00111 meeting in the Kostoga Valley. I was doing so well for a while. The Knesogga Valley School Board like to welcome all of you that are here this evening as well as those that are joining us online. Um we're going to start with the pledge to the flag. I have no announcements. I pledge the flag of the United States of America and to the republic for it stands. One nation under God, indivisible, with liberty and justice for all. >> Mrs. Martin, may we have attendance, please? >> We have nine school directors present tonight. We have a quorum in place. >> Okay. Thank you. Uh this is our work work session the first of two meetings this month in which you receive most of theformational presentations as well as discuss and deliberate future defi decisions official
002actions or directives. There may also be some action voting issues required on timely issues or to meet timerestrained guidelines. Our meetings observe all legal and policy requirements to the best of our understanding and ability and all agendas are available along with related public documents posted on our website. Are there any changes to the agenda? Yes, the superintendent's report was updated to reflect a resignation of a new hire scheduled for approval this evening. Section one, item I has a striketh through to indicate no approval of this appointment. Is that it? Any others? If not, I'll entertain a motion to approve the agenda. >> Motion to approve the agenda. >> Second. >> Any questions? If not, all those in favor say I. >> Any opposed or abstensions? If not, the agenda is approved. Superintendent comments. Dr. Hartman.
003>> Thank you. I Good evening, everyone. I have quite a large report tonight. I guess that's the consequence of only having uh one meeting in in July. There's a lot to catch up on. So, uh, first and foremost, just want to give a brief update on our status as we get ready to open up the school year. Uh, last week was an exciting week here. We had all of our new teachers in for new teacher induction. Uh, administratively, that's always a little bit of a wakeup call for us when we see all those new teachers come in. It's sort of a sign that summer is coming to an end and we we better get all those last minute things checked off our to-do list. But, it was a great week. We have a great group
004of new teachers and staff members coming in this year and and excited to start the school year. Uh, as most of you are aware, next week 18th to 19th is teacher in service. Uh, with students returning on the 20th, so we're we're back in beginning of the year mode. And I think we're ready to go. So things are starting to come together. Uh, also just wanted to make a quick comment to the public and to the school board. Uh there's a lot of uh lot of news out there right now and a lot of reporting on the status of the state budget and where we're at with that. And as most people are well aware, the state doesn't have a passed budget yet and the implications for school districts. I did share some information via
005email with the school board last week. I just wanted to make a public comment. I think we're in a really uh strong position financially as a district. Uh we we feel that some of the delay in the state budget and some of the things that have been reported about delays and in funding being released to schools uh that's not having an immediate impact on us. We're not in a situation where we're now looking at immediately dipping into our reserve or uh not starting certain programs to start the school year. Uh we we we feel that we can kind of weather that until we get that the reimbursement from the state uh whenever the state finally passes a budget. So that's not uncommon uh when we get in these situations, but but we have a a
006good financial plan in place to get us through. Uh one other announcement and this is on a positive note. I want to give a congratulations and we're super excited for this announcement uh for Dr. Aloisa and Leola Elementary School have been selected uh to participate in a pilot program by the AIM Institute which is a really uh reputable uh organization out there. uh uh but the pilot focuses on early reading success uh for the school year and Leola was one of 10 schools in the entire country to be selected to participate in this pilot. Uh and what it involves is uh uh through the application process is that uh it was very competitive and uh the teachers and staff members of Leola will receive a lot of professional development in the area of early reading
007success. uh they'll be provided coaching, professional development and resources for kindergarten and first grade uh to really focus it's part of a research project that that AIM Institutees doing. Uh but we get to benefit from all the the free professional development we'll get for it. So there will be more information to come on this and certainly uh it'll be on a future board agenda to discuss in more detail, but we wanted to share that exciting news with everybody. And then finally, last but not least, we have quite a few bucks skins, new buckkins I'd like to introduce this evening. Our our first couple of introductions were for uh new staff members who were approved at a previous board meeting but were only able to attend tonight. So, first I'd like to introduce Emma Schaefer. Emma,
008if you want to stand and wait. Uh Emma's going to be our new life skills teacher at Fritz. She recently graduated from Lancaster Bible College with a BA in biblical studies, a BS in early childhood education, and a master's in special education. She did uh she is not completely new to us. One of her student teaching placements was right here at CV at Smoketown Elementary School in the last year. So, we're happy to have you join us full-time. So, welcome, Emma. Next is Daniel Adams. Daniel's in the back helping out with tech support tonight. Uh Daniel is our new network support specialist. So, he has over six years experience in network administration. He's a Cisco certified network associate and a Cisco Moroi solution specialist. Most recently, he has worked in IT administration and network support
009for the Ruters Corporation. So, welcome, Daniel. Glad to have you. Next, we have Wesley Maloney. Wesley. Wesley will be a long-term substitute for science at the middle school. Wesley has been a science teacher since 2021 at LA Academy Partnership Charter School in Lancaster. He has also works as a percussion instructor for the band program at Penn Manor School District. He is certified in both social studies and general science and received his bachelor's in secondary education from Millersville. Welcome, Wesley. Madison Algier. Madison, are you here? Madison will be our art long-term substitute at the middle school. Madison recently completed her student teaching in Eastern York School District and the Coalico School District. She has her her bachelor's degree in art education from Millersville. Prior to getting into education, Madison received her associates degree in art and
010design from Harrisburg Area Community College and worked in various jobs in the art and design fields for before going back and getting her teaching certificate. Welcome, Madison. Next, we have Jessica Molinro. Jessica, are you here? Jessica will be our new school psychologist at uh with her initial assignment being at Brownstown in Leyola. Jessica has been a school psychologist for 22 years, working both with intermediate unit 12 and the Central York School District. She has her bachelor's degree in psychology from Penn State, her master's in school psychology from Millersville University, and is a boardcertified assistant behavior analysis through Penn State. Thanks, Jessica. Next, we have Celeste Nazario. Celeste will be a first grade teacher at Leyola. Celeste completed her bachelor's in early childhood education at Millersville in 2023 while working as a paraprofessional in the Peekway
011Valley School District. Since receiving her teaching certificate, she has served as a long-term substitute with the Mannheim Township School District. And now we're excited to welcome her here. Thanks, Celeste. Next is a face that might be familiar to many of us in the room, Diana Katrona. Diana has been serving as a support staff substitute with CV since 2022 and is very actively involved parent in the district. So many of many of you may know her. Uh prior to serving as a substitute, she actually served as a school counselor for a period of time with the Oxford school district. She has a bachelor's degree in in social work from Juniata College and a master's in school counseling from Westchester. and she's going to be joining us at the high school as our uh attendance administrative assistant
012moving forward. So, good to see you here, Diana. And finally, la last but not least, I'd like to introduce Mr. Frank Hawkins as our new athletic director at CB. So, welcome, Frank. Frank has been an athletic director for 10 years. First serving as the AD at West York from 2015 to 2020 and most recently serving as the athletic director at Donnagle since 2020. He is a Navy veteran and holds a bachelor's degree in business management from the University of Phoenix. He is a certified master athletic administrator through the National Intercolastic Athletic Administrators Association and is actively involved with the NIAA and is part of the Pennsylvania School Athletic Directors Association's faculty for facilitating leadership training courses. He has previously been recognized as the York Adams Interscolastic Athletic Director of the Year, the Lancaster Lebanon League
013Athletic Director of the Year, the Pennsylvania State Athletic Director Association Region 5 Athletic Director of the Year, and the PIAA District 3 Athletic Director of the Year. That's a mouthful. >> We are happy to have that expertise with us here at CV. Welcome, Frank. >> So, that concludes my report for this evening. >> Welcome all of you. I am going to add one recognition that Dr. Hartman didn't mention. uh that is that he and Mel Upton the uh director of our CVVA will be presenting next next month at a convention which is the result of Rachel man who came and gave a presentation to our faculty and was so impressed with how CV had started its AI program that she asked them to present with them. So, not only will they be taking what we
014have learned, but hopefully they'll get a chance to learn from a lot of other schools how they're all handling AI. Uh, are there any other board comments on district activities? If not, then we'll start right away with presentations from Drs. Man, Koser, and Fox. Okay, good evening everyone. So, this is our time of year where we like to share with the school board our plans for our title one schoolwide plans. So, just some business on this side of things. There are um four of our schools who need to write schoolwide plans each year based on their data as part of our federal funding for Title One. And then this year we have the high school at the table as well. Um they are writing a schoolwide plan for a recent TSI designation that Dr. Man
015will walk you through. The only plan that actually needs board approval uh is the high school plan. So, I'm going to give you a little bit of an update on the other plans so that you can see how they connect to the comprehensive plan. You can see the direction we're headed. Then we'll talk about the high school's plan and then that is the plan that we'll be asking for board approval next week. So, a little bit of the logistics on that side. So, when we are working with our schoolwide plans, the first thing that we always do is line up our goals of our comprehensive plan. And as the board knows, we are constantly putting these three big buckets in front of all of our principles, our teachers, our staff as much as we can
016because we know that this is what drives the work that we're doing for these um three years of our comprehensive plan. And then we take a look at our um data. We take a look at the PSSA data that just came in in June. You know, we get our PAS data a little bit later. So, we're kind of looking at a year behind on PAS and some of our other internal data sources. And from there, we really create priorities for each school. What are those initiatives that we know are going to be high lever, evidence-based that are really going to help move the direction of each of our schools? But we're always lining up to these big initiatives in the comprehensive plan. We also know that Pennsylvania has given us a blueprint for what works
017in schools. And so that's called these essential practices. They've outlined 18 things that if schools are doing these things, they are the proven tried andrue demonstrated practices that if you are hitting all of these things, they're at the operational level. You can pretty much be guaranteed that your student achievement and growth data is going to be going in the direction you want. So, we have kind of the blueprint for the things that we need to be putting in place in our building. So when you see the high school's plan, you'll see these practices and our self assessment of where they are. From those 18 practices, then we identify the ones that are a priority focus in those schoolwide plans. So just to give you an overview, one place where you can see all of those
018practices that we've prioritized for this year within the elementaryaries this year, all of our buildings who are working with the schoolwide plan. So that's our that's Fritz, Leola, and Smoketown. Brownstown, as you know, does not receive title one funds and say they don't have to write a schoolwide plan, but Mr. Lewig is very very closely involved with the other three elementary principles. So we have set these as priorities across the four schools. We're really moving into our assessments. Um, as as you know, we've been looking at revising our elementary progress report. We'll be sharing that with the board next month, so you can see the work that we've been doing there. But utilizing formative assessment to inform progress to parents is a really big priority for us at elementary. Focusing on our instructional practices, continuing
019to implement PBIS as part of that positive school environment. And then you know, you have heard those four letters, MTSS, it continues to be a focus. This is year five going into really building out our MTSS framework. That continues to be a priority at the elementary level. the middle school then because we really have been working closely as a K to8 system the middle school has lined up their priority practices those essential practices to the elementarymentaries as well. So as we continue to build those um initiatives from the elementary up the middle school now is continuing on in some of the work that we've been doing with our curriculum and um our assessments and then the high school. Dr. Fox and Dr. man will talk to you a little bit more about those similar practices,
020but there's just a couple of differences because we're really particularly focusing on students with IEPs at the high school as part of their plan. So, that's a one slide summary of the priority areas across the K to2 system. So, to put it in simple terms, um as we begin this process, you know, we've talked about the curriculum. So at the high school I focusing on creating an instructional culture um which we have however we need to be working on that mores focusing on data and and making informed decisions around data again continuing with that we had a meeting today just today and keep preparing for um what's coming next and then meeting every learner where they are as they are as it says there um making sure that we are individualizing ing our instruction um
021based on our students needs and putting together the appropriate plans, support plans that they need to be successful and then make sure that the resources and the um staff are all on the same page with that. So again, that's that's being born out of MTSS as well. You you see a lot of that. And so kind of to give a little idea what TSI is, the state has a early warning system that is through the through the federal government. It gives us a red flag um the metric that's behind there. And so this is just a just that a slight red flag for the high school. So identifying an area that that we need to be focusing on. Um they will identify anywhere where there's one subgroup or more. So, the high school has one.
022And we're focusing on students with disabilities. Graduation rate, achievement, growth, and um attendance are the focal areas, and Dr. Fox will talk about those in a few minutes. It's an annual designation, so every year um you know, you can come off it or or stay on it, but it's an annual piece to it. and that the the district-wide um school plan is to identify that subgroup and work with them and take them through. So, a lot of what Dr. Fox will show you is what plan what work has been done up to now and what will come afterwards as far as identifying these kids and then working with them. And just just to point out because you'll hit me if I don't, this is not title one. >> nothing to do with title one. Just
023to add to that, as as Dr. Fox shares more, keep in mind, remember our middle school had a TSI designation two years. We put our plans in place. We use the evidence-based practices and they did not receive that designation then last year. And so we know that this planning process really works, this early warning system. Hey, take a look at this group, put some special plans in place, and um we've seen success with this process through the middle school. So we have really used this plan as an overall kind of call to action with kind of four areas that we were identified for. So we looked at how we look at achievement across students with disabilities growth on our different assessments that we have at the state level for keystones graduation requirements as well as
024attendance goals. So using the areas of identification to drive us forward with where we're going with a plan. The next slide will talk you a little bit through some of our action steps that we have um across the different pieces that we kind of see really based in those practices. So when we think about the students with disabilities, we came together uh last year right around January and met as a full district team and and really planned out what our year is going to look like, what are things that we're going to be able to implement. And that's kind of summarized on the next slide here. So if we go to the next slide, what we really did is we kind of came together and we looked at kind of four areas of those essential
025practices and applied it to curriculum, instruction, assessment, and organization. And from kind of the 20,000 ft view is where we're looking out of curriculum kind of like we're doing K to8. We're also implementing different practices within the classroom. Tier one support as well as co-eing with some of our classes for students that might have extra support needed. And then when we transition to assessment organization, we're really looking at different ways that we're using assessments in classes, statewide level assessments like the CDT, and then really looking at how we're organizing our groups. So, we're looking at the MTSS plan, the MTSS network, but also ways that we identify students that might have barriers such as attendance, maybe academic needs, and really addressing those. So, really using the the practices as our baseline, driving that forward with
026a lot of our action plans. So the bulleted list is really kind of what we're going down to when we talk about some of our actions. >> Okay. And so what does this look like at the high school? The systems we put in place. Dr. Fox will be meeting with his building team quarterly. We've got 90-day action plans that they'll be putting in place, checking in on a regular basis to make sure that we're doing what we set out to do in this TSI plan. Uh and then also using our uh CDT assessments at the high school to do a quarterly data check-in to make sure that we're hitting those interim goals toward the big data goals you saw a couple slides before. We'll be providing you as just like we did with the middle
027school midyear. We'll give you an update on the status of the TSI plan and and how things are going and then also lining up our teacher effectiveness, our educator effectiveness plans and goals um to that focus on students with disabilities within the high school. So, what does this look like? It looks like tonight you're getting to see this plan, hear a little bit about it. Um, next week we'll come back. We'll be here for any questions, anything that that comes up for the board. Uh, but then we would be seeking board approval so that we can get this submitted through the state system by September 1. And then we have from September 1 to June of next school year to implement the action steps outlined in the plan. So that's our overview for this evening.
028You have the 24page document in the board agenda. Um so again, look it over. Questions feel free to email throughout the week or we'll we can be back um next Monday to answer any specific questions the board might have. >> So are you saying we do have a TSI designation now? >> Correct. And can you confirm what where what? >> Yes. So it's our students with disabilities subgroup and we were identified because of their keystone scores. So that's the achievement part >> their growth data that's the PEASS the value added assessment system graduation rate and attendance >> and that's over the entire kindergarten to 12 >> just the high school. Just >> just the high school. >> I have a question now. Are you focusing on just kids with IEPs or can it be any
029of the other kids who hit these criterias but don't have an IEP because parents can say no. >> So these strategies that we're putting in place when you look at those 18 essential practices those are the practices that when they are anchored in your school you're going to see all kids benefit from that. And so the strategies we're focusing on co-eing, Dr. Fox mentioned, that's great for our students with disabilities, but it's going to benefit every single student. Even if they're not specifically identified, it's going to benefit every student in those classes. And so we picked some of the essential practices that we know will have a broader impact as well. And as we continue to build out, MTSS will be identifying the students, right, that need those and and having a early warning system
030that, you know, um allows us to identify them earlier and and have a system in place to be able to track them um and and progress monitor that. >> Yeah, that's my concern. I don't want any kid falling through the cracks because they just missed. >> It should be 100% all the kids. So, >> yeah. And and part of what Michelle's been working on with the MTS pilot is we're we're piloting um a data tool to help that. And we we're looking at two different tools to see which one gives us the best um data and and the ease of use um and how um you know ease of use at administrative level and also at the classroom level. Um, and so that's going to really help with with us as an organization keeping track
031of of the students and then what we're doing for them um throughout that time. Okay. >> Are you are you required to uh identify individual students and track their data? >> We are not required to do that. Certainly, when you're designated for a very specific subgroup of students, we want to make sure that our strategies are having an impact on that subgroup. And so, what what Don just described, the data system will have in place will allow us to check on that group specifically. >> Last last year, we did >> not have this correctation. >> This is new for the high school, but we did for the middle school for several years. Yes. >> Okay. That's what I thought. It seemed like a lot of the information in here was from 2019 to 24 though.
032>> Yeah. >> Like are they figuring all are they taking into account all that because >> some of them have said actually >> increased in proficiency from 23 to 24 to 25. No 23 to 24. >> That's a great question Phil. So >> indicator they they >> right. So they take what they do is um on the future ready PA index site which is like the state report card for the schools. They use that data every year to then look at all the high schools in the state of Pennsylvania and they have a very specific formula for calculating if you're at this percentage of achievement and this growth with this attendance. They put all of that in and they they get that information. That report card system it is wild. Some things are from that
033school year. Some are lagging indicators. Attendance. The attendance that we got designated on is from the 22 23 school year. It's it is all over the place. So you you you got it. You got it. >> I'm I'm not trying to make excuses or anything by any means, but do you think any of this is related to COVID and the remote instruction and all that kind of stuff, or is this all pretty much after that? Do you feel >> right now all the data coming through that report card system is is two years out three years out co so I think certainly there there may still be some gaps but I don't think it's the driver yeah >> any other questions or comments >> that this will be in our consent agenda for next week.
034>> Thank you. This is the point in our agenda where anyone from the public who would like to address an item from the agenda is welcome. If not, we'll move on to the superintendent report. >> Dr. Hartman, do you have anything you want to add to that? >> Nothing to add uh other than my comments from earlier. You'll you'll notice there's uh in addition to new my superintendence report uh there's also day-to-day substitute list approval, coaching list, advisory list for the upcoming school year. >> Yeah. >> Yes. >> Is that a motion? >> I will move that we approve. >> Typically, it's on a consent agenda. That's why we don't usually have action discussion, but in August we do too because we have new new hires we need to get in before the school year.
035>> There you go. We'll do a roll call since we have new hires. >> I'm sorry. >> We have a roll call since we have new hires and we'll just >> Yeah. >> Any other questions? If not, could we have a roll call, please? >> Dr. Martin. >> Hi, >> Mrs. Fischer. >> Hi, >> Mr. Hurst. Hi, >> Mr. Tally. >> Hi, >> Mrs. Kapka. >> Hi, >> Mr. Gensel. Hi, >> Mr. Hi, >> Miss Trobridge. >> Hi, >> Mrs. Gra. >> I >> not That meant it unanimous. Administrative policy review. This never goes away. >> Congratulations everyone. You're official. >> I just a few comments. This is uh these policies are just scheduled for first reading at our next meeting. We're just giving them to the board in advance. These are a few policies
036that uh we wanted to to bring to the board earlier in I believe in June and uh they sort of slipped through the cracks so we're just scooping them up now. But they're ones that we shared out uh I'd shared with our policy committee with with uh Julie and Diane earlier. There are some PSBA recommendations as well as one policy policy 336 personal necessity leave which we have some recommended revisions not because of PSBA recommendations but for they were some administrative recommendations we had uh because we thought some of the language was ambiguous and unclear uh kind of uh so uh don't have a lot of comments on them other than they're they're there for your review and certainly bring questions uh to first reading next week and we're happy to answer any questions about
037those policies, but we're just doing some clean up now from some of our series that were previously updated. >> Uh could I ask a couple questions on the front end here? Uh on policy 323 under authority, there are two areas. Uh and usually when we have choices, uh we get those green X's so we know which ones were accepting and this has not. >> We may have to go back and look at those. We may have missed missed that. It talks about one of them talks about uh designated areas >> and the other uh talks about uh prohibiting tobacco products by employees at any time. >> Mhm. >> And neither of those is checked. >> We'll go back and and look at that and before first reading we'll we'll look at Yeah, that was one
038we must have some of these I always call it the choose your own adventure when they give you the recommendations. you have to select one one and we're usually pretty good at getting those but sometimes one >> one slips by. >> So we'll go back and talk about that as cabinet and make a recommendation. >> Thank you. And there are two that have notes at the end. Will they be um eliminated? There are notes to uh school districts if you have certain uh >> situations at the end of uh >> of both 323 and uh 351. I assume that's not going >> Yeah, that that would become part of the the policy >> dropped out. >> Yeah. >> Okay. Just wanted to make sure I understood that. >> I have a question on 805 emergency
039preparedness. Um page three um and this is about guidelines emergency planning education and training page three. >> So the first one is two hours of required training any combination of one or more. >> So these five things don't have to be trained on every year. >> Correct. Yeah. Yeah. We have a cycle set up for when and then they and it's tracked. >> And then the next one though has been baffled. One hour of required training in the following areas shall be completed each year and that's just training on how to do an emergency drill. >> The the conducting the drills counts as the training for a lot of that. So the drill itself is not part. >> Yeah. >> Thank you. >> Because I figured it one every month. >> That would be six
040minutes for a >> Yes. So there's a formula. So much of that can count towards your required training. And >> I would say we we probably are on the heavy end. We do more we spend more time doing drills than what >> what we're allowed to count as the hour. >> One hour is sort of like a state guideline. >> Correct. Yeah. >> Minimum. Thank you. >> These administrative reviews go a lot better when we only have a few policies when we have 30 or 40 >> on I another one on 317.1. Um this is basically just for certified district employees. >> Mhm. because there's 317 which would be like all administrative professional support employees. Um but that doesn't go into near the detail that 317.1 goes into. >> There's there's different requirements for certificated
041educators because the Pennsylvania Standards and Practice Commission only applies to certificated administrators and there's certain reporting requirements for them. So if that makes >> So it's more for the reporting. >> Yeah. Okay. Yeah. Yeah. We're mandatory reporters for if we hear of any type of abuse or misconduct with any employees. Uh but there's certain uh there's there's mandatory reporting that's through child protective services and department of human services. But there's various but there's additional reporting requirements to Pennsylvania standards and practice commission for educators that only certificated educators fall under that commission. So I imag that this policies I think specifically addresses that more or less. >> And the other question >> a lot of these they have volume 4 2024 >> will that still be on the policy? >> no that that's just the way
042they come to us from PS >> that's the PNN newsletter release that gave us the updates. That's just so it's easier for me to track. >> Thank you. >> Yeah. By having this administrative review, we get to see it exactly the way it comes to >> CV. Any other concerns yet? This will go quickly next week. >> Okay. Uh next is the review of uh next agenda. I I will tell you there's probably going to be an addition to that because those uh policies that I've been putting in front of you for the last three months that we have to go back to, I'm hoping to have on next week's agenda. There'll be u one resolution for the the uh shortened parliamentary procedure and a couple of uh of policies where we've already expressed an
043interest in discussing. Is there anyone from the public that would like to address the board on any issue? Yes. Uh may we have your name please? >> Lisa Bartal. >> And you are a parent? I'm a parent >> and you're speaking for just yourself. >> Y >> Okay, that gives you three minutes. >> Um I just had some questions and wanted some clarification on the attendance policy um email that went out earlier this week. Um minutes matter. Um >> Oh, sorry. >> Sorry. Okay. Hi. Oh, how's that feel? Okay. Sorry. Um attendance policy email that went out um earlier this week about minutes mattering and the attendance threshold. Um I needed some clarification and I'll I'm a little confused. So, um the email said whether a student arrives later, leaves early, the time missed will
044now be recorded as part of their daily attendance in P school. Um is that any absent or any ty any like excused unexcused um for any kind of doctor's appointment, anything like that? We're counting the minutes now. Um if I am understanding this correctly, so say do you if you have one, you know, appointment every month and it's 30 minutes. Do you add those up eventually? are you going to get like a half day of your absences off? Like it's it's very confusing to me the way that it's worded. Um and then the next part of it says that the attendance threshold to receive a full day attendance students must be present for more than 70% of the school day. That gives a 2-hour window for any necessary late arrivals early dismissals. Frankly, I'm just
045I'm I'm confused. Like um I I get that we're probably trying to target, you know, tardies um late arrivals to school. Um, but I don't know if there are any parents in the room who have trouble scheduling, you know, um, any kind of medical appointments before or after school. Like it's almost impossible. And so my concern is that if there is a student who is out there, you know, trying to take care of their mental health, maybe they have regular, you know, appointments, um, that causes them to miss a little bit of school because they need it. like is this going to negatively affect them in the long run because it's accumulating in a way that it wasn't previously? Um and you know if that is the case um you know we do have students
046who receive school-based services um so those two things feel like they're maybe not weighted the same way. Um we have students that leave school early for sporting events. Does that count um for you know this accumulation and things like that? So I just have questions. Wondered if there were clarifications. I know you won't answer me here. Um so you know if if that can be clarified. Um and again um I feel like we maybe shouldn't shame parents for making um appointments after or during the school day when in this like day and age you cannot get appointments um that are not during the school day. So thank you. >> It's nice to know that people are reading what we send out. Uh I I have a feeling that uh her questions are the kind that
047often generate more questions as she has them. So I'm not sure who it would be that would be getting in touch with her to talk this >> but if you will make sure that the board secretary has your contact information you will hear from us. >> I would also appreciate though I I feel like that those are questions other people may have as well. So as in a classroom setting when a you know student asks a question that's pertaining to everyone it's everyone gets the answer. I don't feel like it was specific to my child. So, while I will appreciate an answer, I do think it's valuable for the community as a whole. >> Okay. Thank you. Is there anything we can do to help with with that request or is it best that everyone
048>> we'll talk as a team and we'll follow up and we'll see if this is I mean we do when people have questions they ask us. We get an influx of questions. So, I'll I'll have to defer my team and see if in fact this is something that we're getting. It's like how we develop FAQs, right? If if you get the same question more than two or three times, we typically put out an FAQ on that. So, uh, we'll we'll we'll talk and definitely I agree clarify if what's one good for one is good for all. So, one person has the question, there's probably other people asking it. So, we'll figure out the best way to get that out for you. Okay. >> Thank you. Anyone else? If not, are there any board initiatives or
049announcements? If not, uh I will accept a motion to adjourn to executive session for personnel documentation and uh staffing issues. And I will tell you that the board will be spending a little time afterwards, not necessarily in the executive session issue, but to review our future agendas. So if I may have a motion to adjourn. >> Motion to executive session. All those in favor say I. >> We are adjourned. Thank you.