ESASD Regular Board Meeting (August 18)

001Indivisible with liberty and the world. >> Thank you. >> Roll call. >> George Andrews >> present. >> Rebecca Bear >> present. >> And Trillo >> here. >> Mike >> here. >> Jason Goldrren >> present. >> Keith Carut. David Culiff present. Wayne Roner >> here. >> Rich Lameus >> present. >> Eight present. >> Okay. Thank you. We welcome all of our guests. If you haven't signed in outside, um please be sure that you do so so we have record of who was here this evening. Announcement that an executive session was held this evening before this meeting for the purpose of discussing personnel litigation and negotiations. We need a motion to adopt the agenda. >> So move. >> Second. >> Any questions? I'd like to add an item, please. >> Yes. >> Under um personnel, I'd like

002to add >> Mal Gortza Gorska Martinez for math teacher replacing Olivia Paris who resigned at High School South. >> So noted >> and well note for the minutes that this is being added because the opportunity arose within the last 24 hours and it is necessary to have someone in the classroom on the first day of school. Right. >> That is ideal. Yes, please. >> Okay, >> thank you. >> So, with that included, all in favor? >> I >> opposed. Not a second. >> Patricia says have a second on that. >> Second motion. >> Do we have a second? >> Second. All in favor? >> Opposed? >> Motion to approve the minutes of the July 21st, 2025 board meeting. >> Second. Thank you. >> Questions? All in favor? I I >> opposed. Yep. >> And we

003don't have our student board reps, but hopefully soon we'll be seeing some new faces. So, we turn to our superintendence report. >> So, is Jamie Doyle on? >> Yeah. >> Okay. So, we're going to start. So, >> okay. Excellent. Thank you. So, um we're going there's a bunch of different presentations that we have tonight. We're going to start with Jamie Doyle from PFM to talk about our bond re our restructuring of our debt. Um, and she has somewhere to be, so we'll start off with her. >> Good evening everyone and and thanks so much. We appreciate the consideration on your agenda. Uh, with me this evening is Carly Keiesling. And is it helpful if I screen share or do you have a hard copy in front of you? >> You may want to screen share

004for the public. Yeah. Yeah. >> Okay. >> Thank you. >> Hopefully you can see that now. >> No. >> There we go. There we are. >> All right. Just takes a second. Uh so this report contains the results of your competitive dual track process that we uh undertook in order to restructure some of your debt. When we got the proposals back from the banks as the first step of the dual track process, the market and interest rate conditions were very similar to when I had been uh with you in person two weeks prior in mid July. So I won't belabor the interest rate chart page and I will get right to the results. The winning proposal came from JP Morgan Chase Bank. They proposed a non-callable fixed interest rate of 3.6%. 6% settlement is scheduled

005for August 29th. The principal amount of this restructuring is 16,231,000 and we did a little bit better than the projections that I had shared with you in mid July in that the uh savings over the next 2 years is about 3,372,000. When we present value that back to today's dollars, the cost is about $297,180. So again, a little bit better than what I had shared in mid July. And if you look down below in in column 4, you can see that basically we're scooping all of the principal uh out on the 2017 double A bonds of the current fiscal year ending 2026 as well as next year ending 2027. So you see you get cash flow relief of just under $8.9 million in the current year's budget and just under $5.3 million in next year's

006budget. So again, scooping principle out of those two years and where we're layering it back into your debt portfolio is the following years beginning in 2028. Uh mostly interest in 28, 29, and 30. And that principle is getting layered back in in 2031, 32, and 33. So again, very pleased with with the results and and the cash flow relief that this is providing. Uh and if you compare it back to mid July, you can see that we did a little bit better than projected. Just to walk through the mechanics very quickly on the next page, you'll see all of your 2017 double A bonds. If you had done nothing, you know, you would have made the payments on on this page. And you see they go through and including 2039. On the next page, you

007can see the part that we restructured again scooping all of the principle out of the current fiscal year and next year on this series of bonds. And then on the next page, you can see the portion of the 2017A bonds remaining after the funding. So, you'll continue to make these payments that you see on this page on the 2017 double going forward. This page just shows how much money we needed to generate in order to pay off in principal and interest, the refunded portion of the 2017 doublea bonds. And then this page will be most important to your business administrator because this will show semianually what needs to be budgeted for this restructuring principle in column two and interest in column 4. And so this is what I meant in column two when I said,

008you know, the overlap in in your existing debt portfolio and and this restructuring is minimal principle during those overlap years and then filling in with larger principal payments once we get to that natural drop off point in your debt portfolio. The next page just shows the sources and uses of funds. So this is uh again the principal amount 16,231,000 under uses. You can see the the costs that will be paid at settlement out of out of the proceeds. And you know when we compared this particular winning bank loan proposal to the bond market, they were very similar allin on a true interest cost basis. Meaning we took these cost of issuance and interest rates into consideration for the bank loan. And on the bond issue, we took bond issue interest rates and and bond issue

009cost of issuance uh into consideration and the true interest costs came out very very similar uh for both. And that's how we we arrived at at this recommendation for the bank loan proposal. Toward the bottom of this page, the box labeled yield the issue, that's the rate we'll report to the IRS. you know, you're effectively restructuring this portion of your debt portfolio at a 3.6%. Rounding up slightly, and then you'll see your updated debt portfolio on the next page. So, we've subtracted out of column five the refunded portion of the 2017 double. And in that next to the last column, uh column 11, I'm sorry, column 12, let me shrink that a little bit so it all fits on one page. Uh column 12 you can see this geo notes series of 2025 that accomplishes

010the restructuring. Uh this page is just a summary of some of the highlights. I think I hit all of those highlights already so I won't belabor those. And the balance of the pages is the JP Morgan Chase proposal itself. Uh so you can see those details which we've summarized in in the prior pages. So again, in conclusion, we were very happy with the competitive dual track process. We were very happy with the end result that that we're able to present to you this evening and I'm happy to answer any questions that you have at this time. I'll go back to the summary page because that's probably the most important page in here. >> Board members have any questions? >> Yeah, asked all of mine yet, so I'm good. >> Awesome. >> Okay. It doesn't seem

011Jamie that there are any questions from the board at this time. >> Very good. If any arise, you know where to to locate me. And thanks so much for your time. We appreciate it. >> Okay. Thank you. >> Thank you. >> Let me ceue up my presentation now. So before I start, we have some people to recognize. So tomorrow is our opening day and we're incredibly excited. And during our opening day, we are going to recognize some of our staff's years of service. But before we do that, we want to recognize some of our board members years of service. So on our board honor role, we have Jason Goldstrand with five years of service to the East Child Area School District. So congratulations. Thank you so much. Yeah. >> And then 10 years of service.

012Thank you, Debbie Cul. >> And then another 10 years of service. Thank you, Wayne Roer. >> Congratulations, Wayne. >> Right. I expect those to be framed and happily displayed in your homes. Um, so my presentation I I really honestly am marrying three different presentations into one. We're going to go over state assessment data. Then we're going to go over um the dactronic scoreboard usage and hopefully get some guidance of which direction we want to go. And then we're going to talk about class size. So we have kind of a hefty lift right now. Uh Mr. Snider had a family commitment that he had to attend to. So he put together the first few slides of this about data. um and he is now our data guru. So um just know that this is his work

013and we are grateful for it. So as we look at state assessment data, we just want to be very very clear that right now we have the raw data file which means that it's all the students who took the assessment. So the data that you're looking at is the raw data, not the raw data, not what is going to be put up in Etric or even on our future ready profile. The raw data is every student in our district that took the assessment. However, students who come after a certain date, which is October 1, actually do not attribute to our school. But the reality is that they're still our students. So, we still want to see how they perform. So when you look at state scores that are on all the websites that get posted

014kind of mid to late fall, you might see some skewed numbers because this is raw data versus the people that are allocated to our district. So uh we're going to talk PSSA scores, Keystone scores, we're going to talk about linkit and then we're going to talk about scoreboards and class size. So I'm going to bring us back to our scoreboard analogy because why not? We're talking about scoreboards tonight. So again, please do not equate this to the work that our people do. So if you equate all of these scores to the efficacy of our teachers or the heart or dedication of our teachers, you are missing the mark and not understanding who we are as educators. These data points just show us how our curriculum is being implemented and where we need to make pivot

015points. These data points are not something that we're going to brag about. they are not something that we are happy or comfortable with. Just know that. But the reality is that this is where we're at and then we have room to grow. So, state assessment scores, just to remind everybody, um in for English and ELA, we take it PSSA grades three through eight. Keystone is in grade nine. Math is PSSA grades 3 through eight. And then Keystone algebra 1 is the trigger course. No matter what grade students take it in, whether it's seventh, eth, ninth, tenth, algebra 1 is that course. And then science is grades five and eight. However, because of the new steel standards, we do not have PSSA scores four, five, and eight because the test is new, but we do have

016biology scores. So, this was the baseline year for PSSAs because of steel standards. So, why do we care? Why it says cooperative agreement on that? This is not my slide dash. Sorry. Um, so why do we care? Why should we care? So really honestly, we look at this at three different levels, three different lenses. So my lens is I'm looking at proficiency ratings and understanding what our curriculum is and if our curriculum is meeting the core. So is our curriculum meeting of our students and meeting our students needs? It's not. I'm going to say right now. So that's my lens. At the building level, they look at how our teachers are implementing it. How are they implementing the programs that they have? Are there gaps in the programs? Do we need to adjust some of

017the programs? And then at the classroom level, we're looking at actual student individual performance. Where are they scoring? I we always need to say very honestly that PSSA data by the time you get it is lagging data. So, our students took this assessment in April. We're not seeing them again until the end of August. A lot has changed in their little young lives. So, we're getting information 4 months later for us to even intervene, but we still can understand how they're progressing over longitudinal timelines. So, English ELA, so I'm just going to go through this and talk to you about the difference. So, our third grade scores dropped their proficiency level by about 11%. Um, it's concerning. We need to understand why, but it doesn't mean we throw everything out and start new. We just

018need to look at where we need to make adjustments. Grade four dropped about 2% in their proficiency for ELA PSSAs. If you have questions, stop me. But I'm going to kind of go through this fairly quickly. Um because I'm sorry. >> No, never mind. >> Oh no, I'm missing it. >> Are we following the cohort or are we following each grade level? >> So we are following grade levels. I'm going to show you cohort in >> Great question. So grade five. So this is just proficiency level for students that year who were in grade five >> and it's both I don't get that >> it's all elementary schools correct >> it's every student so we we we broke it up by school by teacher through link it but we're not breaking it up when we

019show this >> and then the other question I had just looking at the numbers tested so I guess a lot of kids opt out >> so we're going to talk about that it's a great question and actually so when I looked at the opt out numbers. Um, I have to kind of sign off that I know how many people are opting out. Our opt out percentage scores is about 15 to 20% of our population opts out of the PSSAs. Now, what I don't think we communicate is that automatically goes to below basic. So before we even and I'm not going to say but pen in hand take the test and it's digital now but before we even pen in hand we have no better than 85% proficiency. We can't do any better than that because

02015% of our population opts out. So we are really going to work on educating our parents and our families of what this means. We appreciate that they have choice and the right to opt out, but I don't think they realize what the consequence is to our data set and the impact that it has. So, we're going to educate them. They still choose to opt out. That is fine. However, when you have 70 kids in a grade level opting out, it has a significant impact. >> Um, so grade five dropped about five and a half%, grade six went up about 4%. So, we're excited about that. Um, grade seven that is I mean dropping 6% is is very similar to me. So, that's just statistically irrelevant. They stayed about the same. And then grade 8 dropped

021about 7%. In our proficiency ratings on our PSSAs. Now when we lo use the cohort data which is looking at the same group of students. So if you look at the class of 32 these are the students every year how they took the assessment. So when they were in third grade they were about 53% proficient. Then when they were in fourth grade they were about 50% proficient. Now they're about 38% proficient. >> That's alarming to us. Why is that happening? So we need to really dig into the data. look at individual students, look at how they're performing, look at those anchors and the eligible content and understand where we're losing students and where we're losing proficiency rates. Um, I would say when you look across these cohorts, you are seeing that as a typical trend

022except for the class of 31 that the cohort data is continually dropping as students stay with us longer, which is the exact opposite of what you want to see. But if you remember when we look at data, we don't jump to assumptions. We do noticings and wonderings. So my wondering is, is this a state kind of thing? And I can tell you anecdotally, I've been in three different school districts with data and typically the higher up you go, the lower proficiency rates are. Um, but I would wonder and I would want to compare that. State averages have not been set out yet. So some school districts, most school districts don't roll out PSSA scores to their board and so you have state averages to compare from. We don't have those yet. Um they will be

023an important data point for us to see whether other cohorts have dropped or whether other grade levels have dropped proficiency or not. But this is where we're at now. Um for Keystone, we went up about 3.2% which is fantastic. And we all know that we are writing English curriculum this year. So we should see an impact of that moving forward. Questions about English or ELA math and algebra 1. So third grade stayed about the same. Fourth grade dropped about 1 and a half%. Fifth grade went up 3%. Sixth grade dropped about 1 and a.5%. Seventh grade stayed about the same. and eighth grade dropped a a half percent but really honestly stayed the same. Something that we always like to highlight in eighth grade and is incredibly important is when you have students who take

024algebra 1, >> they are not taking eighth grade math standards. That is not their course. So you typically see that population of students who are proficient on the Keystone algebra 1 are not proficient on the PSSAA's grade because they actually didn't get the eighth grade content because they're taking algebra 1 instead of PSSA 8th grade. So when you see 13.8%. Although that's low and not comfortable for me, I also can identify that there is a population of our students who traditionally will not perform well on that because they have not had access to that curriculum. When you look at the cohort data again, you're going to see that traditionally as students age in the same cohort, the data drops that their proficiency levels decrease. um we we have to really understand why I'm going to

025highlight again that the cohort data is when we look at cohorts we're not looking at true cohorts and my data junkie will appreciate this. So I am looking at the class of 32 of how they performed in 2023 and then how they performed in 2024. However, the makeup of those students actually might be different because of our transiency. So, I am not digging in and looking at just the cohort of students who were in third grade compared to fourth grade compared to fifth grade. I'm just taking that class and grading them. Does that make sense? >> Okay. >> Um, for algebra 1, we dropped about 10%. So, everything that I just said about eighth grade, still we're dropping. um 8% of our students are proficient or advanced on the keystone alone. >> We need to

026do better. We know we need to do better. We just need to figure out exactly where the concerns are and work to address them. >> Science and biology, as we said, the science PSSA, um they are used as a benchmark. So, we do not have scores. Um the biology, we went down about 3%. Um which isn't horrible, but it's still going in the wrong direction. Okay, once we have state averages, we will reshare this with you with the state averages so that we can compare. Um, we never want state averages to be lower, but it would help us understand that perhaps it was a testing anomaly, not necessarily our student performance, but that is where we are at. Do you have questions, thoughts, or concerns about that? Um before we dig in, we were going

027to look at linkit. Um we will probably do a deep dive with EPR committee. Um linkit is a data warehouse that you have invested in that we have trained our admin team on and that we are working on training our teachers on. It is an amazing resource where there is so much data available. Now you have to be really really cautious with how much data. So we are being very intentional and very strategic with how we are pushing out this data so that we do not flood our teachers and inundate them with just too much information. So we want to be intentional with what data we're looking at so that we can inform our instruction and make purposeful changes that impact student achievement. We never teach to the test, but the reality is that the

028test assesses how we're doing on state standards. So, we're not teaching to the test, but we do need to make sure that our students are performing well on state standards and can be competitive when they go to college or whatever is next for them. >> Dr. Kelly, are students also allowed to opt out of Keystones as well? >> Yes, and they do. Many, many do. And that's a bigger issue. Thank you, Mrs. Bear, for bringing that up because that's a bigger concern because then it's closing down three graduation pathways for them. Mhm. >> So there's five graduation pathways. If they do not take a keystone, three pathways are automatically off the list and they only have two others that they can graduate from. I don't know if we're doing enough to communicate that with families.

029That's a big deal. our counselors and our principles are doing a great job communicating, but I don't know if we're really really shining that that they are in danger of not actually graduating without that because the three pathways, if you're below basic in any assessment, those three pathways are done for you and if you opt out, you're below basic. >> And do families realize that? That's what I'm saying is I I think we need to ensure that we are thoroughly communicating that >> and and just for the public those pathways that are immediately removed are so um one is a proficiency pathway that you were proficient on the keystone assessments. The second one is a composite score pathway that your composite score on those assessments. So your combined composite score is over a threshold. The

030third is that you have other assessments but that you did not have anything below basic on your keystones. So all three are keystone pathways that you have to be at least basic or above to get through those three pathways. And there there's five ways to graduate high school now. And those are the pathways. It's act 158. We do a lot to educate our families on what those pathways are and our counselors do a really nice job of that. Um, but three pathways are automatically off the list if we are not taking the keystone >> and it leaves them leaves them with industry credentials and standards and then other certifications. >> Yep. >> Okay. And great questions. Any other questions? All right. I'd say let's dig into the more important stuff, but probably the stuff that's

031going to have more conversation. All right. So, we are very, very happy to have our two athletic directors and our two high school principles here to help kind of feed this conversation. So, feel free to jump in wherever you want or you can just sit quietly. Um, so just as a quick reminder, we bought and invested in two beautiful boards. They are amazing pieces of technology and the initial budget was $321,699 for each of them. They're wonderful. We're super excited to roll them out next week. >> This week at our games, >> they've already started being used. >> They were used today for soccer. >> Okay. Excellent. Um, so I kind of just like wrote up and I know it's a lot of text on a page. I initially had it on like a handout,

032but I threw it in a slide deck. So, we recognize and there was a question um that we talked about during property and facilities committee about are we going to allow outside agencies? Now, the question was are we going to allow ESYA to use the outside the voids? >> I say it has to be outside agencies. If we're doing ESYA, then we have to beat everybody. Can we all right now before we even dig into the conversation that we're not just talking ESYA that we're talking any outside agency that is using our facilities? >> It should be anybody else. Yes. >> Okay. So, we're in agreement of that. So, if we're going to allow any outside agency to use it, we just need to kind of have some conversations about what it could look like.

033So, we have this investment in this really fancy fancy state-of-the-art scoreboard at both of our football stadiums or both of our north and south stadiums. We love sharing our facilities with our community. We recognize that these are feeder programs for our own programs. I'm doing it right. Um, however, we also have to recognize that it is not their property and we need to take good care of it. So my seven bulleted items or we made a significant investment and we need to protect that investment. >> Um there's complexity in the training and I have not been trained on it but I know that there's a content side of it and the sound side of it. Right. Someone who knows the score >> content. Yes. >> Content and then the >> Okay. Um thank you. Um

034so you have to be trained in both sides of that. Um there's liability and warranty concerns and we need to make sure that our people are running the board. So there was some conversation that were training people from the outside agencies. >> So my question here is and we can discuss it now or at the end can we all agree that perhaps training somebody from the outside organization isn't the best that our people should be the ones running it? That's >> I would agree with that. >> Are we taking work away from our people? >> Okay. So, we can agree that it would be our people running. Awesome. So, that takes number three off the table. Um resource allocation. Each use of the scoreboard requires setup supervision and coordination with our IT staff. Supporting out

035outside groups would divert that time because one, we'd have to train them and now they would have to be available for those organizations. Um, we have to make sure that we're supporting our own student programs. My concern is some of the events that we're talking about are six or more hours on Sundays. And what would that look like? And how can we staff it? And what if we can't staff it? So, what if we have 20 people trained and nobody's available? What what does that look like? and how do we support the organization that we've promised them a scoreboard. Um, and then precedent and policy consistency, we would have to make some changes. So, do other school districts that have boards like this allow I know they share their fields, but do they allow outside

036agencies to use? >> We've talked to many in the EPC and none of them allow outside agencies to use it. >> Okay. So, our the alternative is we could purchase an auxiliary electronic scoreboard for use. It would be $7,000 for two of them. Uh we would use St. Luke's money, so it's not coming out of um our general fund. And we could also use that for other of our athletics throughout the year. That's an alternative. If we move forward with allowing our digital scoreboards to be used, we would need to crossrain a lot more people so that people are available for it. We would have to update policy 707 to include the digital scoreboards. We would have to determine what the pay structure is for the schedule B position and then the outside organizations would

037have to agree to that pay structure to pay that per person or people for their time. Um and then we would have to clearly articulate that if personnel are not available we cannot use the boards and then what would that look like and then that would be the alternative. Now Chuck, Mr. Dailyaly, has done a beautiful job with a presentation. Do you want to talk or do you want me to run this through? >> Well, I certainly can tell you the you know what the point was behind this pitch is compared to what the system we had previously. This is a lot more intricate. Um just powering up the board itself between toggles and dial dials. There are six different switches that need to be turned on just to activate the board, not to mention

038the iPad and the laptop that are used to operate the board. So, what I did here was they just wanted to try to uh give a little picture of of the equipment that is in the booth that would have to be utilized to operate in the past. And similarly to the option that you showed there, that's going to be one singular console that someone would sit down and turn on and just pop. Whereas the scoreboards as they are now, it's a multi-person function really depending if you're looking to get full use out of it. >> So if we were to have somebody use the scoreboards, it would be at least two people that we would have to pay to students. you want to go give them full access which is the digital portion of the

039graphics and all that or just the scoreboard operation you want both you're realistically looking at two >> and then I hear somebody on the board saying students yes eventually we're going to get there however you still need an adult supervising >> I'm saying like for example football Friday night two pe two schedule B employees to do this >> correct >> currently three and we currently have how many without this with the regular scoreboard? Two. >> So now we have to add an additional schedule B. >> But that's we we've already we already knew that. We're talking about outside, >> right? I'm just asking question. So um >> it's actually two separate functions. Hope I was clear as I said. So what you're looking at here, this is the laptop. This is the major control. This

040is what controls all the graphics, not the scoreboard, but you'll see on Friday night, first panel will be a graphic that'll come up. You know, the story would control national anthem if we're going to do that flag any advertising and announcements from administration or whatever. Those would all be controlled from this this mechanism here. >> Okay. >> And this is what would power it up. Then you have the iPad, which this is where the scoreboard control is. >> Okay. So the iPad would be used to control schoolboard function. Now mind you also the other concern is that there are only one of each of these at each north and south campuses that you can't operate to at the same time and two separate licenses to have the iPad and and the laptop. So to the

041only concern I would have had which we've already got past that we have to train our own people goes that way would be if something happened to the iPad laptop say Sunday and now we have a full set of games throughout the week and we can't readily get a new replacement or fix it in house that's the only concern I would have had with outside people utilizing it but train our people solves that problem >> for for a point of clarification just on the two pieces of hardware where they are married. You cannot just use one or the other. Both have to be operated to operate the actual school. So that that was a question that we were batting around early on in the process, but that that iPad runs off of the feed from

042the the media center was the laptop. >> Now, Mr. Daily had a great idea and I'm not suggesting this right now, >> but he has suggested that we take a field trip to the press box so you could see what the operation looks like if you're not able to come to a decision tonight of which direction you want to go. >> That's the the control tower that operates the graphics. Um just kind of showing you all the bells and whistles that go into just turning that unit on. That's the audio box. So, anything PA announcements, music, whatever, that's all going to be controlled through that. That is what the PA announcers actually want to use. There's two separate buttons there. Whether you want to have open mics or you want to press and talk that

043goes with you'll see with the headset that comes with that see that that's all the drivers and Jason probably talk more about but that's the control stuff that's actually mounted on the wall that delivers the signals from the consoles to the board itself. >> I don't think this person has enough keys. >> Are those yours, Chuck? >> Yes, they are. But they look familiar. >> So immediately next to that is that big rack that sits there that with other electronics. >> Could that be repurposed for some kind of digital scoreboard that could be used for outside groups? >> That's out of my expertise, but possibly. >> You mean >> that also handles the >> like put the old boards back? >> No. No. just get new boards that might be able to tap into the

044old hardware that it's there's existing hardware in there right now, right? >> That tower is all audio. >> That's all audio has under the scoreboard. That's all PA. >> No, no, the the other one. >> Yeah, the big >> the big standing. >> That's all. >> Okay. So, that little scoreboard that the option, how is that operated? Like a by a remote that somebody sits on the sidelines and does. >> Yes, the dual console. And then how would we get that to and from our people that are coming in on the weekends? Would they have to sign it out and then sign it back in or like what would that look like? >> I I would assume if we went that route, it wouldn't be our people controlling it, right? >> Right. But we wouldn't

045want to have them take it home with them because what if you had another sport coming the next day >> to use the field? You wouldn't want them to take that remote home. >> They would just lock it back up. >> Yeah. Location. >> Just thinking, you know, >> do we have security when the sees it? >> Correct. Yeah. So security would put it back in whatever the location would be. >> Correct. Yes. >> And we well with this alternative scoreboard alternative, we could leave it actually leave it up to the customer or the but if we have multiple >> if they wanted if they wanted to pay the fee, whatever the fee is with the current for the new schoolboard, digital schoolboard, they pay that. Or if they didn't or if they weren't trained

046on it, they can't use it. but that we'd always have the >> the $7,000 mobile scoreboard available to them if if they needed to use that one >> and they wouldn't need to have somebody from trained on that. They could probably do that one on their own. Yeah. >> So, we actually have both both scenarios cuz those people >> who want to pay the to use the fancy would have to do whatever we say you have to pay for this this and this and and they but they probably had to do it a month ahead of time, I would think, so that we could make sure we could have the personnel >> available uh to have them to do it. And I I think we I think we >> maybe give the organization the choice.

047>> You like both options, right? Give the choice. >> Both options. Leave it up to Leave it up to the potential user. Okay. Um but they have to give us a month ahead of time. >> Yeah. Just like any use of facilities. Yeah. Yeah. To secure personnel. Absolutely. >> Yeah. >> I like both options. Yeah. >> Because maybe they want the small one for the regular games, but like the end of season playoff game or whatever, they want the fancy one. >> Well, they can make that decision though, right? >> Yeah. They can make the decision, >> right? They can make that decision if they don't want to pay every week, but maybe the last game of the season, the playoff game or whatever the heck it is. I don't know. I don't watch football,

048but um maybe the big game that they want that one. I'm a big board. They can apply to use their fun. We're not talking just football. We're talking soft. >> Let me ask you say football. Yeah. >> With the digital content if we're talking someone else coming in to use it, but our people are running it. >> How do we get the content? >> We could have, you know, the generic, you know, touchdown, you know, going off. But the assumption through EPR was that this is an educational tool that we are using in our classroom to ultimately obviously teach our students to be able to operate all this kind of equipment. You know, starting from when we opened up studio broadcasting, which I was the person who opened it, which is why I'm very curious

049about this. um to saying are we going to then have the schedule B assuming mostly educators or support staff who will be getting trained on this well then they have to be paid extra outside of the schedule be you know hours of being there to create content and if so what will that look like the timing of that you know there's a lot that goes into the creation of you know the the digital images etc um that you see. So I think that's something that you know has to be discussed. It's not just >> that would be a line item on the contract if they want uh items. Okay, this but we charge them for it. I mean that's >> I I'm going to say this. I think this is a really great business model.

050something that they can set up as a in a business classroom and say, "Hey, th this is the product. These are prices. This is the, you know, this is how we're going to develop it." Let the students and the teachers kind of come up with an idea of how to run that business model. >> And it's not going to happen this, you know, this fall, right? But I mean for next, you know, next year, you know, we say this is this is what it would cost to do that. They have to calculate the labor and wages and all that into >> how to design and to what you know like what level are they doing that to? >> Yeah. >> And maybe I'm way off base with that, but I think it sounds like a

051lot of fun. >> That's a great idea. >> Or like a business class to try to figure out. >> Well, we don't >> gives them some real world experience. >> Real world experience, right? It's like running a business. >> Yes. Or calculating, right? gets people. >> So I think our shortterm thing is portable for now. >> Yeah. Yeah. >> Which I think is what we meant. >> Well, I have a quick question with say for sake of purpose um we just keep uh say ESY. If they were to have a football game um and did they utilize our old scoreboard in the past? >> I don't know. >> Yes. >> Okay. >> Yes, they did. >> What's that? >> Sorry. I don't No, no, that's >> they did. >> I I believe when the Stallions

052have used the North, I believe they had >> Okay. >> So, when they utilize the scoreboard just for the, you know, the simplicity of just using downs and and yards to go, uh, were they the ones who used it or did we utilize staff like we do on um say our regular football nights? >> I believe they used it. We didn't have staff. >> That's correct. Well, actually, Mr. Jeff Rel uh was there last year. He uh volunteered. His son was part of the Stallions program. So, he was the point person and I believe he's the one that actually ran the board for us. Now, he's his son's now leaving. So, he's no longer a part of the Senate. So not sure what the point of contact would be at this point >> because I

053was just trying to figure out the procedure that we currently had in place with the old board with them using it and who was required or who was the one who was operating. It appears now that because of how technologically um difficult it might be for one person to utilize, we need two people that having someone can't do that anymore. So then we need to figure out how to work that into um a policy and and so on and so forth. So you answered my question with probably nobody would be able to do it the way that we've been doing it in the past. So, we need to come up with a whole new plan. >> So, for the record, ESY has been using the scoreboard since 1973. >> Do we think so? So, I

054hear a lot of good options. Do you think we could agree right now for this season to purchase the external boards and then develop a plan of what it looks like and how we're going to do it and train capacity, get our students used to the board because my fear is that whatever you decide now, we're going to have to turn around pretty quickly and when you do things in haste, you don't always do things well. So, can we commit to our outside organizations? We're going to get there. You just have to give us some time for us to learn the boards and how finicky they are. So, like I I remember I was talking to attorney Brown about this and he's like, "Do we really think they're going to break?" I actually don't know.

055I don't want to think they're going to break. Um, but it's a concern, right? And if it breaks for a soccer game on a Monday and we don't have it for a Tuesday, that's for some reason in my mind and I'm coming with a bias. That's easier for me to say than it broke for a Girls on the Run event on a Saturday and now we don't have it for our own students on Monday. Do you know what I mean? Like, but that's just what I'm coming with. So, >> are you talking the $7,000 board? >> Yeah. So I am >> I think we want to go with that anyhow whether uh no matter what because we're not >> even though we we'll use the digital this year for our ourselves our people are going

056to be trained. So I think this the 7,000 board is a no-brainer. So, we can agree to that as a stop gap measure. >> And then we can spend a lot of time being thoughtful and intentional with what it's going to look like, how we're going to market it, how we're going to set up a a pay structure and be ready for next fall. >> And we let all the people who might >> want to use it correct just telling us it's not available this year. Not just yet because we're not we're not even >> we need to figure it out. The other the other's idea to that >> is if as you say the board breaks on Saturday and we need something for Monday, we have these extra boards that are available. >> So

057we'll always have a backup. >> Absolutely. >> Want a motion? >> We need I don't have the quote in front of me though, so I don't know how you want to. We can make it up, you know, not to exceed amount. It would just be >> let's say not to exceed 8,000,000. >> So, I'd make a motion that we purchased the boards not to exceed $8,000. >> I second that. Any funds? >> Any other questions on that discussion? >> All in favor? I opposed. >> It's each just make sure you put that in the right 8,000 not to exceed 8,000 each >> for both per board. No, he's that each per. Right. >> Yep. Is it each? Okay. And >> we are getting this using St. Luke's funds. Correct. Still, >> we are using St.

058Luke's funds. >> Yep. >> Excellent. Thank you for giving us some time so that we don't have to rush and get that done. All right. Well, that was easy. Let's go to the next one. >> Just may I just ask you a point of information? I don't know if Amy would know this. Um, what is the class that's actually uh being changed? What class is it? >> Okay. in so in business or in math >> it's in check in afterwards it's health or math department so anyone of the certific be able to teach it >> thank you >> okay class size so last week so I I watch elementary class size um honestly daily and last week we got to a threshold of more than 26 students in two different grade spans um in two

059different schools in our district and I decided at that point that we were going to hire two new elementary teachers. I sent out an email to the board just informing them and there was some conversation back and forth about class size. So here's the policy. Thank you gentlemen. I appreciate it. Have a good evening. Um so purpose is that we believe classi class size is an important consideration toward towards is not a word just saying toward facilitating student success. The board recognizes that class size should be maintained at levels which are conducive to the most effective use of instructional staff and practice of valuable teaching methods are in accordance with applicable state and federal laws and appropriate for the subject being taught. Class size shall be determined by the board after consult consultation with the

060superintendent and designated administrators. The superintendent shall prepare guidelines for class size which shall take into account subject, type of instruction, ability of students, age, paraprofessionals and facilities. That's it. That's the policy. Some boards choose to have actual numbers in their policy. You are saying that you are going to tell me what class size is based on my recommendations or after consulting me. We haven't actually had this conversation yet. So it is my understanding that prior to this school year, these were the thresholds that primary which is K to2 was at 22 students in a class. Intermediate elementary was at 26 and then secondary was 26 depending on the course. So I want to be clear chorus is going to have 90. Your biology with labs is probably going to have 22. Right? So so secondary

061is a little more difficult. And also when we look at elementary, I look at core instruction. So I'm taking out students in autistic support, students in supplemental learning support, students in supplemental emotional support. I'm looking at math and ELA instructional times. I am not thinking about art. And although I don't although I'm not trying to devalue art, art is incredibly important. I'm comfortable with 28 kids in an art class. I am not comfortable with 28 first graders in a first grade class. A lot to manage. And if you've never managed 28 six-year-olds, I welcome you to come and do it. >> I have done that. and >> and I would return five or six of them in because the the thing of hurting cats >> I butterflies they're hurting little beautiful butterflies >> they fly

062everywhere. >> Yes, I'm I'm telling you 22 should be a max for K to two. So let me just tell you what has been happening. So in the past those were the thresholds. So what would happen is when in elementary school, so let's say JM Hill third grade, every class would get to 26. This is what would happen. They would close JM Hill third grade. Any new student who would come in would go to another school. >> That's ridiculous. >> They would be assigned to other elementary schools and then they would be allowed to return >> if there was space. >> So let's say we're talking third grade. Next year in fourth grade, if there was space, they could come back to their home school. >> Is that a choice? >> Yes, they had a

063choice whether they could remain at or middle or Smithfield or they could return. What about if you had a family that has more than one child? >> Correct. Four different things. >> And what happens if the grade of the sibling is closed at the other school? All right. >> Okay. >> What about busing? >> Yeah. >> And it is my understanding that Johnny gets bus to JM Hill then transfers to ESSE. >> So they're late to school. >> So there's lost instructional time and there is law and there's transition transportation cost. That bottom bullet is in pink and says I have very strong opinions about this. hold some opinions. >> Has he seriously been doing that? >> Yes. >> Wow. >> Well, buildings like JM Hill get filled up pretty quick, right? I mean, >>

064has been closed, Smithfield have been closed. >> So, >> rest. >> I never in my life heard of closing a public elementary school. >> My my strong >> my strong opinions. I want all of you to still talking. Yes, quite often. >> My strong opinions are that there there is a reason we have six elementary schools and two high schools. Elementary schools should be your community small school, right? It should be the people the people at your bus stop are the people you're playing with are the people that you have relationships with and they're the people in your classroom. >> When we start disconnecting that, we are creating a loss of community. our district struggles with community. >> I can't disagree. >> And what we're doing is feeding that problem. >> No, and I understand

065that, but I mean like if we're >> are we going to create more classrooms with more students in them or are we increasing the class size in order to accommodate those more students? >> And so those are going to be some of the conversations you as a board have to direct me of your comfort level. >> I There were there were some numbers thrown around about what our comfort level was in elementary. We we need to set on that first and then based on that. So like there are some buildings where I can't. So Jessica JM Hill I'm thinking of right away. I can't just add class sizes to it. So then we have to become crafty. I can tell you when I was a teacher at Smithfield, we got very, very high in fourth

066grade and they created a class of 12. >> Is that >> because that was the only space that they had that could fit 12 students. >> So, >> is that wrong? No, >> I'm not saying that. I'm just saying so this district has had a history of being creative in solving that problem. I I would be much happier and again I feel badly for art but I I would be much more comfortable if space was an issue of saying okay let's do gym art is going to be on a cart and I'm going to give fourth grade a core classroom and the art teacher is going to be a little bit more mobile >> it was done during the growth years >> oh god everybody was on a cart >> all the time but I

067was principal minister so >> and I love art I love art >> but like It rhymes. That's why you say it, >> right? But you have to do what you have to do. >> So I I know that traditionally or from what I understand is that like JM Hill in September starts acquiring a whole bunch of new students that just never registered. >> Correct. So if you you know like we're obviously have to be creative but if we're I mean I absolutely agree with you we shouldn't be shipping children all over the count all over the the district but how do we create that space in that in the building for them and still stay at the I think the 22 is really important as well because 24 kids is that's a lot. Can we

068go back to the old days? He said old being sounding old when the growth time was about what we used to do >> is say you left 5%. So you didn't put 22 in a class. You only put and I can't do the math but 17 and then with the understanding you're going to go up 5%. And >> so you started smaller >> and sometimes you didn't and you just had a class. recent years and I know this only uh through the association when we would meet with class sizes that if the numbers weren't there at the end of the school year we cut everyone and we did that you know the district did that and told us you know for budgetary reasons and obviously we were looking at staffing from an association perspective but

069the problem with that is every year >> we rehired everybody this year so attrition through two retirements We didn't replace two elementary teachers, but then you have to get >> and we just replaced them. >> But if we go with what we did, >> we have data only to say JML averages money and have less kids in a classroom. >> Yes. >> Because it's not even and and I understand your love of art, you know. Um and I it's it's not it's a learning perspective in terms of how many kids you have in a class, but it's also discipline. >> Yes. you know, and the more kids you have in a class, the more things you have going on. And think about it in our class, all the things you're trying to do, and you're

070putting 30 in a class. That's that is a ridiculous number as well. >> Just just saying. And as an English teacher, you know, we want to have kids learn how to write, but we put 30 kids in a class, you know, between 25 and 30. Well, what do you expect the teacher to do? How many essays really can that teacher grade with those kind of class sizes? So, I mean, we have to be really, you know, talk about intentional, you know, about how many kids we're putting in a class and we're looking at, we just looked at scores, you know, all of that comes together because everyone teachers are human, too, you know, and there's only so much you can do when you're in a classroom. And I I I am class size to me

071is the most important thing. And the association tried for years to even bargain that, to get that in their contract, and the board always said no. And you know, so here we are. >> Well, and I think it's I think it's appropriate that we are the people who are working with that. Do we have split classes >> between two grades? >> Two grades. I I was in one of those kinds of classes coming up. >> We would have to write course plans for what that looks like. And what I'm saying is that is a quasi solution for too many first graders, too many second graders, third graders, fourth graders. That gives us a little flexibility to create those split classes. It can be done. >> It it absolutely can be done. >> Earlier you said

072I could read really well. I went to East Straburg school district so I think it's appropriate. You know, can I >> I I do it is an option that we could consider. Yes, absolutely. >> As a parent, I know they added kindergarten classes for my children mid two weeks into class. >> Y >> and I am opposed to that because your kid gets comfortable with the teacher, your kids get comfortable with the friend, and then they say, "Oh, you you and you and you, you, you, and you and you are leaving this classroom and now going to this one." They made bonds. They made friends. They connected. They're kindergarteners. They're already stressed out enough. And then you pull them. I'm very much against that as a parent. It ruined my kid. >> I forever. >>

073It broke. >> It did. Like I I had a horrible experience with my daughter when it happened to her. >> I fought against my son getting it and he stayed and it was much better situation. >> So we we would have to have a conversation then. you you would have to offer me direction that when students suddenly enroll because we get an uptick in enrollments because some of our families that are not from the Poconos's are used to starting after Labor Day. >> Um so we get an uptick in enrollment after Labor Day. So, should our kindergarten numbers get above 22, then if you don't want additional sections, and listen, it's not what's best. No, >> I also think kids are resilient and two weeks later they'd be fine. I also think that parents sometimes

074feel that it's more of a situation and they feed into it. That if we say to our kid, "Awesome experience. We're good. We're so excited for you to get new friends. can't wait for you to meet this new teacher. If we frame it for that, our kids are really resilient. I've been in buildings that have started new kindergartens. It's not ideal. No. >> But what is worse? 26 kids in a kindergarten or starting a new kindergarten class the third week in September. What's this goes back to what do you value? >> Do we leave that little bit of wiggle room? >> That's what I said. Not to not to repeat what our fine president said, but to me >> he agreed with her fine bill. >> But do we leave that little bit away? >>

075We're we're we're leaving some room. We also what what we struggle with also is the 10day drop is that because we're such a transient school district that after 10 days of school, we drop some of our population. I haven't been here long enough to see how many we actually drop. So right now we don't have 5% in most of our we don't have that kind of wiggle room. I'm not hiring 10 15 new teachers. I don't think we'll actually end up with that based on numbers. But when you look at so like some of JM Hill sections are so JM Hill has like 70 kids in third grade. Let's say kindergarten and first grade have like 42. >> Right. Well, every other grade above that is traditionally, let's say, averaging 75, but kindergarten and one

076has 40ome averaging. Like, that doesn't make sense to me. So, I'm trying to as I'm here longer, God willing, as I'm here longer and hopefully another contract intent, um I will be able to anticipate kind of trends that we see and say, "No, we're going to get this shop. I'm okay with it right now." But there's always situations where you have to create a new section. Um but I I just think that this is important for the board to talk that way as I'm making these decisions very rapidly. So, we made that decision pretty quickly last week because I wanted to make sure we could get somebody on board and get people in classrooms before kids started >> and that we could get it on the agenda for tonight. >> So, I'm just looking for

077direction of where you guys sit and what your comfort level is with class size. Do we like the closed model or do we want to start to grow our sections if we need? >> What are your thoughts, too? because I've also seen in our district where in January they decided we need to create a new class and they started pulling kids in January and recreating as well. >> You don't want to do that. >> That that's a little late and and I'm not sure why that would be done. >> I I don't want to speak for the board, but I'm going to um I think there's a general >> Well, you are one of the voices. >> Yes. U but not all. I think there's a general consensus of smaller class size. That's a no

078that's a no-brainer. I mean everything from you know either you were a parent who put your kid through the school, you were an educator um knows what class size is and the importance of the smaller class size. >> And I I think also too, you know, air on the side of caution with the number of students in each class. >> Um I would rather have a class where I have, you know, 14 or 15 kids to start as opposed to 26 or 27. >> Um and I know that 14 class is going to get those new kids. my 26 might get a new kid and then it makes it more difficult. Um, but when you know that you are starting already low, I mean there's some teachers who start with, you know, an elementary school

079in kindergarten with say 25 kids, >> then they get a new kid. >> Um, and you I don't ever want that to be a situation that would occur. So >> you know smaller cl for me at least smaller class side air on the side of caution with the number of students that we put in but it also goes to the feasibility study of do we have the space >> correct >> and like you said we're creative and we can find this the space I was a car teacher for 10 years >> so I know what it's I know what it's like um but that's more important to me um whether I moved around or not that didn't matter what mattered the most was having the appropriate class I think >> I think that's important. >>

08090% versus 95% is a better number just >> to fill the classes up to 90%. >> As far as space, most of our schools are not at capacity. Maybe the way they're being used now. I remember as it sits had 900 students at one time. >> Middle Smithfield now of course is a different building. So what we've gotten comfortable with as what the school looks like may not be what the school can actually hold when push comes the shove. And I'm going to look at these numbers again and I know these aren't what you're proposing but I think there's one other factor when you're talking 26 at intermediate or secondary 26 if you happen you have to we have to take into account levels because >> there are many sections when I was in the

081high school that we would have 26 kids 15 or 16 of which have IEPs that are mainstreamed into that class. 26 is the teacher you're you just pretty much have said to this teacher just do something make it work and that's not going to happen. So and and that's happens in you know all the way down to elementary. So, I think we have to also look at when we're doing inclusion, you know, what are going to be our guidelines for inclusion and how many students and what's going to be the size of the class because um we've spent as a board, we've spent a whole lot of money the last year on trying to improve the school district and rightfully so in a lot of variety of ways. This is the heart of it. I

082mean, you know, we could have had not as talented a superintendent >> and still the teachers would have taught in their class with a smaller class. What I'm saying is this is the heart of what we're doing. I'd rather see us spend money as you know, as Jason was saying, let's start start with 18 and start with 15. >> How were the other buildings looking? like are some of them lower where you can combine there and move a teacher or >> Oh, I looked at all 127 sections across the district. Um, we actually moved Oh, this poor teacher. She introduced herself as a kindergarten teacher at new teacher induction and then by lunchtime she was a fourth grade teacher. >> Um, because we were able to collapse a kindergarten section at one school and move

083that person to fourth grade. >> But now we need a kindergarten teacher cuz No, we don't. No, as of right now, we believe we're okay with kindergarten. >> So, what do we need? >> We we don't So, on the agenda are two K are two a third grade teacher at Bushkill and a fourth grade teacher at ESC. It might be backwards with the grade levels. Um, but we were I looked at all 20 127 sections and said, "Where can we move? Where can we collapse? Can we?" And in most cases, except for one grade span at one school, we couldn't collapse without going over these thresholds that we set. >> So with the these new teachers being higher, there won't be any changes after the school year starts. >> I can't guarantee that. >> Well,

084as of right now, as of today with the numbers that >> Well, it could change in two weeks, >> right? The Von Tra family could come in, >> correct? Yes. >> Yeah. The Von Trap family could fill up >> as of this this moment in time. this snapshot of right now >> based on all of the current class sizes we are comfortable >> and is there buffers in kindergarten so it doesn't happen >> um >> or are there some that are pretty close to the max >> there are some that are 22 >> but but you you said as a district we have a lot of people come in after the uh Labor Day >> so we shouldn't get too comfortable if >> that was my point some of these close to the maximum right

085Yeah, those split classes. >> So, are we going to have that issue uh in the coming month? >> I'm not sure. >> I think we must have a lot of historical data on it. I mean, I imagine we've kept records. We don't have I would I would think people services would have had those type of record child. >> I was even looking at enrollment up at like um Leman. It's it's down significantly. >> Enrollment across the district is down. >> Yeah. significantly at >> at the middle school level up there. I was >> by like a few hundred students the last year. >> Yeah, I noticed that up there. Yeah, >> correct. >> They're not done at the elementary. >> Um, no. >> So, >> what's happening when they get to high school is the

086question or middle school? Um, I I don't know if I'm going to jump there. >> I think that's a good one. >> I said wonder. That's what I'm saying. I could wonder. >> Start low. >> All right. So, we're going to So, so the guidance I have just I'm going to say it back to you is we're going to ideally stop the practice of closing grades at different schools >> and 22 26 for right now is our threshold, but if we can offer a buffer as we register. >> Did you? >> Okay. >> That is our threshold for now, but we're going to reinvestigate that because if not, I would say 26 is way too high. >> I too. And I would say that uh just thinking of some of those divided classes for the

087overflow would be a solution. >> Okay. for some of those. >> I mean, when we say secondary, 26 depending on course, I would like to say depending on course level. >> Agreed. >> Because 26 in an honors class is very different than 26 in your basic class when threearters of them are >> have an IEP and teachers are trying to do individualized and >> everything else under the sun. Well, those with IEPs also gives we have to more uh pair pairs and all gets my daughter's out of basic level. Not all of them, but and I'm sorry and nothing against her. Our her powers are great and I've loved my powers at high school south, but powers do not replace a teacher. So, we can't say, well, we'll put 28 because the powers in their

088a power is not a teacher. So they may be able to facilitate but they're not teaching. So I don't think paras really do anything for class size or so. Not I value them but not that's not what they're there for. >> Okay. I appreciate the conversation. Thank you. And we got we got through it all. >> Yes. >> Thank you for >> proud of you guys. >> We're done. >> Okay. So that concludes our superintendent report. We will go to our uh committee reports >> MCTI Jason. >> All right. MCTI JC met on Monday, August 4th, 2025 to discuss finance, curriculum and instruction, student activities, personnel items, and the progress of the conference center. Um we were promised a June end of June move in date. We're still waiting and hopefully will be done uh

089before students move in the end of August. Uh we did welcome our new superintendent of record from Straburg. That would be Dr. Curry. Additionally, uh we created new positions uh including business manager, joint operating committee uh secretary, a business assistant business manager and accounting clerk. Uh we also approved a series of personnel changes which included resignations, FMLAs, uh an appointment of new staff including instructional uh assistance in 9th grade social studies teacher uh an executive secretary and several retroactive hires were approved. We had several payments of invoices uh regarding um renewal of food services in the amount of $1.2 million. utility and maintenance renewal agreements for propane delivery and snow removal, professional services for student behavior counseling, uh, and employee assistance services, uh, thirdparty partnerships. We also entered into an agreement with the Pennsylvania Cyber

090Charter, uh, for a third-party uh, tuition program uh, to be determined. We also had anou with the township of Pocono uh Pocono Township for police services and a new affiliation agreement with Stanley Community College for Cisco training. Um approval of Cisco dual in advanced licenses for multiffac or factor authentication and agreement with the Pocono County's workforce development board. Uh we also approved over 50 field trips for the upcoming 202526 school year for the career and technical student organizations and their adviserss. Uh we also had the first reading of policy 707 for the use of school facilities. That was also conducted. No action was needed at the time. Our next JC meeting will be held on Monday, September 8th at 7 p.m. Thank you. >> Okay. Thank you, Jason. Um I20 for me uh IU 20

091board does not meet in July. So we will be meeting later on in August. So I do not have a report. Um property and facilities Wayne >> property and facilities met on Wednesday August 6. Um on uh August 5th uh we met with uh Fletus Lyman and his associate uh Chos Javi to uh go over stage three of the North Campus storm water uh repair as they are making u um getting ready to uh file with uh court for future litigation. Um the weather station was discussed at ESSE. So there's a board approved agreement that was dated 2022. I guess we had to update that. Is that correct, Maggie? >> Yeah. So the last board action was that on that was uh 3 years ago. So I'm just asking for the board to update it

092so we can move forward since we're a few boards ago. >> Um Regarding the Natiatorum roof, um, we found out through our engineer that the contractor uncontracting found a cavity. I'm not quite sure if that's the uh excuse or the cause I should say for the condensation issue that continues to um haunt us. Um more on that next month when we will be able to resolve that issue. Uh the rest of school flooring was uh completed. Uh seating is complete at the uh JTL. Is Keith with us? >> Ma'am. >> No. >> The North Auditorium light upgrades has been completed. Bid opening for the ESC sprinkler uh replacement was or July 30th. Uh, Keystone Fire had the low bid of $1.95 million. Um, may I report? Uh there was a discussion on our district energy

093savings year to date. The savings for the LED uh replacements moved up to 26,974. Uh the rebates year to date is $13,913. Uh there was a motion to recommend the uh high school north coaching platform with a condition that the uh property facilities uh supervisors uh research the uh requirement for electricity. Uh there was a uh condition that we may want it on the press box side with research the feasibility on the visitor side uh with respect to access. electric for the huddle camera that the all football team use to film the game. Uh there's a one through nine list of invoices for CHA, that's the school district engineering firm. Um the uh invoices are noted. Then we have applications for payment. Um JTL data network improvements application for pay number two was 95,913. Getti

094for uh application for payment number three is for 180,000. The JM Hill asbestous abatement application number two is for 6,390. uh JTL partial flooring uh coat flooring an application for payment number three for $32,665 and 50 JM Hill partial flooring Lehigh Valley flooring application for payment number two $26,42 and change and then the rest of partial flooring at Lehigh Valley Flooring application number two $23,373 3. Uh the next uh property and facilities meeting is scheduled for September 3rd at 5:30 here in via zone. >> Okay. Thank you. >> I have a question for the huddle cameras. Are they available to all sports or just being used by football? >> Uh each each school district brings their own huddle. Yeah. So >> or so each sport brings their own huddle camp. >> Yeah. >> Okay. So

095the we use the NF >> NFHS right now. Is that a different platform than the huddle? >> I would imagine. I'm not familiar with it. >> Yes. >> Yeah. >> Yes, they're different platforms. >> Okay. Well, we're still keeping the >> So he Mr. Roner was just addressing that this coaching platform at the north, right, >> that we had talked about that it needs electric. He was just using Huddle as an example. Okay. >> Not to speak for you. I'm sorry. >> No, that's fine. Thank you. >> Okay, good. Right. Education programs and resources and >> the EPR committee met on Thursday, August 7th at 5:30. Dr. Vitali discussed how we may be able to become involved in the Pike and Wayne County's CTC programs while still staying part of MCTI. This would allow more

096of our students to participate with a wider variety of program options. She explained the various programs are available as well as presented the many scenarios of how this might be accomplished. She explained that we are in the investigatory process and that she is working with all the educational leaders to provide more specific and detailed information to enable us to participate in offering our students more opportunities for future career success. I mean all the programs sounds absolutely amazing. I mean, we were so excited to join the EPR uh committee, but it's it's definitely a process. Um and Dr. Vitali is, you know, really following through with that. And um Debbie is also now part of the >> Yeah. So, you know, to really uh hopefully bring all of this to us um within a year or

097two. >> Um Dr. Vital also presented the changes in curriculum policy which we've saw last uh put forth last month. Remember these are just vernacular changes so that the jargon of educators kind of match the policy. I'd also just like to thank Mr. Paul Bner for his input on the make music clouds three-year renewal. The EPR committee has moved this forward as an advisory recommendation. Um as you've heard me you know kind of do my reports through these last six to eight months or so. We're really making great strides in our secondary curricular areas. You know, this was these were the areas that, you know, really hadn't had any look for, you know, almost 15 20 years in some uh sections about curriculum. Our August meeting truly exemplified the progress we have made. Um I

098want to give thanks to Amy Pulmounter, our secondary director uh for curriculum for all of her detailed curricular presentations. She and uh Dr. Vitali were kind of the dynamic duo that evening with all the presentations. Um she did explain the implementation importance of linkit which is the data information program that Dr. Vitali spoke of before. She explains its uses for both administrators and teachers. Um we're just kind of getting to the you know hitting the surface of it at this point. So it's exciting to watch how it'll be used and the impact that it will have in the future. Uh Amy also explained and showed us professional development plans for August, you know, the next few days. Um as excited as Satali was for her administrative days, uh as a former teacher, I was over

099the moon when I saw what these three days were like, I actually kind of turned around and made a comment. Maybe I should come out of retirement, you know, because it it's such an exciting >> I'd miss you too much. >> I figured that only lasted a few minutes. like I don't really want to go to 5:00 again. But um but just wanted to thank um everyone for for that. It's the professional development plan is such a key um and we as a board obviously uh by hiring, you know, uh someone to kind of really spearhead that as well is just very exciting uh to us. Uh lastly, Amy gave a monthly explanation of the curriculum writing timeline moving forward. I do want to do a shout out to um Andy Snyder obviously you know

100he's was the one I met with him prior to our PR meeting and has kind of put it together working with Amy with Marilyn you know uh really it's it's been wonderful to see on the secondary level the changes that are happening um as a result of this you know time frame if you will you can really see the tasks that are being completed each month um as well as the scope and sequence for each department uh we were given that evening links to 71 course plans. 71 course plans. Each course plan was between like 40 and 60 pages long. Um they correspond to the curriculum that we have approved over the last few months uh in some of the different areas. Um again I can't even begin to express my gratitude to our teachers

101who put in so much time and effort uh to create these course plans. um their hard work and dedication in creating these documents will ensure that all of our students are receiving the rich education that they deserve. In addition, these documents help all of our new teachers coming in like you know as a teacher when you see sometimes a curriculum it's there's you know just standards, objectives, those kinds of things. you know, more on the vague side to see these course plans really helps our new teachers who are coming in to understand specifically what the skills are um that need to be taught when they're introduced, you know, how using all kinds of of, you know, methods, etc. And that's really important for new teachers to just have that um document there to really help

102them with their own knowledge and their own growth. and that we have our master experience teachers who have written these um these courses. It's just wonderful. So again, I just want to thank our teachers in advance for their time and continuing to reflect upon their own successes and areas that need to be further developed andor changed and their commitment to updating these course plans accordingly. you know, this is something that um if you notice in our policy, those of you uh we're going to, you know, we're agreeing on that policy um today, this evening, but to really understand, you know, the importance of those course plans. So, it's it's exciting for me um to see how far we've come in the area of curriculum development and exploration. Um we're really just moving forward and it's

103it's a wonderful thing. I'll end my report with my well wishes to all of the teachers who are probably going to bed early this evening. Uh staff, administration, and most importantly our students for a school year that is meaningful, exciting, successful, and fun. Um I thank I want to thank all of them on behalf of our school board for the time and dedication that you put into your academic work, whether you're in front or behind the prover proverbial uh desk. you make all of us in the East Strasburg School District uh really proud. So, everyone have an awesome 2526 school year. And as I say every month, you should all be attending or listening to the EPR meetings to really learn about our excellent programs that we offer to our students, meet our awesome educators

104who provide these wonderful learning opportunities for our students. So, our next meeting is Thursday, September 4th at 5:30 both here and on Zoom. Everyone is welcome and encouraged to attend. Thank you. >> Thank you. And Rebecca for finance. >> So prop finance met on Monday, August 11th, and we had the same presentation you had for the dual track by Miss Jamie Doyle. Um, we also discussed the items that Wayne brought up for properties and facilities which included the NOR's coaching platform, the boiler replacement, ESse sprinkler, the CHA invoices, the Rutland excavating invoices, and the applications of payment. And we also um move forward um for property, I mean for education programs and resources, the three-year renewal from Make Music Cloud. And our next meeting is scheduled for Tuesday, September 9th here at 5:30 both here

105and via Zoom. >> Okay. Thank you, Rebecca. Is anyone filling in for Keith's report? Okay. Thank you, Dip. >> The policy committee met earlier this evening and uh in place of Mr. Caret, I will give the uh report. We met and discussed policy 212 reporting student progress where the uh primary change was that reports will be out no less than three times a year. The following policies all h were updated with changes that were uh primarily consolidation and pointing to long and different changes. So they some of them have gone from eight pages to two pages. Some have gone from 10 to two. And all of the appropriate information is included. Those were uh policy 323 tobacco and vaping products. The previous policy was repealed. Policy 814 copyright policy. The previous uh policies to be

106repealed. Policy 815.1 website. the previous policies to be repealed. Policy 816, social media policy, the previous policies to be repealed. Policy 816.1, cloud computing, the previous policy is to be uh repealed. Policy 830, information protection, the previous policies to be repealed. Policy 830.1, privacy and security of student data. the previous policies to be repealed. Policy 830.2 data breach and notification the previous policies to be repealed. And our next meeting is on September 15th at 4:30 right here in this room. As as Mr. Caret says every month, this is the committee to attend. >> Thank you for carrying on the tradition. Okay. Uh we now up to our public participation. Reminder limited to comments on the agenda by residents and taxpayers. Excuse me. Uh three minutes each. Jay Armitage, you had signed up. >> Good evening.

107Uh my name is J. Armitage. I'm the head of rifle coach here at East Staff. A couple months ago, our school board approved the installation of an air conditioning unit for rifle range. On behalf of our students and myself, I just want to thank you very much. It makes it more enjoyable to be using the rifle not. Thank you very much. >> Thank you, >> D. Thank you for coming out to do that and thank you for all you do with our really tremendous rifle team. Thank you so much. >> Okay. Um, anyone online for comments? Nope. Okay. Thank you. Um, any unfinished business? Well, there's always unfinished business. Unofficial. Okay. Okay. So then we'll move on with the rest of the agenda. Motion to adopt the board of policies as listed. >> So moved.

108>> Second. >> Questions? All in favor? >> Opposed? >> Motion to approve the attendance of Dr. Maggie Vitali at the PAS PASA New Superintendent Academy phases one, two, and three in Harrisburg on the dates listed in the approximate amount of $1,900. >> Second. questions. All in favor? >> I >> opposed. Motion to approve the three-year renewal of Make Music Cloud in the amount of $19,91083 in accordance with the recommendations of the EPR committee. >> Second. >> Questions? All in favor? >> Opposed? Motion to approve the implementation of the following clubs listed there. >> Second. Sorry questions. >> Are these clubs available at all elementary schools or just the ones that are signing up for it? >> Each elementary school is going to build their own list of clubs based on student interest. >> Okay. >>

109So, robotics club will be available at all, but beyond that with our new system that we created, it's going to be based on student interest. >> Okay. Because I noticed this robotics was just for ESSE, so I was just making sure that all >> Yep. They just haven't gotten the paperwork in yet. >> Okay. Okay, good. Any other questions? All in favor? >> Opposed? Motion to approve the agreement with Karen Batowski as presented as assistant superintendent for pupil services of the district effective August 15, 2025 through August 14th, 2030, which is a revised date. >> So move second. >> Questions? >> All in favor? >> Thank you. Welcome again, Karen. >> Start last Friday. Congratulations. very happy to have you with us. >> Motion to approve the following memorandums of understanding that are listed below.

110So move >> second. >> Questions? >> All in favor? >> Opposed? A motion to approve the employment actions listed in accordance with the associated applicable policies, procedures, and contractual agreements. And remember, we did add one at the beginning of the meeting. So move second. questions. >> I have an extension for J7 according to our new policy on >> we have a an updated policy on conflicts of interest. Right. >> Okay. >> Good. Anyone else question or comment? Just state that. All in favor? >> Opposed. >> And is that the other? >> Congratulations. Welcome. And Dr. Myers is going to start with us tomorrow. >> Yay. Yay. >> And we are so excited to have her back here with us. We worked together about 50 years ago. That feels like at least to me about that.

111>> Congratulations back home. We're excited. >> Yes, we are very excited to have a motion to approve the agreement with school business consultants as presented for budget review and preparation services as set forth in the agreement. >> So move. >> Questions? >> All in favor? I >> opposed. Motion to approve the disabled veterans real property tax exemption as presented in accordance with policy. >> So moved. >> Second. >> Questions? >> All in favor? >> Opposed? Motion to award items A through C in accordance with the recommendations of the property and facilities committee and finance committee. >> Second >> questions. All in favor? >> Opposed? Motion to approve the payment of bills and unawudited treasurers report listed in the agenda for the 2425 and 2526 fiscal years in accordance with section 687 of the public school

112code recent directives from the department of ed and interpretations made by the auditor general >> moved second >> questions. All in favor >> opposed. >> Motion to approve the payment of the following CHA invoices. Rutledge excavating invoice and applications for payment for services rendered in accordance with the recommendations of the property and facilities and finance committee. >> So moved. >> Second. >> Questions? All in favor? >> I >> opposed. Motion to approve the following 2526 meal prices and they're listed below. >> So move. >> Second >> questions. We're still offering um free breakfast for the kids and then they just do the alle carts. So the al is the alle cart prices changing or are they staying the same? >> I don't know if the alle cart prices are changing. I know that every child

113gets free breakfast, free lunch. >> Okay. Any other questions? Okay. All in favor? >> Opposed? Motion to approve the contract agreement with Lehman Pike Emergency for ambulance services at the East Straburg Area Senior High School North football games for the 2025 football season at no cost to the district. >> Second. >> Questions? All in favor? >> Opposed? Motion to approve the contracts listed for the specific services, rates, and effective dates subject to the review and recommendation of the solicitor and approval of the administration regarding the terms and conditions of any final contract other than the cost. And they're listed many of them on all those pages. >> So move >> second. >> Questions or comments? >> All in favor? >> Opposed? Motion to approve the land use license agreement with Penn State University for the

114installation of an atmosphere and environmental monitoring station at East Strasburg Elementary School as presented. >> Second. >> Questions? All in favor? >> Opposed? Okay. Any comments or discussion on enrollment? Okay. If not, I'll take a motion to adjurnn. Before we Sorry, stop. Don't go anywhere. You You have a good night. >> You have a good night. Thank you. >> Let's just cover ourselves with a a motion to authorize administration to purchase two school boards at a cost of approximately $7,000 a piece. >> Oh, okay. Gotcha. >> As opposed to the eight as opposed to the original eight. Sorry. >> Yeah. Yeah. >> That would be under >> approximately. Obviously, it'll be on the agenda later, >> right? But we never voted on it. So, >> she voted to add it to the agenda. Or did

115we Okay. >> Yeah. I mean, it hasn't. You haven't. >> Okay. So, I make that motion. >> Great. Motion to for the uh school uh schoolboard. Send a second to that. >> Second. >> Any questions? All in favor? >> Opposed? >> Okay. And then I have a >> motion. No, I have a quick question. Um with regard to the press box, we had gotten it through properties and facilities. I was under the assumption that we were to have what we needed in order to get it on the agenda for this evening. Is it on the agenda? I didn't see it. I >> Well, the problem is if it's on the best >> if it's on the agenda, it was tabled tabled last month and needs to be brought off the table and be voted on.

116>> You brought it forward out of the finance committee. I thought >> No, you you can't you can't bring it forward. You have to bring it forward at the board meeting. >> No, I did it on If Right. If it's if it was tabled last month, it has to come off the table to be voted on. You can't just vote on it again because it's still sitting on the table. >> Let's take it off the table and vote on it. Like that's part of which you have to pull it off. >> So it's I hear you. >> It's part of public. It's part of public content. >> New business finances 610, >> right? >> Is the first item, the coaching platform. >> Yep. >> Correct. >> So what you're saying, Jason, is that >> it

117has to be taken off the table from last month >> in order for it to get voted on. >> Remove it from the table. Well, what we've always I hear what you're saying, Jason, and you are exactly right. >> We have always treated motions to table as a informal way of saying motion to postpone. >> But that's but that's not what a motion to table is. >> I understand. >> Right. Okay. I just want to make sure there's no hiccup this doesn't go through. >> I'm fine with it. >> Okay. That's good. >> All right. Thank you. >> Now, can I do it? >> Yes. >> I make the motion we adjourn. >> I second it. >> All in favor? Hi. >> Good luck everyone. Tomorrow at school opening for staff. >> Starting at 8:45.

118So you might want to come you might want to come a little earlier. >> I don't know. I got a lot to >> my 12 page speech almost every day. The difference in >> you'll have audio visual right. Good night, Dr. Picowski. 5 a.m. >> 5 a.m. Balloon Palooa. >> Yes. >> Well, Mr. Catello was speaking