Conestoga Valley School Board Meeting - 1/20/2026

001Mhm. >> Mhm. >> order the January 20th meeting of the Conestoga Valley School Board of Directors and welcome all those in attendance and those watching online. Please join me and pledge to the flag. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> [clears throat] >> This is our second meeting of the month where most official votes are taken, many of which are listed on a consent agenda which includes those items which are routine or have been discussed at our last worse work session or previously. Um, are there any changing changes to tonight's meeting? Oh, yeah, can I have a call to attendance, please? There are eight school directors present tonight with Ms.

002Gibbler absent. Got you. Thank you. And any changes to the agenda? After posting the agenda on Friday, we did add some attachments today. The PSBA report was added, IU 13 report, and the delinquent real estate tax report was added today. All right, thank you. Can I get an approval for tonight's agenda? So moved. Second. All those in favor say I. I. Any nays or abstentions? All right, eyes have it. So, we'll start with board commendations. >> [clears throat] >> Congratulations to Leola student Baxi Chelatsi, who was named the elementary winner for the Elma L. K. Youth Writing Contest contest. Um, and Mr. Trobridge also mentioned that he was featured on the cover of LNP today as well, which is pretty cool. Uh, Baxi's essay was selected from 76 elementary level essays nationwide. We also want

003to give a shout out to his teacher, Katie Kendig, for working so hard with Leola's ESL students. Baxi was recognized at the MLK breakfast event on January 19th, and his winning essay ran in LNP and the LNP. Congratulations to CBHS students Gwen Unruh and Mallory Marshall, who were selected by audition for the PMEA Region 5 chorus. They both placed in the top 10 for the voice parts at the District 7 chorus festival earlier this month. Gwen was in first and Mallory took eighth place. And then finally, congratulations to the Conestoga Valley 2026 Distinguished Alumni Class. Um, Alyssa Titus from 1990, Ashley Gilgore Massey from '03, uh, Reverend Elizabeth Fulmer from '08, and Timothy Lapp from '88. They will be inducted in a ceremony on March 6th. All right, Superintendent's comments. All right, good evening. Uh,

004before we get started, I'd like to introduce one new hire this evening. We have Christopher Wagenseller, who will be a long-term sub in the English department at the high school. If you want to just say hi or stand up. >> [laughter] >> So, uh, Mr. Wagenseller has his bachelor's in English from Virginia Tech University, a master's in English from Temple University, and his teaching certificate from Wilson College. He recently completed a long-term substitute assignment at Cocalico High School and has also served as a long-term substitute in the Ephrata School District. Prior to serving, uh, or prior to receiving his secondary teaching certificate, he served as an instructor and an advisor for a variety of institutes of higher education, including Temple University, Central Penn College, Thaddeus Stevens, Pennsylvania College of Health Sciences, Penn State Harrisburg, and

005a few others that I didn't list. So, uh, extensive experience and so we're we're excited to have Christopher here with us for the spring semester, at at least for the spring semester. >> [applause] >> I I also want to point out from my Superintendent's report, sort of the other end of the personnel spectrum, uh, you'll see the the official announcement of the retirement, uh, for three of our our long-standing teachers in the district. Uh, Zulma Gonzalez, Wilson High School science teacher, Leanne Davies, ESL teacher at Leola, and Sheila Haines, learning support teacher at the middle school, uh, have all officially submitted for their retirement at the conclusion of the school year. So, we will do a more formal recognition and celebration of their accomplishments towards the end of the school year, but I did want

006to acknowledge, uh, their announcement here this evening. And then finally, uh, as I mentioned last week at our meeting, it is school board appreciation month. So, you'll see at your places, uh, just a little token of our appreciation from from the district. Uh, the uh, ceramic pottery that that is at your place were custom designed, uh, by our high school art department, our ceramics class. Uh, it was a collaboration among several of our high school art teachers as well as art students. Uh, I believe, if I'm correct, I believe the teachers took care of the actual ceramic pottery component of it, but the the students did the unique designs that are on the pottery and and and the glazing. Uh, so, if you they're all custom made, uh, all individualized. So, if you do not

007like the one that's at your place, you can certainly swap and trade and with one another and, you know, see how that goes. But, but I thought the students did and the end teachers did a great job creating it. Just something a little different. A lot of times we have our tech ed department, uh, create something, but we asked the art department this year. So. Awesome. Our thanks to the art department. Excuse me. I said deadlines for the I believe it's coming up. I I think we have a couple. Yeah, the 29th. I knew it was on the horizon, but That concludes my report. Okay. Any board comments this evening for district activities? Yes, I do. So, you might see me flirting around the middle school on Fridays. Um, I am doing an occupational therapy,

008um, group with Seeds. It's an all-inclusive leadership club that we're doing, um, with some autistic support students and some, um, typical students. So, should be pretty fun. Awesome. How long does that last? Um, the first session is four weeks and then we have like a two-week break, I think, and then we're going to do another session. So, we're we're doing two different projects with that. >> cool. Yeah. Awesome. Um, any correspondence, Madam Secretary? There is not. Okay. Okay, we're going to move on to, um, our Educator Award of Excellence. So, this is, um, this is a board initiative we have, um, that we do twice a year. Um, the teacher who wins the award is actually nominated by other teachers in the district. Um, there's a nomination process they have to go to go through,

009and then the board gets to choose, uh, who the recipient is. So, the recipient for this year is Mr. Shawn Carlin. Hang out there for a second, Shawn, cuz I'm going to read about you first, that way you don't have to stand up here and I can stay close to the mic. So, I just wanted to read the, um, the words, uh, that were written about him, uh, for the nomination when it was submitted. As a teacher and department chair, uh, Shawn unifies teachers at both the high school and middle school levels. He demonstrates cooperative humble leadership in all of his interactions, asking for input, delegating, and trusting fellow educators. He has led several professional development sessions. He coordinates effective meetings, and he is looked up to for his wisdom and level-headed approach to both

010teaching and learning. Shawn embraces new ideas, technology, and teaching strategies. He has led professional development on how to effectively use new technologies like AI in the classroom, as well as how to use other software like Actively Learn and provide formative feedback and summative assessment. He has helped to create many new core classes and electives in the Communications Department, giving more opportunities for for well-rounded education, including developing and writing curriculum for courses like History of Film and Media in the 21st Century. Shawn teaches at all levels from general to college in the high school courses. He also teaches mixed ability level electives where all students feel welcome in his class. He gives a variety of assignments and differentiates as appropriate to help all students to achieve at a high level. He helps to develop interventions and

011supports for students who need additional remediation based on data gathered in benchmarking Keystone assessments, and he supports teachers of all courses, giving guidance and mentorship to his colleagues. Shawn contributes outside of the classroom by serving as department chair and serving on building and district leadership teams. He also facilitates the Valley Heat Step Team at the high school, teaching the students on his team not only about dance, but also about believing in themselves and working together. Uh, and Shawn was not That was Those are the words of Katie Fake. So, if you owe her something, Shawn, that's up to you. Anyway, if you would come up, we want to present you with this award. >> [applause] [applause] >> Thank you. Thank you. So, would you hold that for a picture or a Thank you, Shawn. >>

012Awesome. Artificial Mr. Pruitt. There you go. I appreciate it. Thank Thanks Mr. Carlin. One more round of applause for John. [applause] >> [applause] >> So we look forward to the next one too and it is really fun for the board to be able to read these nominations and the words from their peers as they promote each other. Um It's just something really cool the board gets to do so I'm glad we get to do that piece of it. Um up next we have MTSS updates K through 12. >> [clears throat and cough] >> And if you guys see if you could turn the mics on just to make sure that everybody can hear you. Sorry. We're doing PBIS first. I got it on my phone. Is this one on? Yeah, make sure that mic's turned

013on there. There you go. Awesome. Hello. Yeah. So as you all know um MTSS is part of the comprehensive plan and I'm here to talk about the academic MTSS updates. Um we're in year two and you may recognize this triangle um from years past. Um MTSS has three tiers. Uh tier one um in a healthy system 80% of students' needs are met um in a tier one. 15% of students if additional supports are needed in tier two and also tier three. Um you may have heard RTI before that's kind of the old version of this. MTSS stands for multiple tiered systems of support and in MTSS the difference between that and RTI is it's much more preventative. So there's a lot more focus on a strong tier one not just on having kids go to

014the magic reading room to get fixed. And so when you have a healthy tier one then you have a healthy system. Um you can't really intervene your way into making tier one better and so you'll hear us talk a lot more about preventative measures um with the work that we're doing with MTSS. So there are four basic components of academic MTSS. It's very data driven. So data based decision making is at the core um and then in order to make decisions that are data based we have a series of screenings um progress monitoring where we're constantly checking on um you know the health of the interventions and the systems that are in place and it's also multi level prevention system. Kind of think about it like the medical model model of going to your doctor.

015You go to your doctor for a well checkup every year or at least we're supposed to, right? And uh you know when you go there they kind of do a check in that's like the screening like your health screening and then based on that you might need some additional tests or your doctor may say hey you know what I want you to like keep track of your your heart you know and do a little bit more exercise. They may suggest some things ask you to track your calories if you need to use a little bit lose a little bit of weight things like that. And so that's the best way that I can kind of explain MTSS with a way that kind of makes sense when you think about you know going to your primary

016care physician for preventative medicine and screenings and things like that so that we catch things before they happen. So this year a really big focus um was developing a full K to 12 assessment plan with clear screening tools, benchmark tools, progress monitoring tools aligned K to 12 and making sure that we had all of those systems in place and that what was happening at the elementary level aligned with the middle school and what was happening at the middle school aligned with the high school. And so that was a really big push. Um last year we created it and this year we've been implementing it. We also have a variety of teams. Um each building has their own MTSS core team. We also have a district level team and the buildings have grade level or department

017teams where they are then at the teacher level going over the data. So there's a district team building level teams and then it goes to the grade level and department. The next piece that we're working on this spring um in a pilot at Brownstown and at the middle school is those advanced tiers teams. Um I think I have a note here that um at a previous board meeting um Ms. Kopta asked a question about advanced tiers and how we support students and that's through those advanced tier systems which we're piloting at Brownstown and at the middle school. And here you can see kind of what the components are. Um tier one over the last couple of years with all the curriculum work um we've been doing has really come a long way and you see

018circled that what's in development the tier two and tier three um and you can kind of see like how that's all broken down. Dr. Mann did you want to make a comment on the digital system? What we've been doing over the past six months is is reviewing our data systems that we have in place. We have a program called EdInsight and PowerSchool has a tool called Analytics and Insight. We had a number of committee members that went through a process of reviewing those two programs. And um now at a point where we're going to make a decision and make a actually make a recommendation to go forward with the PowerSchool Analytics and Insight. What this will help do is you know uh a lot of the data and a lot of the information you have

019there helps your teachers and the administrators uh curate the data, pull the data together, report the data in a variety of ways. Um it allows you to do a lot more with the data. Um and we'll talk a little bit about that next week at the retreat. So seriously so um a lot of met number of people in the committee um probably about 20 people. We've had about 20 meetings. A lot of work. Um but we think it's going to work really well. Efficient outcome. And that um PowerSchool platform has an MTSS component to it so that each child will have MTSS records. So if a child received an intervention plan and then interventions say in third grade that will be able to follow that child as part of their school records so that we'll

020be able to you know look up like a sixth grade teacher um at the middle school will be able to go oh okay well let me look and see in fifth grade what supports and systems were there. So very very much like that medical model um with that information following students individually and we'll be able to see um not only their individual data but also then administrators will be able to have a dashboard that comes up so they can see these are the different groups that are receiving interventions. This is the progress of those groups and so we'll be able to look at what we call data dashboards to look at the health of the building systems as well as the individual students and groups. So that's going to be a big a big push

021for us this semester um kind of developing all of those pieces. Um for MTSS professional learning on February 13th the whole district is involved in K 12 MTSS PD. At that point all of the teachers, professional staff will have had what we are calling MTSS basics training kind of getting everyone level set so they understand like what we're working on and then in June the week that we're out after school all of the pilot groups are going to come together and we're envisioning an MTSS academic behavioral summit one day focused on kind of sharing all the information from the digital data platform pilots, all the work that's happened with the advanced tiers pilots with those building level teams and then also the behavioral pieces. So this is the first time that we're we're really starting

022to pull together is what's called integrated MTSS which is where the systems academics and behavior really work together um and we kind of look at the whole child and that's our ultimate goal. So that's the MTSS academic update. So the goal a healthy system has 80% of students are successful just receiving tier one supports. But what was your percentage for tier two and three? 15% for tier two and then three to five percent for tier three. >> you. All right. I have a question. What happens to the data if a student leaves the district? Does the next school get the data or just what happens to it? So, we do receive record requests from other schools and when schools, you know, when we send information, if you're talking about like specific MTSS information, you know,

023we share [clears throat] that with other schools when they have record requests. Do a lot of schools or a lot of schools following this program right now? So, MTSS exists in a variety of levels at different schools. I would say that um it is a part of a an initiative across the country and so I would say more than used to. Okay. >> Yes. Thank you. I have I have another question. If our testing is accurate, that would suggest to me that in PSSA's 80% of our kids should hit if not advanced or proficient >> proficient. proficient. And only 3 to 5% would ever be at the very bottom. But that's not the way it is. Correct. Why? So, a healthy system, the goal of a system is that 80% of students are proficient and

024then usually you have staffing and time and resources to be able to address 15% in a tier two and then 3 to 5% in a tier three. So, in the old RTI model, we thought um we were both here at the time when we were like, okay, we're going to, you know, send these kids to tier two. We're going to send them to tier three. We're going to give them additional reading support. But what we've learned through the MTSS process is that we need to strengthen our tier one so that we don't have as many kids in tier two, which is why we're putting so much energy and so much work into our curriculum, into our best practices. Tier one should be differentiated and strong so that we have less kids in tier two and

025tier three. You're right, right now we don't have a triangle. We have more of a rectangle and our goal is a triangle. But we don't have 80% getting proficient, do we? Not yet. That's our goal. So, we have too many kids >> they moved out of tier two too quickly? No, I think that, you know, it's the the trap of MTSS, really when you think about it in an RTI I kind of fashion is you want to um add more. Like if you're if you're unhealthy and you are um say you are you need to lose weight. I'll use that example. Um and the doctor says, okay, you know, you need to go to the an intervention is we need to go to the gym more. We're going to go 30 minutes. We're going to

026go 45 minutes. That's that's one thing that you can do, but if you're not addressing how you're eating every day and you're not addressing how you're sleeping and you're not addressing your stress levels, those things that are part of like your core, that's your tier one, no, 30 minutes at the gym isn't going to fix somebody who's eating [snorts] potato chips all the time. So, if if that kind of metaphor makes sense, what we're doing is we're doing a lot of focus on tier one so that we have less students ending up in tier two and tier three. That's that's the goal. We're not there yet. Okay. Uh question for mentioning the PowerSchool analytics and insight, is that is that system that have to be rolled out? Cuz is that How does that change what

027teachers are doing now? Is it just simplify it or is it like an additional carry for them? >> So, no, it's actually our our hope and our our goal is to make it easier. We already have PowerSchool. Right. Um which is our student information system. And so, when the data is also in the same system, it won't need to go anywhere else. Like the teachers will be able to access it directly from there. Got you. >> And so, like when I pull up um and I create like a student intervention plan, I'll click a button and I can pick any assessments to come right over into that student plan. The grades come right over. The attendance comes right over. The discipline comes right over and it's all there in the same system so they don't

028have to go to a completely different system. Yeah. Cuz I know that's sometimes like we hear of so many different things that have to be we hear lots of initiatives and you want initiatives and you want all these good things, but then you also remember the reality for so many teachers and the difficulty they have. Um I think of like behavioral and emotional support teachers and stuff and how hard that job is on top of everything else, but then they do all of the regular reporting and everything. So, it's like here about all this stuff and you go, I just hope we're always trying to simplify things for them. And I know PowerSchool, we've we've invested in that and that's that seems to have been a pretty good fix. And anytime there's a new portal

029kind of like that opens up of like, all right, this is another way to tie in something we're using. Um I always [clears throat] try to think back to the teacher like how much more work are we adding or are we hopefully simplifying things for them so there's less so many different ways to have to report the same data. So, if that's what we're doing, then I'm on board for that. That's 100% the goal. Our goal is to make the MTSS system reliant on the system and not on people. And that the system bears the weight of the the protocols and the dashboards and it makes everyone's job a little bit easier and that also um I we're trying to create something that's simple and elegant. Yeah. If I could piggyback on what Michelle just

030shared because I think that's a concern that we all had, Mark, about anytime you implement something new as well-intentioned as it is, you know, is it one more thing on people's plate? Uh I had the opportunity to sit in. Uh I wasn't directly involved in the whole vetting process of of the what data management tool we wanted to have. Uh but but it was uh at the very end I was able to kind of sit in and contribute. Uh and Michelle and Dr. Mann and and other members of our team really did a I mean, very they had a very intentional plan in place of how to vet these tools uh and they were looking at those things like just how many clicks even it takes to get access data on one tool versus the

031other. The ease of teaching. We thought bringing it all under the PowerSchool. The ultimately there was a whole committee made out up of teach primarily teachers from throughout the district that they looked at these tools. They got to kind of get roll their sleeves up and and play with them. So, I just wanted to wanted to give kudos to our our leadership team for organizing the there wasn't I want to I won't call it a pilot uh but more of a a vetting process for analyzing these tools. And and those things that you brought up as concerns were definitely what were part of their look fors through the process. It was pretty impressive just being able to sit back and and and watch that team dialogue and and discuss the pros and cons of all

032the different different tools that we looked into and and we ultimately only landed on on PowerSchool. And part of it was because we're already using the SIS for component of PowerSchool and we've talked that the more you can bring things under one umbrella, sometimes the the better, but sometimes not. So, we wanted to do our due diligence. Yeah. Well, I look forward because I know we mentioned like you said on the at the retreat, Don, um pursuing that kind of how data is used from a overview perspective for us to really understand when you guys report that. And and I I know most all the public's in the same respect. All the parents out there like data data data, what does it mean? And then you see some blue or red or green or yellow

033dots and you go, what does that tell us? So, for us to break into that a little bit more into the thought process, I'm I'm looking forward to that. So, I I appreciate that very much. Any other questions or comments for this presentation? Okay. Thank you very much. We still have part two of the presentation. >> Part two. Part two. Part two. PBIS >> why you didn't get up when I dismissed you. Well done. >> [laughter] >> Yes, I'm not just up here to sit. That's right. Moral support. [laughter] Moral support. Um PBIS. Um what I guess I wanted to start with is everything that you just learned from Michelle is what PBIS is. Her side goes by a different name, the MTSS portion. PBIS is MTSS. MTSS is PBIS. It's behavior focused. And so,

034when that initiative started many, many years ago, it was given a name that was that looked different than RTI at that time and now MTSS, but it's the same thing. So, when we talk about the triangle, I'm going to show you a triangle at the end. When we talk about the systems of support and how you want to have tiered levels of support, tier one for everyone and tier two and tier three get more and more supportive as you go up the triangle, the same thing. So, every all of that all of that stuff that Michelle just said, consider that the same thing. I'm just not going to tell you about it. She told you about it. >> [laughter] >> What I'm going to show you is some data. And so, why I have some

035data to show is we are in tier two of our implementation. Year four of working through PBIS in the district, but year two of implementation. So, we have data to talk about. We don't have all the data that we would like to have, and as Dr. Mann just introduced, we hope that that system is going to be able to make it even more seamless for us to be able to get historical year-by-year data, month-by-month data, that we'll really be able to to dive into it, and to really get to the next levels of of really knowing how to support through those intervention pieces in tier two and tier three. So, what I put up some acronyms because there's a whole lot of letters that go into these kinds of things. So, if you ever, you

036know, keep that keep that handy. >> [laughter] >> As I Dr. Rolls her eyes at me. There is a lot. My last set six pages long to the alphabet soup. It is. It is. The ones you really have to pay attention to are PBIS, which is positive interventions and and supports. That's basically what we're looking at. The other one that I'm going to talk about is the DSFI, and that is a survey that we do for the district to see how our system in the district, our administrative system, is working. The other thing I'll talk about is SEB, social emotional behavior, because all of the work that we do in our social emotional learning pieces across the district integrates completely into PBIS. Because what PBIS is is essentially trying to do is it's trying to

037encourage positive behavior, and making sure that the behavior errors or misbehavior is intervened correctly and early. And so, it's it's it's a dual piece. We're looking at positive behavior, but we're also intervening on problem behavior. Um the other thing that we'll talk about is ODRs, and that's the office disciplinary reports or referrals, and that's when um some a student is sent to the office for something that can't be handled in the in the classroom. And then I'll also talk about OSS, which is out of school suspension. So, what I have for you Sorry, I've got to take a drink. Oh, I forgot Can you go back what I have for them? Is our fidelity data, which is telling us how well we're doing implementing the program, some outcome data, which is the end result to

038say, "Why is it important for us to keep doing this?" And some and very just quick anecdotal data at the very end. So, when we look at all of our schools, every single one of our schools have met our two main goals for this year. And that is that our leadership teams are meeting, we're looking at the implementation, we're resolving any of the obstacles, and that they're doing that consistently, and every single building across the district did it the way that they were supposed to do. And when we're talking about support systems and making it easier for things to occur, having a strong team in all the buildings, having a strong district team in over the district makes system work better. So, that goal was accomplished across the district. And goal two was that we're

039using our PBIS rewards platform, which is that data platform, and some of you as parents may know what that looks like. We're using that consistently across all of our buildings to acknowledge and reinforce that positive behavior. And so, we we met that teacher usage of over 90% across every single building. So, this is some data that we have by month in all of the buildings, and our our goal was that we had over 90%. Um and so, we you can see that all of the buildings met that goal. You had sometimes dips, and those occur for a variety of different reasons. The important thing that we have in our buildings though is we have building teams. So, when they have data to kind of to look back on and try to figure out like, "What

040what happened this month? Why did why does this look?" Then they have those team meetings, and they're able to figure out figure out a fix. The next one is, are are all of our students having access to the acknowledgement systems? We want to see those numbers all the way at the top. We want to see that that bar consistently straight across, because that's telling us that every single student in our district is able to access the system. That's it's it's not saying that some some groups have less access than others. And that's across every single building, across every single month. That's again good data that we we want to see. The DSFI, as I mentioned earlier, is how the system is working in the district. So, how are we administering the system? So, we're looking

041at leadership teaming, stakeholder engagement, funding and alignment, how our policies are aligned, our workforce capacity, um that goes to your question mark, um training items, our coaching, our evaluation, and then our local implementation. And I'd like you to just to see the difference between when we first started this back in 3 years ago, and that would be the red line, and you can see when we were evaluating ourselves how low we were. In some of the areas, we didn't even hit hit the mark. Like our workforce capacity, we were at 0.0 in terms of hitting the goals in those areas. And when you look at where we are in the orange now, which is the 24-25 year, you can see that we have made progress. Our expectation is that we get to the 2.0 data

042point, and it's just a it's just a a method of evaluating ourselves. If we get to the 2.0, we can say we've hit fidelity for ourselves as a district system. So, you can see that progress over the last 3 years. This is the triangle, okay? This is our triangle for behavior in the district. So, as Michelle explained earlier, you want to see 80% at in the tier one green, you want to see 15% in the yellow middle middle tier, and you want to see 3 to 5% in the red. You can see we're really close. And so, that also is telling us that we're on the right track. We're we're we're we're getting there. We're getting very very close. So, that's good data for us to know that the system is working. We have all

043of our kids in the right tiers. What our goal ultimately is is to get our interventions at the yellow and the red completely strong, completely consistent, and have some just really really awesome interventions for kids that are struggling. So, ODRs, as I mentioned at the very beginning of this, is the office managed incidents. So, they're the things they're the behaviors that can't be managed in the classroom that have to go down to the principal and have little bit more support. So, we took our data over every single month of last year, and we compared it to the national average. So, PBIS is a national framework, and there's a lot of data that goes in. So, you're able to take your data and compare it to the national average. Bless you. Thank you. And what we

044were able to see is that 60% of our time were neither better nor worse than the national average. So, that's that's average. We're doing average in in terms of how many times children are essentially sent to the office. We would like that to be better. But for you guys to know the first time that we have this as a marker that we're average, that's a that's a good benchmark for us. Does that make sense the way I explained that? Okay. This is the first time we've compared that to the national average, is that why? Okay. So, this sets kind of that >> That's a bench Yes. So, the next time you would present, we can go, "Where's our benchmark for the national average?" It gives us something to bid off of. Now, look at this

045benchmark >> [laughter] >> for the next one, which is God bless you. >> [snorts] >> Is the out of school suspension. So, this is how often we are using out of school suspension as a as a behavior intervention. >> [snorts] >> And over the entire course of the school year, we were 100% of the time significantly better than the national average. So, that's a high benchmark. That's a benchmark you can't improve on. Yeah. >> [laughter] >> But but it does give us an an indication that as a district, we do we do a very good job at doing alternative ways of [clears throat] of essentially behavior correction. When someone makes a mistake, we try to figure out different ways than just removing them from the classroom, even removing them from the building. Because what happens

046when kids are removed from the classroom in the building? They lose instructional time. And then Michelle's unhappy. >> [laughter] >> So, um our what we try to do is have alternatives to that while also expecting that behavior is high, that we have high high behavior expectations, that nothing changes in that way, but we're finding other disciplinary ways in order to change behavior other than just saying, "Go home." So, this is some outcome data that I wanted to show to you. Positive behavior uh PBIS isn't just about um correcting behavior, it also is about and and doing the positive reinforcement, is also about changing school climate and having more conversations among staff and students and feeling safe and feeling accepted and feeling um that they have that it's a it's a place that they want to

047come to. So, we we know that we've already seen a a major change in safe to say something. So, we had um last year over Is that 190? Mhm. I need my glasses. >> [laughter] >> 119. 190 and and 68 for last school year. That is a very significant change. And what that usually indicates is that there's a climate change, because kids don't go on a computer and just say, "Hey, I have a problem. Somebody help me." Often, they're getting that need met in a different way. Maybe they talked to Maybe the problem didn't happen to begin with, but something significantly changed in that climate over 20 over those 2 years to be able to feel like they didn't have to go on a computer to put a referral in. And that is one of

048the expectations that you see in pause in PBIS that the school climate becomes more open to having those those conversations. >> Is is that uh number you gave uh true across the board for safe to say statewide or is that just us? That is just us. I didn't look at our safe to say across the across the state or what schools had PBIS or how well they were implementing PBIS. Our fidelity for our PBIS is very high. We're doing the we're doing it the right way. We're doing it in a high fidelity system. Which is good. Do you do you know specifically about schools who are using PBIS what this number looks like? In other districts? I don't. Okay. How are we doing this year um now that we're halfway through? We're still in the

049downward trend. Good. So we'll see at the end of the school year what that actually looks like. I know we also had attendance um improvements last year, too, which I didn't include on here, but um attendance also improved in subareas. And that again is an indication of school climate improvement. So what are we going to be doing next in PBIS? Um like I said, we're in our second year of implementation. Um we have transitioned from our outside consultant of Spec to um now working with IU 13, the TAC program. Um so we actually this is our first month for the transition. Everything's going well. Excited for that for that move. Um we're going to be working on our advanced tiers development. So that's that yellow and the red part of the triangle. So really getting

050into these individual student plans, working through the the data system, getting even more data that we can use to be able to make individual decisions for kids. Um to work together with Michelle and get our MTSS dashboard development finished and finalized, and then finally do our fidelity walks, which are our learning walks for tier one, which is just to help help the team know what we need to do better in terms of coaching or what PBIS could look like in a in in the classroom. And then last I just want to share a very quick family anecdote. Um [snorts] in one of our elementary schools, a parent contacted a teacher to let them know that um what's happening in the classroom isn't going unnoticed at home. And when you get messages like that, that's pretty

051awesome because what happened was ultimately there was there was a conflict between some of the kids at home and um mom was going to go in and and try to help it forward and you know do some parenting and before she was able to do that, she overheard one of one of her children starting to do her own resolution and her own mediation and her own pro-social skills and and talk through you know, problem solving and just social learning and the mom, you know, asked her, "Where Where did you Where did you learn these things?" She said, "I learned them in the classroom. I learned them with so-and-so, with my teacher." And so that that made a big impression on that parent to where she felt she needed to tell the teacher about that. So

052when you hear that things are hap that are transferring from the classroom to home, that's a that's a win. It's a good thing. In a positive way. I have a question. Turn your mic on, Kathy. Back. Um Oh. Thank you. >> [clears throat] >> Sorry. Um And one of the things that was about uh the students having access, what does that mean? It Well, it ultimately means that that the students are getting reinforced. Okay. >> That students have access to getting positive reinforcement and then can change their their points Mhm. into some sort of reward. Okay. That doesn't mean that they have access to the data. No. Correct. >> Thank you. Correct. you. I No. Not not in that way. >> [laughter] >> Thank you. >> [snorts] >> They do know their points, though. Mhm.

053And a lot of them enjoy that and they like to keep track of it and it's motivating. Mhm. And in all the good ways, that's the data that they know about. Right. Um is from uh I'll go back to just the teacher perspective, too, cuz I always think about the teacher perspective, too, when it comes to the PBIS, especially cuz we're trying to get when this first all started, I remember it was like we're trying to get consistent, right? Um and Michelle, like when you were part of Fritz and you guys had a different system than some of the other elementary schools and like trying to get everybody on the same page, what's working and how that's going. So from that perspective, are you also hearing from cuz I imagine a lot of this was

054kind of confusing for teachers, too, right? You're trying to implement things district-wide. Each building is doing something different they did before or maybe changing something a little bit from what they did before um from elementary and then into middle school and there was a lot of like changes at the middle school from the new building and all these things, right? It's last couple years, but we're going back to '23, right? Was when this all kind of got or '22. '22 was when it started. >> So [clears throat] from from '22 till now, would you say that on the whole teachers are are experiencing positive results from this as well? Um cuz you look at like I I and I guess I reference this back to like the teachers are utilizing it, right? They're doing 90%

055so they're giving out rewards, they're utilizing the system and stuff like that, but are they also like feeling positive about a shift? Especially as they inherit grades, right? Coming out of I I think of like sixth and seventh grade teachers, they're inheriting elementary schools kids that maybe have now they have access to this or word thing and they're coming in and they're still utilizing that same thing. Is that consistency starting to have an effect from teacher to teacher? I guess that's my that's the way I should have phrased it from the beginning. Is the consistency like having an impact at the teacher level? In terms of how it's working for them? >> Yeah, like they're seeing the positive benefits of all this, right? Cuz it was very new. >> and anecdotally, I would say that

056um the feedback that I get has been substantially much much more positive this year than it went than it was when it was being implemented. And that was that's expected and you only hope that as you keep going and you keep working through the tough parts and you keep, you know, keep the the ship going the right way, that it will get to the point in which you start to see the positive outcomes. >> Yeah. Um I would also say that we see a much more positive uh reaction up through eighth grade. High school is is a different kind of it's a different environment for PBIS. So what our essential goal is we want to make sure that it's working the right way in the high school. Um but what we continue to see is

057the data we're getting back from the high school is all positive. It may be it may be more challenging to implement in in different ways than it than it is in the middle school and the high school, but the data is showing positives. Yeah. So it's the it's that balance between figuring out how to make it more user-friendly at the high school, but make sure that we don't stop using it because it is showing positive outcomes for those kids for the kids at the high school. Yeah. And I guess unless you start offering new iPhones and new cars as rewards for the high school kids, they're a little less interested in cute little things and you know, popcorn or something with the teacher. Although they like snow cones? Yeah. What about orange snow cones? Oh,

058slushies. Slushies. >> Yeah. >> [laughter] >> Love the slushies. It's sort of like the same thing as an MTSS. So if you start here like in elementary school and you're implementing this and hopefully high school is exact same thing. You start to see see that consistency over time Yeah. and you start and you start they're able to take those skills that they're learning early and apply them all the way through. Mhm. I think one of the things also that really helps with that is that we have a PBIS and in academics, we have a district level team each of them and I go to Sarah's and Sarah comes to mine so that there's a lot of crossover and those teams are it's almost like a representative democracy with like stakeholders from principals and specialists and

059teachers and um special ed consultants, so they are on each of those teams. We meet monthly and then there's a structure within there's building level teams and then there's grade level teams and we've established feedback loops so that all of those teams can talk to each other and then we come back and we've kind of worked through how there's a district level system and that we all work for the same district and it's a K-12 system also with flexibility to understand that at the middle school and the high school level it may need to look a little different. And so I think the real strength of our implementation, you know, lies in that and Sarah led that effort with PBIS when we when we started that and so I think that's a a a huge

060piece of why it's it's it's creating that very much district feel for something, which then is not new for teachers. And we have a common language and the kids have common, you know, practices across the buildings. Yeah. All right, cool. And in your buildings where implementation was a little lower, does that reflect new teachers who haven't been trained well in it yet as opposed to veteran teachers who aren't utilizing it? I don't think it has to do with that. Although I'd have to dig back into the building level data to >> mean you can give me your >> [laughter] >> Um often it has to do with just what the schedule of the building looks like from month to month and how often you're using it. That's That was the That was the initial feedback

061that that Spec had provided me in terms of the implementation and that it's going to be important that when we see those dips down in the built in in a building data about how the implementation may be has dipped below that 90% to really delve into what was happening in that classroom or what was happening um across the building that month and try to like figure that out. It's It's a and and that's that's the beauty of of actually looking at things by month to really, you know, work together as a team and not just take it at face value cuz it's it may be okay that it's down below 90%. That That's perfectly fine. Just have to figure out why. Any other questions? Okay, you're officially dismissed. Thank you guys. Okay, we've reached the

062first part of the meeting for public comments. Any public comments specific to tonight's agenda? Okay. Um any comments from CVAE tonight? Oh, yeah. Yeah, could you come up to the mic? Sorry, I didn't see your hand back there. Okay, is this a agenda-related item? >> [cough] >> Would you mind just waiting till we get past the consent part? Sorry about that. We just try to keep it uh the flow working the for us here. Um all right, no comments from CUA. Any other comments from any other employee groups tonight? Okay. So, we have the consent agenda. Um before we approve this, were there any questions about anything on the consent agenda that needs to be addressed? I have a problem with item H. Item H? Yes. I don't know if you want to deal with

063it, pull it off, or take care of it now. Sure, do you feel comfortable laying that what you're Yeah, I'm Yeah. Yeah, go for it. Yeah. I uh I have mentioned this many times about uh these uh requests uh for field trips and so forth and some of them are very complete, some of them are sketchier, and others like this are not clear at all. Uh I understand that But, they certainly know which of those dates they wanted for. They certainly know who's going to chaperone. They could give us better information. And uh until they do, I'm going to request this be removed so I can vote against it. Dan, I know you had responded to some Is there anything you want to Yeah, just specifically for those who who haven't read the agenda in

064detail in the audience. This is in regards to uh approval in anticipation that some of our student athletes might qualify for state competition. School board policy says any any overnight field trip needs prior school board approval. I think this is an example of where sometimes policy doesn't flush well with the reality of of how things come up sometimes. So, we were hoping to get you know, we based on on performance, we we have reason to believe that some of our athletes in in individualized sports like rest where there's individual competition, not just team competition, such as swimming and wrestling, those students might uh we have some students who look it's looking like there's a good chance they're going to make the state playoffs, which would require travel either State College or depending on where they

065are. Uh so, what happens is unfortunately if we're following school board policy, sometimes if we get that uh if we you know, if we wait until we know 100% for sure who's qualifying, where they're going to what their seeding is, where they're where they're going to be competing at, uh etc., uh there may not be a school board meeting prior to when that event is and then if we're following board policy, we say, "Sorry, you can't go and and compete." Uh so, we were hoping to have pre-approval from the board uh if in the in the instance where what some of our student athletes qualify for state competition, they're approved knowing that administratively we would require a detailed itinerary of the travel, where they're staying, what their accommodations are, who the chaperones are, uh etc.

066So, it is it's just one of those things where it's it's it's it's a little messy. Uh I shared before, I think maybe in the future one thing we should probably look at is, you know, it it also we're we're we're applying our school field trip policy to this and is this a field trip or is this just some other type of overnight travel and do we maybe need two separate policies that address both uh in the future? I don't know that the correct answer to that. Uh so, certainly understand the concern. Uh you know, it it it I I think the intent was to seek pre-approval from the board in the likelihood or maybe in the hopefulness that we have some student athletes qualify for for the state competition knowing that we don't know

067the details yet. We don't know what we you know, in depending on the sport sometimes in what you know, in the first rounds even where the location would be. So, how do you have hotel accommodations and so on. Uh so, are are is there are there other avenues we could maybe pursue uh outside of changing the policy? I don't know the answer to that. Could we you know, if it's not approved, do we uh you know, we our concern is just if there isn't another board meeting in time to approve students. We don't want students who qualify not going to state competition. I I I I understand the timing problem and I understand we never know which or how many students it will be. Nevertheless, there is some information that they should be able to

068provide us with. Uh when there's two or three days in between, are they going coming back or staying? Mhm. Little things like that. Um where would they stay? Cer- certainly they have some idea of where they're going, who would be the chaperones. The- There is some information they could give us. Uh this used to be also a way for us to be assured that everything was signed, that everyone knew what the rules were when you went uh away from the school for any reason. And the behavior rules and uh if there's any uh any fees involved, there is some information they could give us. And they gave us nothing. Um I'm looking at it and gives you dates, but a lot of times like if there's a tournament, you don't find out when and where

069until like three or four days before the tournament. So, like it's the Tuesday before your tournament on Friday that you find out where you're going to be and what time and at what building. Well, we need some sort of explanation cuz obviously just giving us a whole schedule doesn't explain to us what's happening and doesn't explain to us whether or not all the proper procedures are going to be in place for these kids. And that that that's that's my point. >> Dr. Harmon, do you see any problem if we were to pre-approve this before uh before before we exactly know the tournament date? I mean, do you see any issues? My uh it's a tough difficult question to answer. I I I believe I I think if our expectation administratively was that the athletic department

070understood that that that level of detail was once they get their concrete details, that that's going to be provided to us. >> Okay. And that even if the with board approval, administratively if we're not comfortable with what the level of detail they provide us, I would that Okay. it might not be approved. Uh but, you know, I I think it goes back to do we make you know, I think we're being I do think it we're hampered by by policy language right now and so and and there's nothing we can do about that at the moment. So, are we looking you know, is there uh do we have to look at revising that policy in the future to maybe have a carve out for athletic competition? My I'm I'm gen- to be honest, I'm generally

071not too concerned. I'm The thing that concerns me most is is not approving something and then the kids who do make it get penalized because they can't go there because we're worried about we're staying at the Holiday Inn or the Hampton Inn on a Wednesday or Thursday. So, as far as I'm concerned, would you need here to can prove the consent agenda removing H and then we can vote on H after that? Is that what you would need? Since I thought that would would like it pulled. And then we do a separate vote? We could move it to action discussion, I I I suppose or or or Do it the way I was going to do it and then >> Somebody make a motion to approve items >> approve that we accept the consent agenda

072removing letter H. Yeah, I have no no problem with approving proving it on an if basis. You know, just so they know we're going to let them go. I would just like better information even at this level. And the only way I know to get that point across to some people is to say no. Okay. Yeah, I think when you I can't help but make the analysis back to like my own sales team in terms of even if you don't have enough information, I still need the same form. So, I think in lieu of having a separate policy, probably what should would behoove them [clears throat] is to say, "Hey, I do have some pre-filled out forms that have some basic information. I'm I'm limited on what I can put there for this, but here's

073what they're for and what they're referencing as opposed to just the schedules. And that would point to I doubt it's point of like you didn't even provide the start of a form that's required for the trip. And I get that piece of it for sure. At the same time, but I completely understand the point too. We can't penalize kids because they can't go. >> Right. So. And I trust the administration to if there was an issue, like you said, would not continue with the >> admin regulation lines up with the policy. So we know that they would hold them to it as well. But I do understand I doubt it's point as well. They're they're coming in very quickly and I understand that and they surely they have done some planning. Sure. And they could

074have shared that with us. >> Yeah. And maybe we could add um to what Dan was talking about, maybe we could look at a a provision for this type this level of um I don't know if we necessarily need to pull it off. It's It's something we can talk about whether or not we need to pull off for a specific athletic policy separate from the field trip or we just have a provision for very fast-moving or up in the air tournaments, like you're saying Diana, where you don't find out until a couple days before. How do we have something where they can present us the idea of what they're doing, but then they need to report back with everything they did. >> don't know if we need another policy so much as we do extend

075Right. >> this policy. >> Another point. Yeah. >> And that's And that's fine, but that doesn't fix right now. Well, yeah, for sure. Right. So okay. So I already made the motion to it. Need to just Second. So yeah. Can you repeat what the motion was? Yeah, I moved that we accept the consent agenda as presented with removing letter H. I still want H taken off. >> H I had a question. Yeah, hang on one second. We'll just slow it down. Go ahead, Kathy. Thank you. You said you have a question. Yes. Um in the financial reports, I saw the trust fund um report and I didn't remember seeing that before and I don't know Where are you? Under under B. The financial reports. >> Oh. Okay. And I don't know if it's worth talking

076about right now if that's something it it's okay for me to just talk to Adele privately about as to how to read that Or do we go [clears throat] >> Oh, got you. You're just like like a deciphering the trust account specifically. Yeah. Or if that's anything that anybody else is interested in knowing. Adele, what do [snorts] you think? Is that How to read that? >> something that's easier answered like That's an individual question. Yeah. Might be more of a question >> if it's on the agenda for Are you saying before you want to vote on B? >> just just questioning. I'm I'm okay with it because I trust Adele. I just not sure exactly what I'm looking at and I didn't know if anybody else had a question about it. If they did, we

077could look at it now. If nobody else does, I'm fine to ask Adele about it afterwards. And approve it ahead of time. Sure. If nobody else has any questions about that, I don't make it a point maybe just to I I don't see any reason why in a future time to just go over that one briefly with the board just to make sure we're all on the same page with it. 5 to 10 minutes is all I need. Perfect. Yeah, let's just add that to something a future presentation when you have this. If that's >> you. Thank >> If that satisfies Kathy. Okay, perfect. you. >> Any other questions on any of the other items before we I do I do have a question H be removed so that I'd appreciate if the motion specified

078that. >> Yeah, sure. All right. Yeah, that's kind of what I So I'll take a motion to approve items A through L not including item at the item H. >> Yeah, I Just say it again officially. I [clears throat] move that we accept the consent agenda with removing letter H. Second. Okay. Can we get a roll call on that? I wait. Miss Trowbridge? Hi. Mrs. Groth? Hi. Mr. Benigno? Hi. Dr. Martin? >> Hi. Mr. Eby? Hi. Mrs. Kapka? Hi. Mrs. Fisher? Hi. Mr. Gentzel? Hi. And the motion to approve letter H separately, right? I move that we accept letter H as presented. Second. Okay, roll call vote again for that two, please. Mrs. Groth? No. Mr. Benigno? Hi. Dr. Martin? Hi. Mrs. Mr. Eby? Hi. Mrs. Kapka? Hi. Mrs. Fisher? Hi. Mr. Gentzel? Hi. Miss

079Trowbridge? Hi. That was a 7 to 1 vote. So we'll um we will add that um to a future agenda then to talk about what to do about that specifically. As an [clears throat] add-on to policy might be the best way to look at that. >> I think so. >> So. >> Yep. Okay. Well, what what number uh session is that under? Do you know offhand? Don't you have them all memorized? It's a 100 >> policy It's It's a 100. I don't Yeah. Well, they didn't call it out to us. >> don't have the number memorized. Okay. All right. So >> I'll study harder for for February's meeting. I'll answer that one correctly. >> [snorts] >> I thought we could quiz you on, you know, >> [laughter] >> knowing them all. I know it's a

080100 series. 121 I'm being told. All right. So then under action discussion, we have the admin review of the 700 policies. Yeah, so this is a first reading. So this is just uh as part of our normal policy review cycle, the 700s were up this time. The policy committee did meet. Uh PSBA only had a recommendation for a revision to one of the policies in the 700 series this time. It was 707 uh as you can see, which is use of school facilities. Uh so we will have this on a future action discussion agenda to discuss in more depth. We can certainly answer any questions now, uh but this is just the first reading. Second reading will be on in the future. Uh we will put on four uh other 700 policies that they were

081uh reviewed because the policy committee did review them as part of this process, but uh 707 is the only one that has a that we're recommending an update to. Yeah, I had some things to bring up on 707. Um under guidelines, it talks about turning in the application to the district business office. I think it should be more specific. Who gets that? Uh and I couldn't find out when the fees are due. If that's due with the application or exactly when. No, they're not. Right. That was one thing in PSBA's recommendation, it there was language about submitting fees with the application and that's not our process here, so we changed >> doesn't say that though. At least I don't think it did unless >> Yeah, we we changed that specifically. What's the current process? That

082would be under guidelines. Yeah, when the fees are Right, they're billed once once they go through the approval process. >> So they're approved and then billed. Correct. They're approved or they're billed after the event has occurred. Okay. And is My last question was is the fee schedule uh completely separate from this? Yes, it's it's separate. It's Yeah. I I think it should be referenced here though. That there is a fee schedule or where to find it. So at the bottom, if you see there's uh Yeah, it is fee schedule's referenced, but it doesn't specifically say where to access that. It is our district website and it's provided by our our business office when we receive a request. >> Something so they know where to find it or who to ask for it. Sometimes when you

083read these, we know what they mean Mhm. and don't realize we didn't say what we meant. Well, and to address your first comment I doubt about the district business office. Is there a more specific reference in response to the first thing she mentioned about 10 days advance to the pros proposed date. >> the guidelines. Yeah, under the application process. Yeah. Is there Is there a more specific offering or do you feel that is Shouldn't there be some somebody that that it specifies for >> It's Everything's submitted electronically now, so it's hard to specify a person. That's That That was the what we discussed in our Okay. when we were reviewing it. Is it it Obvi um And And Adele, you can expand on this. I mean, it does we it's all on our website and

084it's all like everything's submitted electronically. So to a a person in the community reading this policy, they're not going to see a person's name or a position that it gets applied to. They're just going to know that it gets uh applied. So maybe some language maybe we can work on language that that explains that a little bit. Yeah, we can do More detailed about As a part of the electronic application process, uh the person who's applying has to uh sign off that they have read the rules, that they have that they're submitting a certificate of insurance, and also there's another link that they have to click on and look to that shows all the different fee schedules. So, that's Oh, it is it is there. They it's all right there. Okay. Yes, so essentially this

085is just supporting what they see on the website but >> who did there there are what three people that did can approve or or deny it? Mhm. Am I right? Yeah, it goes to facilities request goes through multiple layers, I guess I don't know how else to put it. So, for example, if somebody's requesting to use the high school, that the system first gives access for the building principal of that building to see it. And they're just basically checking to see is the space being requested available that day or is there something else already planned there? Is it going to interfere with instruction and so on? They're not really looking at the do they meet all the other requirements? And if it meets kind of that level, it would go on to our business office

086to be reviewed, see if it meets all of requirement, did they submit you know, proof of liability insurance and all that that stuff. So, it's a multi-tiered process. I'm I'm trying to remember if it specifically says it can be accepted by the principal. I seem to remember that. So, on what's being proposed is that the three positions that can deny a request would be the building principal. And like I said, that would just be for the even before it comes to us, the him or her knows that that request isn't they can't be accommodated for whatever reason. It's the building's not available, the space isn't available at that that date or time. Then If you turn it into the building principal, do they then turn it over to the business office in that 10-day before

087that 10 days is up? I'm just wondering what the process is for all the right people to get it in time. Yeah, it's set up for routing. So, if somebody wants to use high school gym real gym, it's going to go to the athletic office. They're going to see if there's availability. If the gym's available, then it would go to the custodians so that they put it on their calendar to know that they're going to have a group and then it goes to the principal. Then it comes over to the business office and then we assign the rates. >> Okay. Somewhere in those instructions, does it tell them how much in advance of the date they want they need to get their paperwork in? Um Currently, we changed the date to say at least 10

088days. Well, that's that's when it gets to the business office. But if they turn it in to the principal or the athletic director, you know what I'm saying? If they're not turning it directly into the business office, how how much time do they have to give you to make sure it's been cleared and all the right people have seen it? I I mean, it a lot depends. The business office should have at least 10 days so that we can process, get the approval letter set up and ready for signature and sent back to the applicant. Prior to that at the building level, I've seen some of these rental requests now that it's all electronic, I've seen them go through very quickly. So, they don't need necessarily need a lot of time, but I don't like

089to make a blanket statement like that. >> I'm I'm thinking in terms of someone filling out an application and they see here that it's got to be at the business office 10 days early and they're turning it in to their building principal or whoever. Um I mean, we can make some verbage change on the website where they access Yeah. the electronic submission. Yeah. That it's just we can have something added there. >> Yeah. Some way that they know that it they can't just turn it in for the first time in that 10-day period. That's what I was getting at. I think clarification I think what might help with that is under guidelines under the application process. Right now it says that the application form will be turned in at least 10 days in advance of

090the proposed date to the district business office. I think maybe that's that term district business office might be with the point of confusion. That maybe it's just must be turned must be submitted to the district within 10 days. The The person submitting it doesn't know who it's going to. They don't know where it's being routed. It's all electronic. They're not physically handing in a coming in with a So, I think just if they know what we're saying is from whenever they submit the online application within 10 days, we should be able to have an we should be able to turn around and determine whether or not it's approved or not. It should go through all its routing and everything. Am I correct, Fidel, or am I off base with that? So, I mean, that makes

091sense from a consistency standpoint. >> maybe it's if we take out that's the I think what you're saying is you don't know it's when it gets to the business office, but it might take three or four days at the principal and it So, I think if I think that's where the confusion is. If we just clean that up in my opinion to say it's going to be 10 days 10 days notice, that's what gives us ample time for it to go through all the internal routing it needs to on our end. Yeah. And I would say the only other the only other piece of this just from a clarity standpoint is the piece where it does say under delegation of responsibility and application for use of school facilities may be disapproved and it mentions that

092should actually be listed under the application process after application evaluation because that denial is part of the evaluation. That should probably be moved down there from a clarity standpoint. That would be another suggestion for me. So, a little bit of cleanup in time for second reading. First reading. Yeah, this is just the one for an You said first reading earlier. That's all I heard. Should it be 10 business days instead of 10 days? Probably. >> [clears throat] >> I think that would give give us a little more leeway. Yeah. All right. So, 10 business days, clean up the area about the district business office, maybe move that disapproval process under the application process and then we'll do first reading. >> Great. So, first reading draft will reflect some of those changes [clears throat] and we

093can wordsmith there if we need to. Um but we still have two two more meetings for final before final approval. That'd be great. Look, I always read these things as if I know nothing and I'm new in the district and I'm a parent and what's it look like to them? Yeah. Even though we know what we mean. Right. And sometimes you can't just put go to the website and figure it out. All right, any other comments for that piece? All right, we have the information agenda finance and options finance options finance and operations report. Um any questions regarding that? And then the curriculum instruction report is also presented there for you. Any questions or concerns about that? Anything new from a federal fund standpoint? Nothing new at this point. Okay. And then under board reports,

094we have the IU 13 report. Yeah, I have my three reports. Uh for the IU report, uh there are a couple changes. Uh And this was on the uh the board report the IU the PSBA report before, but I just wanted to bring to your attention. Uh Under programs, there's one called Franklin. Uh if you call PSBA for information, you're not going to get to speak to a person. You're going to get to speak to Franklin, who's a robot of AI. Um Now, I do not know if that allows for follow-up questions. I don't know how well it's going to work, but just for those of you that [snorts] sometimes call, you'd be prepared. The other thing is under uh new email new new new programs, uh they sent this information out to me three

095different times and every time it was a different schedule. So, this is the best I can figure out. On Mondays, you will get something called the board brief. It's your educational news digest that you're used to. On Tuesday, you will get the countdown sent to you. On Wednesday, you will get the PSBA works for you, which is professional development and resources, and COSSBA. That's um Coalition of State School Board Associations. That's where uh our administrators went after they withdrew from NSBA. Uh and then also be the COSSBA's reports. And on Friday, you'll get under the dome when the General Assembly is in session for a legislative uh for legislative information. Uh the other thing under the state, if you remember last month, uh I I mentioned that uh the the judicial ruling for changing agenda

096have become four instead of three and I knew that the legislators weren't going to like it. They've already written that legislation to go back to the way they meant that legislation to read. Uh either way as before, my recommendation is we always stick with those original ones anyhow. They seem to be more in line with the intention of the Sunshine Act. And I think that's it. We have um they still haven't formally uh released the names of any of the uh the officers. I don't know if that bothers anyone or not. Um the other reports uh the uh academy has not met yet. Uh after its last graduation, so we'll be starting that in February. Um and um what else am I missing? I think that's it. Yes, PA IU 13 and Lancaster Academy. did

097I did want to add one. Um even though I no longer go to the uh Education Foundation, I don't think you've had a meeting yet, have you? >> Uh we just had the one where it was Gerald's last one, Dr. Hoskins' last. I'm sorry. >> was Dr. Hoskins' last official meeting. Okay. Well, I I just wanted to catch you up that uh they they did um appoint a a new executive director. Uh that's Audrey McClone. I don't know if any of you know her. Uh I've known her since she was three or since she was five. Um she once was a she went to CV and did her younger brother Jean. Uh she once taught at CV uh until they moved out of state. And her family is the Clark family. They're very invested in

098in CV. So, she's I think an excellent choice to run an organization and there's someone very loyal to the district. Yeah. And active in it ever since she was a little girl. Yeah. That's it. Yeah, that was the perspective I got to. Um it's always it's sad to see Dr. Huskin kind of like take a step back cuz he's just been so ingrained here for so long. They had a I think they had already had that little reception for him, kind of like that send-off. I don't know if that means he's actually retiring or if he's just going to find another club to belong to, but that's his prerogative. Um but I know everybody seems pretty excited for her to take over. She's she's definitely got what it takes. >> enthusiastic, she's bright, she's all

099CV. >> Yeah, and very the board seems very unanimous that she's the right choice, so I'm excited for new things to come from the Education Foundation, for sure. >> could tell sitting around the board table in the past just by looking at her she was about to raise her hand. >> [clears throat] >> Um Lancaster CTC, anything new there, Phil? I was at my first CTC meeting back in December and um the big thing there, I believe, was uh Dr. Scott Long was approved to be the new executive director there. Um so, he's coming from Solanco High School uh where he was a principal and uh joining the CTC starting next week. Uh so, staff, everybody's excited to have him uh as they've been kind of filling in that role for for quite some time.

100Um so, yeah, looking forward to uh digging in uh there and um >> [snorts] >> uh learning more about the great [clears throat] things that CTC is doing. Awesome. Um construction meeting we actually have one in February. There hasn't been one yet. And this is one I'm going to start coming to this. Yes, absolutely, yeah. Um but the report is attached for Loyola. Um if you haven't looked at it, my favorite picture is the gym that has about 25 wide-screen TVs in it. I don't know why, it looks like a super sale or something to me. Don't treat it that way. You can't go get a free TV, but um anyway, it's really nice to see that building continue to come together. Um they're really finishing well, so look forward to that being finished. Um

101any other reports? Did you want to report, Julie, on your insurance conference? I'm sure that was exciting. No, I didn't think so. All right, so now we have the second part of the meeting for the second uh addressing the board by the public. So, sir, if you want to come back up for your your time, come right ahead. I think those mics are still on. Maybe. It's quiet in here. >> Yeah, it's on the top. You should be fine. I think we're good. Yeah. Yeah, awesome. Perfect. Okay. Uh yeah. Do you mind just stating your name for the board, please? >> Yes, uh my name is Andrew Brooks, uh district resident and district parent in West Earl Township. Uh the reason for my um uh address tonight is I just wanted to uh respectfully request

102the board uh take action. Uh last week uh President Trump signed the whole milk for healthy kids act of 2025. Uh what this does is remove any and all restrictions on serving whole and 2% milk in schools that participate in National School Lunch Program. Uh this was bipartisan legislation um enacted to basically address something that should never have happened in the first place. Back in 2011-2012, uh whole milk was effectively banned from schools due to regulatory regulatory and bureaucratic reasons. Um this had nothing Well, it was really a misguided uh because uh whole milk um I can tell you from personal experience has protein, calcium, vitamin D, potassium. Uh it's healthy. Um and my kids love it. I have two children in the district and I'd love to see them in have it at lunch.

103Uh so, I just respectfully ask that the board uh take appropriate steps um administratively, the director of food services, whoever you know, give that person any and all power to request uh that this be added to the menus. Um you know, you know, this will help dairy farmers, it'll help the kids, it'll help them nutritionally, and right now there are no restrictions to do so. That's all. Awesome. Well, thank you for that. We'll definitely have >> you. administration will reach back out to you. Uh earlier, typically we don't comment on public comment, but I I do have information I could add to that if Sure. if the board would like. So, uh gentleman's correct. I think at January 14th it was signed into law, uh the Healthy Kids uh or it's called the Healthy Milk

104for Healthy Kids Act of 2025. Uh we did reach out to our director of food services about this. Uh just, you know, it was it was a what what that law states is it doesn't mandate schools sell it, but it allows us to certainly I think it would make a lot of our students happy to have be able to have 2% and whole milk back in the schools. Uh so, we are certainly looking into it. Uh with anything, when something's signed into legislation, we're we're sort of waiting on guidance from our state Department of Education uh and for updated uh some of the guide we were issued there was a like a a white uh a white paper that was issued by the federal government on it uh when it came out and there's we're

105still what we're told is there's more guidance and rule-making forthcoming. So, we're kind of just waiting on some clarity before we implement it, but it is our intent to certainly look into to bringing whole milk and 2% milk back into the schools. Uh it's just anytime something it doesn't anytime something's signed into law, there's a whole process of rule-making and guidance issuance and things like that that that we sort of wait for until we till we take action. But Can Can I ask if you know if the American Pediatric Association has weighed in on this? I I don't know if if they've weighed in specifically on the milk issue. I know they on some of the new dietary guidelines that were recently issued, like the new food pyramid and things like that, uh they've issued

106some guidance that's sort of separate from from this from my understanding. Uh but I also want to say that the uh National School Lunch Program is supposed to be issuing guidance uh not just to address the the Healthy Milk Act, but but all of the new dietary guidelines fairly fairly soon. Like I said, once that that then goes through the state Department of Education and then there'll be a whole issuance of guidance. So, I haven't seen anything from from uh from APA on specifically the milk uh the new milk uh law. Thank you. Okay, board matters. Um any board comments, initiatives tonight? Uh yes, Mr. President. I would like to for our first meeting in February to have action discussion on the proposed a proposal of a new policy for called 123.3. Um that it

107would be run concurrent with our current sports policy of 123. Um and in that uh I would like us to discuss some wording that would be added to create a new policy 123 so our sports will be determined by sex-based distinctions and not by identity. And I'd like to have that on the agenda for the first meeting in February, please. So, for the February 9th meeting? Yes, sir. Adding that to the discussion. I I I'd like next month to have the triple zero policies that were to be voted on in one unit with no changes rather than just sliding past it. I think I mentioned that before. >> Okay. I should. I'm not I'm not sure what what it would involve, but any of those 100s that we made no changes on, I think should

108also be put on as a block. Okay, got you. And then the motion would be to approve without changes. Right. Okay. Yeah, I do remember you mentioning that before. Just I just finished making my note here. Okay. We'd like to add those to February. Any other board comments, initiatives? Um next dates for February, well, we also have um our board retreat is next Monday weather willing. We'll be watching that to see if we end up with a dusting or 27 in. Who knows? If we get that snow, can we have it your house? Yeah, sure. You're bringing hot cocoa. Um but other than that, we have our two regular meetings February 9th and February 17th. Um we actually have no executive content tonight um to go over. So, we will just take uh I'll take

109a motion to just adjourn the meeting. So, moved. Second. All those in favor say aye. Aye. Aye. >> Meeting's adjourned. Thank you.