> Thank you. In addition to the Mississippi

076article that um Chris had on our weekly uh report that I pointed out that everybody needed to read, I also today was on a webinar um relative to it was a National School Board Association webinar. It specific to math, but one of the things that came out in it was what Mike is talking about as far as professional development. And I think that our new schedule that we are moving to in another year is right on target for what was said today. That being that you can't look at how you were taught or even how you taught 10 years ago because teaching is so different now. It certainly is different than when I graduated because uh I'm on my 60th reunion, not my 35th. So, you know, we've got to be looking at the present

077and the future, not holding on to how it was done in the past. and professional development is so important and I'm so glad that we are focusing in on that was really brought out today in in this webinar that I was on. the the one thing that um in in reference to what you're saying there is >> we've got to make sure though that these kids are getting the basics because I've heard from different people uh just as someone had an experience here recently a high school girl couldn't spell certain very small words you know that and and don't know where the countries are don't know where Europe is we've got to make sure that we don't get lost and that we make sure that we are getting the basics out to the kids too.

078Um because that that that's really important. I know we want to go with innovation, but let's make sure kids have what they need uh with the basics. You know, the personal finance that we've talked about many times, those skills that are really going to make them productive citizens and that they can function in society. So, I we've got to be careful that we don't lose out on the basics, especially at the elementary, the basics that they need to be successful. I think um I mean I think many of these things serve to enhance the basics substantially. You know I think about the kids that whatever it is that they gravitate to whether it's art or music or sports how those things are often a hook for a kid and it makes them want to come

079to school and engage with the other components that maybe not every kid loves. Um, I really appreciate Mike's thing on integrating movement. Um, I a question I have about STEM is are there ways that we could when I think about STEM, STM, >> we're already doing >> what's up. >> There's also STEAM and stream and a whole lot of different acronyms. >> Yeah. When I think about STEM though, um, we already have science classes, we already have math classes, we have some technology. when we talk about wanting to do STEM, is it is the engineering piece the piece that we're missing most? Um, and are there ways to integrate that within science and math already? I don't know. Um, and you might even have some teachers that are doing that, right? Um, some that are

080kind of bent in that direction. Um, that's one thing I wonder about that. I would I would love to see yeah more STEM, more engineering, especially um if that is indeed the piece that is missing. Um I think for me at the elementary level, uh one that I've spoken I've mentioned this to Chris before and maybe a few other board members, I don't know. Um I would love to see language at an earlier age, not English, but Spanish especially. Um, I think in the world we're in, it's uh whether whether you're here in the US uh or elsewhere, I think it's a very practical skill. Uh it's great for the brain. It's a lot I mean it's great that we do Spanish classes in in high school and you can get one round of it

081in middle school depending on what track you're on. Um but kids are able to learn a language at a at a young age. um and they have this advantage um that I you know for me to learn a language is really difficult at this age. Um so I'd love to see kids learning some basic Spanish especially I do think about our ELELLL students and how um a high percentage of them do speak Spanish within their home. Um and I know that for many of those kids the other classes are really challenging especially their first year or two. I'd love to see a class where those kids actually have a head start compared to the other kids. I think that could be really cool, too. Um, not that they're not learning in that context. I still

082need to learn English even though I grew up speaking it. Um, so it's not that they wouldn't be learning there. Um, but I think that could be a really neat special for the elementary age as if we had a some other languages at a young age. I think before for me I think it's a in theory it's a good idea but I would need to see our test scores improve greatly in regular reading before I could get on board with another language because I don't know that having them learn two languages at the same time would be beneficial and we have a lot of kids struggling at that age. I mean that's just where I'm at just you know full disclosure um because to Sherry's point we do know that we have an issue that's

083why K to3 you know reading and we're doing what is it the walk to read is that is that the correct so you know really focusing on that um I I would be hardressed until we see some improvement in that area to to add a foreign language at the early one six six to eight you know that's that's a little different but definitely in that K to3 uh I'm more inclined to really focus on that reading. But, you know, I don't even know like what what are some specials that people have even thought of that have said to you? I I can imagine that we are not the only people that you've asked about this. Lord, I hope not. >> No, there's there's lots of different things. Word language is one um health for younger

084kids, creative writing, dance, um theater, um poetry, career career items. Uh, also, um, they call it project time where we introduce project based learning as well. There there's some things that are off the top of my head. >> And I really like Stephanie's idea about the integrated arts because that ticks a lot of boxes for me with the movement and also doing that different kind of stuff because they could even maybe write their own little play even though it's not going to be anything >> super, you know, whatever. But some of those kids, you never know. It's very creative. So, I' I'd like to piggy back off of too um um what Miss Cogler said as far as the what we've got going on now, especially the professional development if if we're want our kids

085to be uh engaged. I think that the teachers need to be lifelong learners also and um giving giving them the skills and so we're carving out that time for them to have that which I think is is excellent. We're ahead of the curve on that, I think, moving forward. And also, when I was in Germany in ' 88, when I was in the military, what I noticed is everyone over there, the the uh the people that I met, the youngsters who were around my age, I was around 20, 21 at the time, they all spoke at least at least two languages, some of them three. And I think that I I wouldn't want to underestimate knowing what they say about a child's mind, how the the plasticity of their mind is is is a lot

086greater when they're younger and their ability to actually grasp a hold of language concepts and everything else to to discount them and say that I mean I think that it's going to put us in a much better position for that younger generation as they move forward as they're able to grasp a hold of uh uh those different concepts whether not just in language but just learning period. So I think something like that would be would be excellent. >> Anyone else? >> Do we do any first semester, second semester, you know, is it possible to have >> That's a good idea. >> something one semester in specials and something different >> in the second semester. >> Is that something that's ever done? >> Used to be >> in in the K to five. Unless you tell

087me differently. No. Correct. >> Right now we have science and social discussion principal group. We did bring that up and then we looked at staffing how that has been kicked around a little bit. >> I was wondering how like if you did thematic units, you know, a little bit of art, a little bit of music, a little bit of this, how that all fits in with the certifications, you know, if you combine combine them. I I don't know. That's something that would have to be addressed. Uh, you know, if you're certified in music and and you want to do a unit in STEM, you're you don't have the certification to do that. >> Or maybe you do, >> but it but I think it's a more creative approach to to do it to do it

088that way. >> Absolutely. >> And library has changed so much. Um, you know, when I was in the classroom, basically you, you know, when the primary kids went in, we'd read a book and then they'd go look for books. And you know that has all changed so much how we're accessing information. Of course, we always want books in kids' hands. >> Sure. >> But uh you know, sitting reading a book for the first 20 minutes of that lesson, there's other things that could be done in a systematic way to to teach skills. >> Sure. >> Because the books are being read to them in the classroom. I often felt like that was duplicated >> in the classroom and then they'd go to the library and they'd have a book read to them or they you

089know >> good thoughts on >> Yes. very good thoughts. Well, thank you so much for having this discussion. If you come up with some other ideas um there's the communication man. >> Yeah, we we just want to make sure we we were okay to start dabbling with some other ideas before we went down the path. So you encouraged us to consider some ideas. So that's what we needed that permission for me to do that. >> Also, if >> I think I think it was I think it was very good ideas and they're all good ideas. There are only so many hours, >> right? So much I think I had two months ago. We took some great took a great niece and a great nephew out. We had a lot of fun. Think about sixy old

090candy store. Just give them a bag and come fill it up. I loved it. My guess is they loved it, too. >> Can I add one other thing that I was thinking about too when we're making these decisions? Like I think we need to see the data. What where are we with third grade as far as our PSSA? And if we could have a presentation on that soon to see what our numbers look like and and what we're currently doing. And I know we're doing the the what is it called? Walk group by reading. >> Walk to read. But that's still not into all the schools. It's only into several of the schools because you're taking putting it in at an incremental level. Um whereas there are schools that are sitting out there that are

091not getting any of that yet. So that's that's that's an issue too. So I understand why you're doing it incrementally, but at the same time, we have other kids at other schools that need it and are not getting it. Thank you. >> Thank you. >> Okay. Agenda items. This is a great time tonight for anyone who has questions on items 5.01 through 5.10 will be all start with Mr. and the admin team. You want to elaborate on any of these? >> Some some of you >> I I don't see anything that is out of the ordinary that you wouldn't normally see. Nothing that stands out to me. Overall, uh 5.02 is the one I would just highlight. Uh that is a software to help with uh residency locations related to our cyber school topic. So

092that's a new uh up and cominging AI data research to get data and information to us much quicker so we can help um deter any uh residencies who are not living here being build for cyber school. >> Uh the cost there is 25,000. Uh can you just refresh us on what we think we're probably losing right now by not having this in place? Do you have do you >> I mean we uh >> a range or a ballpark. did we end up finding last year? Just curious that we're not living here. >> Okay. So, you know, if it's a special needs student, you're talking $30,000 a student. If it's a regular ed student, that's 15 or $18,000 a student. So, >> yeah. You're that's So, that's just the ones we knew and we could find

093based on our own >> data and information. >> Yeah. If you >> There were like 500 out there, right? >> Yeah. Yeah. There's 530 odd students in >> cyber school outside our district. >> And that attachment, it actually shows you like about 14,000 per kid. So if you find two students, it pays for itself just like that. >> Yep. >> Because it had that in the in the big bid package there. So >> Right. >> Yep. >> Board members, questions on any of those agenda topics 5.01 and 5.10. want more information prior to the next meeting. >> Yep. >> And the best thing about this is you don't have to have them tonight. If you think about tomorrow night, tomorrow morning, next week, just ask a question. >> Y >> I have a question about

094502 again. Um are we going to find the inverse at all? >> Like that, hey, we have students that are like living here that or or they're living here, but they're actually, you know, >> another, >> right? They're in Little Town >> potentially. Yeah, I think potentially then >> report them. >> I mean, do we have to like >> It's more than it's just residency accuracy, too. It's maybe there is a regular ed student, like you said, who should be in a different school and doesn't know because of the address and they just went there and nobody checked it. >> Sure. Like there's a lot of those uh items and I would say to you uh working in Littletown, the number of Maryland places that dropped off kids. I'm like there's got to be a

095whole bunch of students not living here that are gone to our school. And again, it's it's hard. It's we're not the we're not the attendance police. >> We register them when they show up. We verify residency, but you know, after that, we don't spend a lot of time doing this. I think this will really help us just clean it up. >> Uh we might find tuition students that want to pay to come here that don't live here. And this is a service that we could just run a report once a month if we wanted to. >> I don't I I haven't looked that close at it. So Bobby, I don't know if you have a little more details than I do on it. >> I know you guys watch the webinar. >> I'm super excited

096about this, by the way. >> Um so I can do batch uploads um and then it'll give me back information and say like flag people that are not um there's a potential of them not being accurate. You can do individual searches. Um, so yes, I can do several batch uploads probably because we're a large district. I'll start with the cyers. Um, and then, you know, maybe hit different schools. So, does that answer your question? >> At frequency, you could do as often as you want because you've asought in >> as often as we can, right? You know, accomplish all the data and get it back and analyze it and send letters. And >> did they give you some typical what they've been finding? because this is a pretty pretty new software. I think it's your

097>> it is fairly new. Shippensburg is using it and that's how I found out about it. >> Um in their first week using it, they've got four students. >> Um so that's a big savings and West Perry is also using it. So it is fairly new. >> That's great. >> We're not the attendance police, but we are the front. >> We're forced into this conversation. That's for sure. >> Exactly. There you go. Good. Good ending on that. >> Other questions? Other >> 7.01 gifts, grants, donations. Mr. Woodman, anything you'd like to highlight? Board members, do you have any questions tonight consent also? >> Yeah, >> this will be on consent. >> Yeah, everything 510. Y 7.01. >> Oh, yeah. Yeah, that would be No, that's a separate item. Under finance facility, you guys wanted that

098out of consent. >> Oh, okay. So we moved the gifts and donation under finance just so we could recognize at every board meeting. So we moved that into that section all by itself. >> Y >> so not be consent yet. >> All right. Policy and legislation four items. Mr. Greger your name behind each one. >> Yeah we started the process. So the first two are pretty easy. Retired policies and ones without changes. And then the other ones are related to first read and second read that were in the process prior to our summer break. >> So there's an overview of the changes and the recommendations that go with it in the board agenda. So this will be more just clarification and questions on the policies that are there. >> We have to vote on these

099individually in blocks. >> You you can do them in blocks. That's why we did it this way. Yeah. rather than listening to each policy. The first read is really just a first, not a final. The second read is the final and then some are just review with no changes that we don't have to approve, but you just approve them anyway just because it gets a new date on it and >> then it's within the 10 year window. Yeah. Right. It's pretty simple. Yeah. >> At least it's been looked at. >> Yep. >> Okay. No questions on policies. Section 10, privilege of the floor. I do not have my paper here in front of me, but there aren't many in the audience. So, if you signed up for privilege of the floor, um don't all rush

100to the front at once. Just take your time, whatever. Valerie Jordan. Um, Mrs. Stein, I don't like paying $175 out of my school taxes for cyber charter schools. Uh, I calculated that. I wish we didn't have to. That's $9 million that could come directly out of the school district uh to back to the school district. I'd like it figured out why the school district needs to give a billionaire running Amazon $37,17.76 from January 28, 2025 to June 24th, 2025. We are told to buy local. Then let's do it. help the local vendors around here instead of greedy bill billionaires. I also agree with CASD board member FA Goggler that we as reasoned adults have a responsibility to feed our hungry students. This this goes from student one to student 900 9,222 in this school district

101of ours. It's not enough to say we need reading specialists when children learn best when they are fed and aren't irritable when they come to school. This is not the fault of any public school administrator or public school teacher anywhere in this vast country of ours. Bring Gabby, the high school social worker, to a future schoolboard meeting. I had a very nice conversation with her. She sat right next to me. A group of Penn National women heard her speak. It's time you heard her to understand the struggles of 298 homeless students in our school district. It didn't hit me with Ben Goggler uh with Ben um Rabber, but it did hit me with Gabby. Students needing shampoo in a country that is built on so much wealth. My ears shouldn't believe students needing the simplest

102hygiene product. This is for you board members. Now, when the administration brings to you the course study of AP sociology, once again, please vote yes to it. Why? 298 students do need help from caring adults. Sociology is a vocation. It's a calling just like being a nun is. In closing, I leave you all with this thought which I Googled. Yes, Jesus explicitly instructed his followers to feed the hungry. In the Gospel of Matthew, Jesus uses the parable of the last judgment to illustrate that caring for the needy, including feeding the hungry, is a fundamental aspect of following him. Jesus states, "For I was hungry and you gave me food." This is further emphasized in the gospels through accounts of Jesus miraculously feeding large crowds of people. This above statement will be the closest thing you'll

103ever come to hearing the Bible being taught in any public school classroom while I'm still alive. Mrs. Jordan said what needed to be said in the most profound way. Lastly, what I cited to you here tonight. It's not our students fault when greed now has overtaken our country. Thank you. Our students aren't to blame for that. >> Thank you, Mrs. Jordan. Any other members of the audience wish privilege of the floor? Uh this is John Jordan. Uh as I was sitting here, I haven't been to uh some meetings in a while. I remember that uh Miss Stein had mentioned about the uh cyber charter school and that we had students that we were paying for that had moved out of the district and I see this 5. Um, O2 here is on working on that

104and hopefully to control that and I'd like to encourage all the board members to get on board and make sure that this goes and happens so that we could capture all these people who are not doing what they're supposed to be doing. I don't understand how you catch it, but I know what you're talking about. People with Maryland plates coming to the school, a different school. But please make sure that when this comes for a vote that we as a board and a community put this in place. Thank you. >> Thank you, Mr. Jordan. Any other members of the audience? >> Comment comment on any agenda or non-aggenda items? Okay. Um, item 11.01, district enrollment summaries. Um, for information purposes. Uh, any questions on that information if you've had a chance to preview it? And

105then item 12, new business, discussion only. This is board members public comment time. I just wanted to I saw I was looking at the draft agenda for the 19th. I will not be here, but we do have an LIU um board meeting virtually next Tuesday. So, I will make sure that you guys get information about that. Um even though I saw it was on the agenda for next week for me to or the 19th for me to talk about, uh I will not be here, but I will make sure that you have that in hand once we have that meeting next week. >> Any other board members? Yeah, I have one. I'm curious to know the the process that we're using for this. How do we turn something into an agenda item? For example, uh

106Stephanie Gaus has spoken up saying we're not recycling very much as a district and I think she's totally right and we should try to do something about that. But how do we move from her bringing up a great point to some real action where either it's on the agenda item on as an agenda item or the administration does some homework and bring some recommendations back about things that we could change. How does it intersect with the board? Because honestly, while it's a great point, um you know, the administration could do that without the board saying do this or not, you know. So, I'm just curious to know about >> Yep. Yeah. And that's a great question. It's a little bit of a refresher. Um I've I've used this I think before, but the way we've

107done this before and the way uh Chris came up with this, envisioned this. I love the idea. So, if there's a thought that a board member wants to maybe bring up, then we bring it up in this as a new discussion and we discuss in committee to the whole whether we want to have a discussion at a voting meeting. So this is a discussion if we want to have a discussion on a vote. All right. I know that's really convoluted, but if if the consensus of the board and that we're not voting tonight, but if there's a consensus of the members that are interested in um anything going forward, then we we find out if there is a consensus. If there's not a consensus, then we don't want to spend administration time and efforts doing

108something that there's not a consensus on. >> Yeah. >> So that would be the process and then you know at that point you know administration or whoever would go back and do the research and it would eventually become an agenda topic. Does that make sense? >> So is there I mean to to this point now just to facilitate this point. >> Yeah. uh you know we're not voting but is it a consensus of the board that it is something that you would like to see as a official policy procedure approach or is it something you just want to police on our own? Well, I I think as as Ben said, uh administration can promote without board action if it's something that in the individual schools, you know, can be done. I don't see that it's

109something that requires board action is my opinion. I'm just wondering like I don't it even in our board report that we get what what is currently being done as far as recycling because I don't I don't know and and then what is the recommendation going forward that we we can do more with at least I don't have that background on what is currently happening. All I'll ask is when you get in to these topics, they generally are to-do lists for me and the team, >> right? >> Uh so be a little bit judicious on what topics and where we're going to spend our time because we can spend a lot of time in areas and I'm not minimizing any of your ideas with the amount of work we have on the table. So all I

110ask is you just be judicious about something that's really important as a board that you give to us to to do something with. That's all I ask. Well, do do they still have an environmental club here that maybe they could get a little >> If you guys want us to explore this topic, we'll be happy to. You guys decide that it's important and you tell us to do it, we'll go do it. >> No, then for me, no. I don't think that with everything else going on, that's not somewhere I would want your attention to be at this point for me personally. How I guess I wonder like how do you take so we have an environmental club but how do we help empower them to do more within the district? I I'm not I

111don't want to see you devoting a lot of time to it. Right. But I do think that that it'd be easy there's a lot of lowhanging fruit with this. Even in this building I don't see any place to recycle anything that I produce while I'm here. Um, and we I don't I'm not necessarily making a proposal about frequency of where everything is, but yeah, could we work with some of the exist are there teachers that are passionate about it that would take the lead so that it's not on the administration to figure out all the ins and outs? >> I think that regardless, it's a yes or no. He's either going to get in the weeds with it or he's not. >> Sure. With time and energy and effort by somebody. >> That's my understanding

112based on what >> So, he's either getting in the weeds or he's not. So, I would be a no vote for the weeds for me. It's either whether do we want to continue to discuss it after tonight or do we want to >> just >> I I don't see it being something for further discussion. >> I think it's I think it is important. I think um for as large as a entity as school district is, I'm sure there are a lot of ways that we could uh but we I think we have some pretty big fish to fry in the very near future that um yeah, I don't know. Yeah. So, uh, I just want to make a comment about, u remark that was made early on in the meeting. And maybe it would be

113useful if the board and community had a better understanding of u how many people that are the demographic that Ed brought up at this president's report that were at risk of, you know, not staying in their home because of school taxes. I'm sure that person is not the only person. >> But this school board is responsible for over 9,200 plus students. That's our job to keep them on the path to being successful so they can be productive people in our communities in the world. And although I have some heart for anybody that may be at risk for losing their home, I don't know what that person did their life whole long life decisions they made, but these kids are coming here. They have to be here and we have to educate them. So I'm a

114little more concerned about the students and a little less concerned about an individual who says I'm at risk because the taxes are too high. I look at every one of these reports, I see what we're paying. And every one of the things we're paying, we're paying more than we paid last year and the year before and the year before that. So inflation works for everything, including keeping this school running, the lights on, and doing the best for students. So, if we had more information to know we could balance, we got 9,200 students at risk here versus what I don't know how many other people that are at risk. I'd like to know that kind of information before I start to pour my heart out and say, "No, we can't vote on more taxes or higher

115tax rate because I just don't know why." So whatever we do uh our job is to educate every one of these students in the community, the county, the state, the federal government, they are responsible for trying to keep these elderly people in their homes. If they cut Medicare and other kinds of things that people rely on, it's not us that's doing most of the harm. We're just trying to do our job. Okay. So, back to the discussion on recycling. I don't know. I'm kind of trying to figure out here on my notes, but I'm think I'm reading the board. It's more police it on your own is way the way I think I'm reading it here. Um, but again, I mean, that's kind of where I am personally. uh that I mean I think about

116it when you when you walk into a convenience store there's two garbage cans there. You decide where you want to put your put your >> plastic bottle or styrofoam cup or plastic bag. I mean it's it's all about choices and that's where I'm at. I mean I think we have a great discussion here tonight on curriculum. We got schools of distinction since 2030. How much time do we want to ask our administration to to work on a recycling program? >> Um, I I'm not sure that's what we were asking. I just think we were asking the for whoever to consider how we could be more efficient in climate control. We use a lot of paper. There's no recycling bins. There are just little things that could happen building by building. Maybe it's something that that

117Matt could work on, you know. Um, no one was asking the administration to take on a whole new plan. And I'm sure school boards had some kind of plan. I'm sure we're not the only district that faces this. So maybe we should just do some networking as board members. Actually, we asked the board of the the district to do less and that was simply don't give everybody a plastic bottle of water, >> right? >> Bring your own water if you need to hydrate and the school doesn't have to provide every board member a bottle water. So, you're doing less because of environment. So, there's other ways we can cut the waste and not burden the the the administration. Okay. Any other discussions tonight? >> Okay. Hearing none. We're journ. Thank you. >> Thank you.