ESASD Regular Board Meeting (July 21)

001Canadian order. Please stand for the pledge. I aliance to the flag of the United States of America and to the republic for which stand one nation under God indivisible with liberty and justice for all. Our roll call. >> George Andrews >> present. >> Rebecca Bear >> present. >> And Catrell >> here. >> Mike Catrell >> here. >> Strand >> present. >> Keith Carut >> present. >> Debbie Kulip >> present. >> Wayne Roner >> here. >> Rich Lameus >> present. >> Okay. Thank you. We welcome all of our guests and ask if you haven't so please sign in outside so we have an accurate record of who attended our meeting tonight. An announcement of an executive session was held this evening before uh this meeting for the purpose of discussing personnel litigation and negotiations. And now

002we need a motion to adopt the agenda for July 21st, 2025 as submitted with the board of education reserving the right to add to the agenda and take further action on any items raised in executive session where immediate action on such items is considered in the best interest of the district. >> The second >> question. >> Yes, I'm looking to uh table a motion. I just haven't found it yet. Regarding the motion to approve a platform construction at the North Stadium for visiting football coaches. Um, we didn't have a property and facilities meeting in July. So, I would like to make sure that's on the agenda for property and facilities for the August meeting. Okay. >> So, we have an opportunity to see uh >> I believe that's >> what could be done. >> Motion

003to approve the press box at Icemore. >> I can't. >> Yeah, I see it. It's on uh It's number 14. >> 14. >> It's in the 14s. Yeah. Couple of pages into the 14. >> Yes, I found it. Page. I don't have a page number. Sorry. No, it's not. >> Okay. Um, Chris, can I just ask for would we >> So, there's there's two ways to handle this. You can amend the agenda to remove this. >> Or you can wait till the item comes up and move for the reasons you've stated. >> Okay. >> If you want to make that motion now, that's, you know, doesn't make any difference. >> Okay. So, >> either or. >> Okay. So, well, since you said it, why don't we do the motion now? I makes more sense. >>

004Okay. So, we have a motion to eliminate the motion to approve the additional press box at High School North. Do we have a second? >> Second. >> Any questions or discussion on that motion? >> If if it will it delay anything that we need done for the football season? >> It could it will it will not be done for the football season. Correct. >> Because our next board meeting is August Hold on. Uh 18. >> Yeah. And it will need a building permit from the township. I'm really confident about that one. But my only concern, Wayne, is is I just want to make sure that we have it available to >> Well, I question the Listen, I question the fact that my press I know it's small, but I question the fact I we really

005hadn't we as a board didn't have any opportunity to have any kind of review. And if I'm going to spend St. Luke's dollars of $9,000. I'd rather use it for something uh more equipment wise than or a platform for adding a platform to the uh football stadium. >> Is this one of the things on rollers like a wheels around? >> Oh, I have no idea. Will we have you know we was never bought I I don't I don't have done on it other than it was recommended by our athletic department as a necessity. They are incredibly um wise with how they spend the St. Luke's money that is given to them. Um so I I don't I don't have the details or specifics. I I didn't know this was going to be a question. So

006I apologize. If I would have known I would have had more people here to speak on exactly what it look like. So like uh so this was a recommendation from the athletic department from the north high school. May >> may I make a suggestion we we hold off until we get to that point in the meeting and then talk about it? >> We do that. >> Yeah. >> Well, we already have a motion. >> You have a motion a second. So just it down continue later. >> Yeah. So if if that's the desire to we then we would have to vote this change of um the agenda down and then pick it up again. >> Well, I guess we'll figure that out when we ask for the vote hearings. That's five. >> So, let's call

007for the vote. All in favor? This is You're voting on changing the agenda to delete this. All in favor? >> I oppose. I >> I >> um >> we can discuss. >> Roll call, please. >> Okay. >> Wayne Roner. >> Now, what am I voting here? >> What if a yes vote would delete change the agenda to delete this? >> Yes. >> George Andrews? >> Yes. >> Rebecca Bear? >> I'm going to say no. And hopefully we'll get some more information by the time we get to it during the agenda. >> I cannot guarantee I'm going to come back with more information. >> Well, you might be wishful. >> And Pato, >> no. >> Mike Trillo, >> no. >> Jason Gold, >> no. >> Car, >> no. >> Debbie Felix, >> no. >> Rich Lamus,

008>> I'm going to vote yes only because I think it should be started with the properties of facilities committee and then come back to the board. So that's how I answer. >> That's all I'm looking for. >> Yeah, that's all. So >> I can't believe I just said that. >> So what would that's all I'm looking for. >> Can't believe you said that. >> No. Okay. So we have another opportunity to talk about this when I come up with. >> All right. So let's move on. [Music] >> Need a motion to approve the minutes of the June 16th. >> Oh, sorry. We still have to approve the the agenda. So, we are going to make a motion to adopt the agenda for uh July 21st, 2025. >> So, a second. >> We have a second

009and a first. So, all in favor? >> Opposed? >> Now, a motion to approve the minutes of the June 16th, 2025 board meeting. >> Second. >> I I have a question on this one. Can I um in the heat of the discussion of budgets and frustration of like I I I voted for something. I thought I voted. And I would like Is it possible to change a vote? Because I don't think I voted yes. I >> No, it is not. I was saying >> no. If you think the minutes are incorrect, you can amend the minutes, but you can't actually change your vote. >> I I never voted yes or no. I don't I because I don't remember voting yes or no for this. >> Did you abstain? >> You abain? >> No, it was

010it was I even seconded the motion, but it was so many things that going on that night that I was okay. If my vote stands, my vote stands. But I didn't recall saying I one of those quick votes >> to what? I'm not sure. >> Um it's the survey question about about that survey with uh the guns and all and Dr. Dino. I don't I didn't wasn't really get for that. I just wanted to I don't know. I voted I Okay, fine. If it's if I can't change whatever. >> I'm I'm sure that I said we're all in favor. I We all vote, >> right? But if I but if you say I'm in favor and I don't say anything which sometimes I don't even get a chance to say I >> unless unless there

011is an affirmative >> unless there is a nay audible to the secretary >> it's an >> it's always going to be reported. >> All right fine then it has to stay >> I'm confused. Are you saying that you don't have an opportunity to vote where people can hear you? Cuz I don't I've disagree with >> I said no I said Mike that was a long meeting. We were talking budget. I was looking I was writing numbers down. If you remember, I talked a lot that meeting. >> I did talk a lot that meeting, >> okay? And I was juggling my my papers and sometimes votes pass where even like Wayne will say, "Wait a minute. What?" And I had to vote no for Wayne because he wasn't paying attention. I wasn't paying attention. So, you

012know, finance. So, that's fine. My vote stands. I I understand that. I I just disagree that you wouldn't have an opportunity to vote properly. There's only nine of us. And if anybody wants to vote, no, it's very easy. You stay. No. All right. >> My point being is I I got confused on where we were. I thought I was voting on one thing or not. That's fine. No arguments here. Then let's continue. >> Um >> superintendent report. >> Okay. So we are going So no student board representative. >> So we are going to start with talking about EFM's presentation that was done at the finance committee meeting. >> Thank you. Before you do that, >> I approve the minutes. >> We approve the minutes. I >> Oh, I'm sorry. Or possibly. >> Oh, you're ahead

013of everyone. >> Well, I just want to make sure I vote yes. So, all in favor of approving the minutes, >> I oppose. >> Superintendent report. >> Okay. So, we're going to start with Jamie Doyle. Jamie, are you on with us? >> I'm here. Good evening, everyone. Hopefully, you can hear me. Okay, >> we can. Thank you. >> Wonderful. So Jamie, do you want to start it off with the reader's digress version of what you gave? >> Absolutely. >> Okay. >> And I would also just like to point out that my colleague Carly Keling is on uh the Zoom as well. >> Good evening. >> As well as Jonathan Cox, your bond council from Eert Seammens. >> So if I can go ahead and screen share, I will give you the Reader's Digest version. Okay.

014And hopefully you can see that. So, we were contacted and asked to look at a debt restructuring for the school district and the the three bullet points on this page are important. So, uh this is an analysis to provide debt service relief upfront and we'll look at numbers in just a second. And number two is very important. Most of the district's principal payments occur on September 1 each year. So this timeline is very tight if if you'd like to proceed with it. And and we described that to finance committee last week. And number three is also very important. Anytime you're thinking about a debt restructuring, it means you're stretching your debt out a little further. And we have to be cognizant from a legal standpoint that we don't stretch the debt out longer than the

015original useful life of the asset that it originally financed. And so, you know, that's that's very important. Um, you don't have to worry about that when you do plain vanilla refundings when you're putting the bonds back in the same place. But when you're restructuring and stretching it out, we have to really pay attention to useful life. So I am going to skip back to the important page. This is a summary of the rest of the pages. This restructures a portion of the series doubleA of 2017 bonds. Roughly a $15.9 million portion rounding up slightly. The cost over the life of stretching this debt out a little further is just under $4.3 million. as you can see in box one. And when we present value that cost back to today's dollars, the present value cost is

016about $530,000 of stretching this debt out a little further. What it accomplishes is really down here in box four. So if you did nothing, you see in column three, those are your net effect or net payments in your budget each fiscal year. So, I'm just going to call that $15.3 million a year on average through an including 2030. If you did this restructuring, we would scoop out principle from the current fiscal year to the tune of about $8.8 million here on the first line of box four. And we scoop out roughly $5 million of principal out of next fiscal year ending 2027. And where we would put that scooped out principle is basically out here in 2031, 2032, 2033 because you have big drop offs when you look at column 3. You have big drop

017offs in those years. So that's where we would put the debt that we scooped out of those first two years. And what you see in the middle is is mostly interest uh by stretching out that that principle uh through and including 2033. So, this is a short-term solution. You know, there's still tough decisions to be made in terms of uh potentially increasing revenues or decreasing expenditures to, you know, make this get get your budget in in line long term. But at the end of the day, if you did this, what you'd be left with is instead of column three, at the end of the day, you'd be at column five. So, you'd see a reduced payment in in the current fiscal year again by that 8.8 million. So your your net payment in the current

018fiscal year goes down to 6.5 million goes to about 10.2 million in 2027 and then again the debt because we're stretching it out. you're paying a little more interest and so you can see what your payments would look like in in the next three years. And then we are still preserving a lot of drop off in in the event that you need to structure debt for other things albeit, you know, buses or capital improvements or whatever the case may be. We're trying to maintain a lot of flexibility for the future for the district. But, you know, this is a way to get some short-term savings. Again, about 8.8 million in the current year and about $5 million next year. Uh, I'm going to skip to the very last page because I want to talk about

019that tight timeline that I alluded to. And you can see we presented to finance committee last week. Tonight there's a parameters resolution before you based on on the restructuring that we just looked at. We would undertake the dual track process which is what the district has historically done. Meaning comparing a competitive bank loan RFP, the best bank loan proposal to the bond market and whatever produces the best economic answer is what we'd ultimately recommend. on this timeline, you'd be locking in the rates as as early as July 29th. And and we can't lock them in, you know, much later than that or we won't be able to get to settlement in time to intercept those September one principal payments that I mentioned at the very beginning. So, I know that's a lot of information. I'm

020happy to entertain any questions for you this evening. I I will just point out one more thing if that's okay. The parameters resolution before you this evening, if you recall, and it's always been like this on every parameters resolution that the district has considered, uh, will be for a maximum principal amount. So, it has to be for more than we're really looking for so that we have flexibility to resize the principal amortization after we get the winning bid. And so, the resolution this evening is for $19 million, even though we're not going to really issue that much. It'll have a maximum interest rate of 6%, not because we think we're getting 6%, but again, we need flexibility in case the winning bid is is, you know, a premium or a discount or a par. It's

021all about flexibility. And then lastly, a maximum final maturity, which is the easy part because it's going to it would be, you know, what we just looked at on the summary page as far as a maximum final maturity, uh, which is actually in in calendar year 2032. It's part of fiscal year 2033. So again, I know that's a lot of information in a condensed fashion, but I'm happy to answer any questions that you have at this time. >> Any questions from board members? >> So with this resolution, if the parameters if the results fall outside of these parameters, we would not do anything. Correct. >> Correct. And if the results come back and you know I we as your independent financial advisor you know there's been cases where if the results come back and they're

022not what we're expecting we may actually advise you to reject them. >> Okay. We once we get the results back, we'll be in communication with your administration to go over everything and and give them our thoughts on on the results. And you know, this parameters resolution then authorizes your superintendent to sign the agreement if it's within the parameters we've described and if we're recommending that she go ahead and do so. And that's if they come within the parameters. >> Yes. >> But so so we're basically they're in the parameters. We're we're obligated to uh do this. >> Yes. >> What >> as long as everything comes in as expected that that would be the expectation. There wouldn't be any further board action required. And again, you know, we have tentatively set up a phone call

023with your administration for July 30th to go over the results if you proceed this evening. >> What is the current interest rate that we're getting on most of our funds right now that are in reserve >> invested? liquid I don't know exactly but liquid investments right now are >> a little over 4%. >> Okay. So if we held that money in the bank and and in our investments we'd be generating obviously revenue that way. What's the delta you think between what we could be earning in our investments and what this will be costing us in for the debt cost? It >> it's pretty close right now. It's pretty close to break even. The borrowing rate's probably a little lower than the investment rate, but not by a whole whole lot. >> All right. And what

024will your fees be for these transactions for this transaction? So, I actually I'm going to switch pages here a second. So, we put together budgeted cost. As always, we're going to bid out everything that we possibly can. Bear with me a second. I have it open here. I swear. >> Okay. Can you see that? Uh, it says estimated cost of issuance in the top box. I can't see the >> Yes. >> Okay, great. So, again, this is just what we have budgeted right now. We're we're hopeful that it comes in even lower than this, but again, we're undertaking the dual track process. So, if a bank loan is the best answer, we anticipate the cost of issuance allin at about 91,000. And if the bond issue is the right answer, we anticipate the cost being

025about 289,000. And and just reme remember, you know, that last um or second footnote, we don't choose based solely on the closing costs. We take into account the interest rate itself and and the cost over the life of the loan as well. So when you blend the costs and the rates together all in that's the true interest cost and that's how we make the evaluation. >> Are we basing that then on the 19 million the cost or are we basic Yep. on the or on the 15 million refinance >> the the 15 million. >> Any other questions? I'm just doing some quick math in my head. Hold on. >> So, we let we have a 6% interest rate as our app. >> Correct. >> It if we were to say, well, we're going to make

026this authorization for a 5 and a half% interest rate. Does that negatively affect us somehow? >> Well, you I don't know that we'd have time to change that in the documents for your consideration this evening. I I'll defer to John Cox on that. I mean, I I don't think you're going to get a 5 and a half%. But again, it's not about the rate in the parameters resolution per se. That's just a parameter. I mean, we do expect to come in well underneath that. Yeah, this is John. I agree Jamie that the the debt service schedule is an exhibit to the resolution. >> It would have to be updated if you were to change the interest rate assumption. >> Can you put that back for one sec? I'm sorry. >> Oh, sure. I'm sorry. Again,

027this is just a budget. So, don't get too hung up on what's budgeted for the bond issue because the biggest components of a bond issue, the underwriters discount, which goes to whoever wins the competitive process, >> and the bond insurance are based on the size of the issue and and they're bid out. So, you know, the biggest components get bid each and every time, >> right? >> How much do you usually pad it? Just out of curiosity, just so you know. >> Well, we usually assume $7.50 per thousand for the underwear discount because that is the national average. Sometimes it comes in higher, which is okay because it means the interest rate itself is lower. Sometimes it comes in much much lower than that which is is great too. It usually means the interest rate

028itself is higher. Again, that's why we evaluate on a true interest cost. Typically, bank loans have a higher rate compared to bond issues. But again, that's why we factor in the closing costs and boil everything down to true interest cost. And I think I have a page. Can I switch back to the other document? Is that okay? >> Yes. >> Okay. Give me one second. >> All right. Can you see this one again with the colors, the blue and the yellow? I'm going to skip back here a little bit. >> There's some information in the appendix. So for example, you know, you can see historically going all the way back to 2015 on this chart, you can see sometimes the bank loan has been the right answer, sometimes the bond issue has been the right

029answer. And you know, most importantly, we boil everything down to this last column, true interest cost. And that's how we determine what the right answer is. Because you can see in this next to last column, that's the underwriter's discount or underwriters commission. And you can see sometimes you got a super low commission 97 cents and that's per thousand of bonds and sometimes you got a higher underwriter's commission. But again, when you blend that with the rate they're proposing, you know, whoever has the lowest true interest cost is is who won these particular issues. And you know, this brings up another good point. As you look at that true interest cost column, all of the debt in your current portfolio has really, really low interest rates. >> And so, you know, we targeted the 2017 double

030for a couple of reasons. The most important being it had a pretty clean, useful life history. and and you know we could uh reach the legal conclusions that needed to be reached in this very short timeline. But also beyond that you can see you know that's kind of a middle of the road I'll call it true interest cost in comparison to your overall debt portfolio. But you'd be giving up that 2.14% in exchange for something that's you know probably a little less than 4% roughly. So, are we only refining all of this, which is in the blue box here, or just >> No. No. So, I have a page in here. Sorry, I skipped over a lot of this stuff in the interest of time. So, here is all of your 2017 A bonds, which

031was just one line item in that blue box, >> right? So if you did nothing, you can see you have 23.5 million left on those 2017 double A bonds. And of that 23.5 million, we're just scooping out the two upfront maturities that I mentioned, that's what's creating the cash flow savings in the current year and next year. And you can see those are those were premium bonds. So again, that's why we put 6% in the parameters resolution because if we get premiums, that means investors want a certain coupon and they have to pay you more than 100 cents on the dollar at settlement. So we need to be prepared to accommodate premium bonds, which is is why we put a higher rate in there. Again, it doesn't matter from your standpoint if it's a premium

032or a discount or a par bond. Um, we just have to be able to accommodate the winning bid. So we're refunding, you know, roughly 15.8 8 million of that 2017 doublea and then in this scenario you would have remaining payments on the 2017 doublea's no principal in the next two years but you'd still have the rest of the payments left on that issue. Does does that answer your question? >> Yes. So it's the jammy one and the bank of America one for the most part. >> Yep. >> Going back to the blue box. >> Yeah. >> Oops. And it's too >> Yeah, it's Bank of America 2017. >> Okay. >> And they charged us the discount price of 2.81 when they did it way back in 17. >> Right. >> I Jamie, I have this

033Keith Car. I have a question. Um I know this has been brought up. I know I listened to the finance committee meeting um and I was concerned with um the discussion of our credit rating and and our future bond issues if we ever had to. I mean I know when when it comes to bond issues, I'm a little confused on some things. I do know one thing I if people are unsure of our credit rating, they might not want to buy our bonds and we might not be able to sell bonds later. And I'm just worried about our future. I mean, to save a couple million dollars now and push it off, you know, like I always said, we're I've always said over the years that our credit rate, I mean, our our bonds are

034we're just borrowing on one to pay off another is we're just taking out another credit card to pay off an old credit card. I'm I'm just confused about how this will affect the district's status as far as ratings for future issues and future debts and everything else if we do this. >> So, all all very good points. Um, first of all, you know, this your current year's budget may very well, if if it really shakes out the way, you know, it's currently stated, may very well affect your credit rating. You know, certainly school districts do restructurings like this for cash flow relief. And this is, you know, a bit of temporary relief to give you time basically to make some tough decisions. And and again in very general terms that means some combination of increasing

035revenues and decreasing expenditures to get you know to a balanced budget standpoint. So credit rating agencies typically will they do annual surveillance on you whether you do a bond issue or not. You don't need a credit rating when you do a bank loan but it doesn't stop them the rating agency from doing annual surveillance on you. and they very well may downgrade you until you know you demonstrate that you don't have a deficit, but you're starting from a very strong position. The district has a double A3 credit rating. So even, you know, which is above average. So no one wants to get downgraded. So I don't say this flippantly, but even if you do get downgraded a notch or two, you know, you'd still have an average Pennsylvania school district rating. To your point, it's

036just like your personal credit rating. You know, the higher your credit rating is, the better rates you can get. the lower your credit rating is, you know, there is more risk to the investor, so they want to be compensated for that additional risk. >> Hey Jamie, when we do this, do they look at our current budget or audited from last year? >> So they look at both. They they want to always, you know, they always have your audit from last year as soon as you get it posted to Emma. So, they do this annual surveillance and sometimes you don't even know it if they can find everything on Emma through your continuing disclosure agreements. Um, they will definitely look at your budget. They look for trends. You know, sometimes they don't downgrade instantly, but you

037know, if if you had a bit of a deficit in the year that just ended June 30th and and you're projecting a deficit in the current year, you know, they will have questions. Absolutely. But they look for trends what whenever they sometimes they put districts on credit watch before they actually downgrade them. It it just depends. So in your opinion, it's better to do it now while we aren't trending down where this like could be looked at as an anomaly this year versus a downward. So if we did it next year hypothetically and we were showed another deficit, it could be a downward trend which could then affect our rating even more. >> Yes. Yep. And here here's a situation. We're not in the dire straits like other districts are right now. >> We are

038just planning ahead, so to say. >> Sure. >> But but the problem is is to Rich's point, if we're not going to gain that much by doing this versus keeping our our reserve making money the way it is right now. Why are we taking that? It's a it's like a a risk to get it. >> Reserve now. >> That's the point. We're we're increasing the reserve now. And what happens is that reserve that we have in the bank will be earning the interest. If we don't do this, we have less money in reserve. Therefore, we have less interest. What's going to happen is we're basically floating out the investment and the expense over several more years. But in that term, we'll be making, I don't know, $800, $900,000, perhaps even more in interest from our

039banking accounts, which basically help offset that cost of that loan later down the line, >> but also help our current budget bottom line. >> So, so in reality, this is going to cost us about $4 million over the next year, a few years. >> 4.3. >> Yeah. at the end. Yes. >> At the end, it's going to save us up front, >> right? >> And then we'll pay more later because >> the cliff that we fall off in three years, we're not going to fall off because our we're going to level out for the next three years after that and and then fall off. >> I mean, here's the thing, what I look at, too, is if you look at our history of our all our bond issues we've done over the years, we've done

040bond issues a lot. That's how we that's how we have the balance we have right now because we strategically planned over the years to move it around and play around. So that's where you know I used to say years ago we're just borrowing one credit like I said we're paying one credit card with another but in reality it worked to our advantage. But but my concern is I I don't want it to to look like hey we have this money now we can spend it you know and I don't think our current administration will will do that. Um, >> no. I know that. That's what I'm saying. I don't think we will. I think we're >> and I I I don't want to say we are in dire straits. >> I don't think we are.

041I say, >> but I I do want to highlight and and just keep saying this number. We approved a deficit budget of $26 million for this current school year. So, so with all the projected expenditures versus revenue, there's a $26 million difference. So, I'm not saying we're in dire straits that, you know, we're going to have a can out front asking for donations, but $26 million is a big number. And when we look at contracts and renegotiating contracts and cutting expenditures and cutting supplies and services, we can't I can't as a leader cut $26 million out of the budget without significant changes to our district and it would look much different. So I I'm not saying we're in dire straits, but I I just need to make sure everybody knows it is a $26 million

042deficit. But if we do this, we're still going to have an $18 million deficit. So, we're still going to have some of the same issues we have with the $ 24 million. It's just >> it is going to buy us time. And I think the other thing we have to remember is we just went through changing pretty much our entire central office. So, let's buy those years to give that new leadership time to do their job and and get us back on track and and those types of things. So, I think it's a very wise move to give us a couple of years of breathing room to let our I mean, you know, it's unprecedented. We have a new assistant, superintendent, two new ones, and a new superintendent, new business office. I mean, everything is

043new. So I think buying that time to give them years to put their, you know, their leadership in place, uh, is a good move for not too much of a cost. I mean, relatively speaking. >> Okay. I don't have any more questions. >> Okay. Any other questions from board members for Jay? >> Okay. Thank you very much for the information. We appreciate it. >> You're welcome. Could I just defer to John Cox for just a moment to see if he has anything to say about the resolution? >> Yeah, thank you Jamie. Um, as Jamie and PFM indicated in their proposal, the resolution that accompanies this action uh we've drafted um and made a copy available to your business office. Um, and I'm happy to summarize that for you, but it contains all of the legal

044requirements for the board to approve this transaction. It's the only action that the board would need to take. As Jamie indicated, it um delegates the final acceptance of the winning proposal to the superintendent and business office. um authorizes all the filings we need to do with the department of community and economic development under the local government unit debt act and contains all of the other requirements of federal law both the tax code and securities laws if if we were to do a public offering. Uh so it maintains provides you the maximum flexibility and options to optimize the you know to get the best uh and lowest uh true interest cost as Jamie indicated. Um again, I'm happy to review the resolution with you in more detail. As far as um the agenda goes, uh I

045wasn't sure whether the board would be voting on that under the um finance committee report or unfinished business or whether it was included in one of the other action items. But I just wanted to make sure that the uh the board took formal action on the resolution itself. Just just one other question. Are we are we we're going for either a bond or a loan depending on what's better. >> Correct. >> Yes. >> We do that every time. >> Yeah. Okay. So, we're throwing it out there and seeing, you know, we're going fishing and see what what but >> that's what the best option is that we can get >> and if we don't get what we're looking for, we don't do it. >> We walk away, right? >> That's what we did last time

046and we ended up doing a bank loan because it was cheaper. Yep. You did bank loans the last three transactions. >> If we do a bank loan, that would be much that would be that would be uh less in the long haul for us as by the fees and everything else. >> Cost much less to do a bank loan than it does to do a bond because you're not paying the underwriter fee. You're not paying the bond council fee. You're not paying the ratings fee and all that. So, if a bank loan ends up being the better option, it's going to save us a lot in closing costs. >> Okay. Hopefully I said that right, Jamie. >> Yes, it has lower settle cost settlement, but it typically has a higher rate. So that's why we

047evaluate it all in from a true interest cost standpoint. >> Okay. Anything else? >> All right, Jamie, Carly, and John, thank you so much for your time. We appreciate it. Um Jamie, I will probably send you an email or a text. Um once we are done and we know the way it votes unless you want to stay on and watch my presentation then >> you are more than welcome. >> I just might do that. I I learn something new at every meeting. >> Uh maybe bond greetings. >> Yes. >> So Anthony, I'm trying to and it says host disabled participant screen share. Aha. Snagging. [Music] The snags. >> It says request block. It's not. If >> only there was somebody from tech here that could help. Only if only. If only. Anthony to the rest.

048Anthony, >> I'm so sorry, Anthony. I am high maintenance. I told you I was high maintenance. >> Look, Chris has even moved away from me. >> I wear this. Yeah, I got it. >> There it is. >> Hold on. Don't get excited yet. He has to walk away for this and then it won't work. Okay, >> thank you. See, >> technology to the rescue. >> So, as you know, um first of all, hopefully you've learned in a short amount of time that I really, really, really like to collect data and um to look at kind of what our people are saying and get their feedback. So, we have done a climate survey. Let me start with that. um for our faculty, staff, our parents, caregivers, and our um students. I presented last time in May

049about our caregiver responses, and now I'm going to present our student and faculty and staff responses. Um so, let's start first with student responses. Before we go, I just want to kind of level set about the data that we're going to look at. None of this is used as an I gota for our administrators. We are not wagging our fingers because somebody is saying there's a low sense of belonging or that people don't feel safe. We are using this data so that we can make informed decisions about how to more positively impact the climate and culture of our schools. This is not meaning somebody is doing anything wrong. So I just want to make sure we're all on the same page. Um I have broken this data down by grades span. So, elementary, intermediate school,

050and high school. Internally, all of our schools have this data. They've had it for probably close to two months, and they're already working on informed decision- making based on this information. We are using this to focus on where we can improve the student experience. That is what we do. We serve our students. So we need to know from our students, our families and our faculty and staff what their experience is and how we can improve it. We have collected this data to inform our decisions as I said and to make sure we have very very strategic goals. Every building will develop one goal based on this data set. Now realize all of this data, you're going to walk away with some thoughts, maybe some assumptions, and it it's almost not fair to build assumptions based

051on this. There is an infinite number of factors that impact the culture and climate of a school. So, we cannot pinpoint just one thing. So, what I'm going to request from our building leaders is that we're making micro changes. Sometimes when we go in and we make a macro change and we change everything, we actually make it worse. One, you can't just change everything, right? Throw out the baby with the wash kind of saying. We're going to make small intentional changes to see their impact, measure their impact, and then keep it moving forward. Too much change, we lose our intention. It becomes incredibly overwhelming and it's honestly too difficult to track. So, think about this as a scientific study. We take one variable at a time. We're all good with that before we see this

052data. >> Okay. So, student response rate was really, really good. We had about 57% almost 60% of our students respond, which is wonderful. I just need to highlight that we did not roll this out to kindergarten, first or second grade, we just didn't think they were ready for it. Third, fourth, and fifth grade, we thought it was appropriate. Um, I also believe our response rate will increase as people see that we are using this data to actually make change. So, as we keep talking about it and we're very intentional to say, "Oh, well, we're doing this in response to the climate survey, when the climate survey comes out next year, people are going to have it in the front of their mind and be more apt to respond." So as we look at the data,

053so this is the high school data of student responses on climate information. So do I feel welcome in school? Do I enjoy being in school? Am I treated with respect by adults, by the admin and adults, students? Do I have friends in school? Am I comfortable? Do I feel safe? And then specific locations. I am going to take you through the process that I take our administrators through. When we look at data, we never go to what the root cause is. We start with notice and wonderings. As leaders, we always go to I'm going to solve this problem. Oh my gosh, only 34% of the intermediate students feel that they enjoy being in school. I need to make school more fun. We don't want to go there when we first look at data. We want

054to just sit back and allow the data kind of seep in. Let it marinate with us if you will and think about it. So the noticings and wonderings as I look at that data I am noticing that the intermediate level appears to be lower than every other area and my wondering is is that more developmental than specific to east. So if I looked at other school districts climate survey data am I going to see that that midlevel drops for everybody? I think I know that answer, but that's just my wonder. >> I noticed that at least nine out of 10 students report having a friend. My wondering is what impacts this and how do we find that one student that doesn't feel connected to a friend? >> So again, I'm not going to solutions. I'm

055just going wondering. How do I figure this out? I notice that feeling safe is lower than I would prefer. Now, as an administrative team, we talked about what lower means, right? So, when we did this in this very room with the administrative team, they were talking about, oh, that's really high or that's low. And I kind of did a timeout and I said, define high for me because what's high for you might not be high for me. So, as an administrative team, we literally level set that if it's 75 or above, we will say that's high. If it's 25% or lower, we will say that's low and we probably need action there. And if it's 50%, we're just going to keep a watchful eye. And I just think that's really important that we're all on

056the same page with what we're saying. So to me, my noticings are feeling safe in school is just lower than I would prefer. And then my wondering is what's what's causing that? Do they feel unsafe because of media? Do they feel unsafe because of bullies? Do they feel unsafe because they don't have the academic safety in their classroom? Safety is just such a broad word. So like I want to sit down and talk to our students about that. So every building will have a student leadership team that will meet monthly, every one of our schools. And then I'm going to pop into those meetings several times a year and bring some of these questions, but our building administrators are going to ask some of these questions as well because the data can tell us a

057lot. And let's be clear, we can make data say a lot of things that may meet our narrative, but I want to know more. So, another one of my noticings from this um data set was feeling comfortable is higher in the elementary school. And I just wonder what happens to the students as they age that makes them feel less comfortable. What changes is that? Is that developmental or is that something of the student experience that we're controlling? So the next data set is students response to our facilities. So this is kind of a weird that that first line is school is in good condition. If they answered that it was skip logic to go to another question. If they felt that the school was not in good condition then it went and they could choose

058all the areas that they did not think school was in good condition. Does that make sense? So the gray areas are out of the percent of students that felt school wasn't in good condition and they were able to choose all of what their areas of concern were and bathrooms. And I can honestly tell you the concern with bathrooms and talking to students isn't necessarily our cleanliness but of how students are using the bathrooms. That students are vandalizing the bathrooms. students are throwing paper towel down the toilet. Students are flushing vapes, all of those things. So, it's not necessarily that our environmental services isn't doing their job, but that students aren't treating the bathroom with the respect that they should, which I don't know about you, has always been my experience in schools. Um, so again,

059I'm not going to jump to an assumption that our bathrooms are not clean or that somebody's not doing their job. I'm going to have some conversations with kids. So this question is is a rough question. So we ask are you or have you ever been treated badly because of and then students get to choose all of them. So again it's a question have you been treated badly? Yes. How and they get to choose all the ways that they have treated been treated badly. So if you add these up, it might equal more than 100%. Because students were able to choose more than one. The bottom row is the most important one to me of students saying they have not experienced this. So all the time we hear about bullying in schools everywhere. Okay. I think

060it's really important like specifically at the high school almost seven out of 10 students are saying they haven't experienced any of this. That's impressive. So, I like to frame it not only as 66% but like how many out of 10 because it it kind of changes the way you're thinking about it than just having a number. Um there there are some issues like intermediate school, raise your hand if you're surprised that 30% of those students said it's body image. It's literally developmentally where we're at with those students. So, this just helps us understand what students are focusing on when they are unkind to their peers. So my noticings more than five out of 10 students report that they have not been treated badly by a peer. It's great but my wondering is is 50% of

061the faculty are reporting that students are not treating each other with respect. So 50% of our faculty is saying that there's a lot of disrespect but more than 50% of our students are saying it's actually not an issue. Where is there a disconnect? body image appears to be the highest area of being treated badly. That's my noticing. My wondering is is this in social media or actually in school? So when we talk about body image, is it because somebody is going up to them in school and saying you're a chunky monkey or is it that on social media somebody has commented or I don't even know all the phrases but not liked something on social media or said something unkind. And are these direct comments or indirect messaging? So, if I post something of, "Don't

062I look pretty today?" and nobody responds, am I then inferring that I have a body image issue? Does that make sense? So, I want to know if it's direct or indirect. Again, the only way I do that is by sitting down and having conversations with some of our students and also some of our counselors of when students are coming in concerned about their issues. What is it? Is it direct comments in school? Is it social media? What does it look like? And then how do we attack it? So before we can start building goals, we need to better understand the data. But if we don't understand the root cause, we're just going to set goals and keep setting goals, rinse and repeat, and never achieving them because we don't understand the root cause. So then

063we ask students a lot of questions about their learning environment. And the the question set that we asked is much more robust, but we've kind of pulled this out of what our focus is. And again we have the high school, the intermediate and the elementary of all the important questions about are your learning needs met? Do we have high expectations for you? Are you encouraged to work hard? Do students want to succeed? So do you want to succeed? Do your teachers listen to you? Do they care about you? Do they provide you extra help? Do they explain in a way that you can understand? To me, the most important one on this slide is I have at least one trusted adult. And then, are you interested in what you're learning? This is really good information.

064And I have to tell you, I've done this over my career. I've never quite seen results that are this positive. That's my takeaway from it. So, noticings and wonderings. More than eight out of 10 students report having one trusted adult. I love that data because that's awesome. But then it's like how do we find those other students to make sure that they haven't trusted it though? I look at that elementary numbers are higher than secondary. I wonder is this typical in school? What about the elevative from the student stance? Um students feel that their teachers want them to succeed. So my wondering is if this is true why are the numbers for teachers listen to me and teachers care about me lower. So if students say my teachers want me to succeed that's high but

065then they're saying ah not as high for my teachers listen to me or they care about me that to me is a disconnect because if they want me to succeed they care about me and they listen to my needs. I I see a disconnect there. So I'm probably going to have some conversations with some sis. Okay. Any feedback on the student responses? This is fun, isn't it? Is everybody having as much fun as I am? >> I don't know. I'm not convinced. But you know what? I'm gonna energy. >> You're welcome. >> All right. So, faculty and staff. So, here are the faculty and staff responses. And almost 87% of faculty and staff respond. This is really impressive. like we have a really good sampling size of people who are very very open to telling

066us what is going on in their experience as an employee in our district. So we talk about school climate just like we did with our students. Do you feel welcome? Do you enjoy being on school? Are you respected by students? Uh do students respect each other? Do you are you treated with respect by your administrator? Do you feel comfortable and do you feel safe? So the same kind of questions that we are asking and then what we're doing is I have this on a giant spreadsheet is we've triangulated like I feel welcome in school. We have it by age group for our families for our students and then for our faculty and staff. That way we can see if there's consistent messaging for how we're treating everybody that we serve. So looking at that faculty

067and staff climate data, my noticing is that support staff support staff climate responses are generally lower than professional staff. My wondering is what impacts these differences. And I can tell you from speaking to support staff, they feel that they are not as important. They feel that they are left out. when we held our picnic that the board was kind enough to be supportive of and that both unions were kind enough to help financially support. Every comment I received of support staff was thank you for inviting us. And I was almost sad that they felt the need to thank us because I want to be very clear without support staff we don't run. Students don't come to school. Students aren't fed. Phones are not answered. Needs are not met. our support staff is as equally as

068important as everybody else. So to me, and I don't want to jump to and I'm breaking my own rule of setting a goal, but like I would want to set a goal on this one of making sure that they felt valued in a different way because their work is so important. Another noticing that I have is that I feel welcome at school is about 80% for both school, both groups. But then why is it I feel comfortable less? So I feel comfortable in school and I feel welcome in school. Those to me are connected but the numbers are different. So I just I wonder why that is. And then another noticing is more than eight out of 10 enjoy employees enjoy their work. My wondering is my god how do we keep this moving forward?

069Eight out of 10 people love their work. This is awesome. How do we keep it moving forward? and what aspects do they enjoy the most? I would guess it's working with students and the impact that they have every day. But I would I would want to understand that and then really lean into that and leverage that. So when we talk about instructional support for our faculty, so we're taking staff out of this and just talking to our professional staff. It's talking about your instructional leadership team. Are they supportive, fair, and approachable? Who is your work acknowledged by? So students, families, colleagues, the leadership and the community. So who values the work you do? And then there is open communication at the school level, at the district level and with your colleagues. I think this might

070be skewed in the last year or so because I think that open communication district leadership my hope is that it will change. But again, I'm jumping and breaking my own rule. Um, more instructional support questions are about PBIS, about communications of expectations for student behavior, holding students accountable for discipline, if they have been adequately trained to manage student behaviors, do teachers have high expectations for students? Are students motivated to learn? And teachers support the idea that all students can learn? That's a really important one because if you don't believe that all students can learn, your work becomes really really challenging. So I would take you through the noticing and wonderings, but I know we've had lots of conversations already. So I just want to be respectful. So questions that we will dig into more with

071our professional staff are really how do we improve instructional practices instructional materials what do they need because they're saying they don't have enough and they don't have what they need. There's a lot of conversation about who assigns homework and what the purpose of homework is. So I I need to really dig into that because a very low percentage of student of teachers are reporting that they assign homework which is interesting to me. um professional development scored really really low that we are not offering professional development. You as a board have invested in this by hiring Dr. Pry as the director of professional learning. I want to make sure that that continues to grow. Nothing is more important to show our value to our people by then investing in them and investing in them is through

072solid professional development. And then there was a lot of conversation about collaborating and engaging with colleagues. I just want to dig into more of what that looks like and how we can support them and offer them that opportunity. So staff responses. So this is support staff. We talked about their actual working conditions. So my physical work environment is clean and organized. Again, we asked the same kind of questions of my work is acknowledged and appreciated by. There are opportunities to advance and learn new skills. And then there's open communication. So, similar kind of questions. We asked our professional staff. Um, we asked if they knew the central mission of the district, if they've been adequately trained to manage student behavior, if they are encouraged to grow and learn. That's a very specific question because as

073I talk to support staff, they really talk a lot about their ceiling and that they don't feel that there's growth to move up. And that's just sad to me because everyone should be on a journey to have every day be a little bit better than the last day. And if they feel that they've reached their ceiling, they're not working toward anything. We talked about in our admin retreat that we're going to focus on the science of hope. That to me is a part of it. So that was an important one for me. And then the last one is that their input is taken into consideration when planning professional development. So see a trend between teachers and staff. Professional development something we definitely need to focus on. We're not going to fix it overnight. So I

074can't promise you this year is going to be perfect, but it's going to be better and then next year is going to be even better. So what's next with this data? As I said, we're going to compare and triangulate our successes and identify our areas of improvement. We're going to build goals around these improvement around these areas of improvement. Every single department will have one goal focus on this climate data. We will track those goals. So I will present those goals in September and October to you as a board and the public. We'll track them. I will give you a mid-year review of how are we doing and then an endear review of how we did. Then in the spring we're going to do the climate survey all over again. And we're going to rinse

075and repeat. Every July, I'm going to give you the climate survey data, but then we're going to compare it back to what we said the year prior, and we're going to look to see if we're making gains in growth or if we need to refocus our attention and do some other interventions. Board presentations. Mr. Snyder is working on the preliminary data for Keystones and PSSAs for August. September, we'll do building level goals. October we will do department goals from there mid year so I would say January February we will start with rinsing over how are we doing on our goals we will do budget meetings budget presentations and then data this kind of climate survey data again I want you to start thinking about any requests are there any requests of data or presentations that

076we are lacking and not communicating with you effectively so as a board I just want you to start to consider What other information do you need to make informed decisions? Do you have any questions for me now? >> I have two. >> Um, what on the survey, what was there a description when you asked a question about and mentioned the community? Seems like the numbers response the community is the lowest uh factor here in this survey in this part. Were they clear of who community? You know, was community described or was it just community? It's a really great question and that honestly is a great wondering. So thank you for modeling that. You've made me very very proud. So I would say we have said that same thing of who is the community is the

077community us as a whole community our school community our broader community or is community like society as a general in general doesn't value my work. Um, so that's something we will drill down more >> because I think that would be a success of making this even of of a better district if we know what our community is and how we can make it better. >> I completely agree. Absolutely. >> And then and then one other question is what can we do to get the responses from our north high school since only a very the responses from the can we can we reservey when we come back to school? >> We do not want to over survey our students. So what I had said was that some of the response rates were lower than we would

078have liked. What we will do is as we start to use these data points and show that we're making change, people will increase their response rate. Also, I need to set up and I didn't I didn't clearly articulate what I wanted out of this. So I said I want students to take it. I will clearly define when I want students to take it and that I want class to shut down third block for 20 minutes on this date and every student will take it. Um because the however they decided to do it was not effective. So we need to add interventions to make sure that I'm clearly articulating that this is important. This is a priority. I think between those two expectations, we will get much better response rates next year. Any other questions or

079concerns? >> Yes, I have a question about the word comfortable. >> Yes, >> I'm wondering if that has if the word itself has connotations, you know, does comfortable mean at home with your slippers on or does comfortable mean how does that affect in the building? And is there a better way to describe I I kind of understand what you're trying to get by the word comfortable, but maybe there's a better description of that. >> Correct. >> And I I think again that's we need to add another quantifier of exactly what comfortable means and looks like. >> Yeah. Because when you equate like and you said it kind of in your mind welcome and comfortable, you know, go together. I think of welcoming more like because the their um relationships with their colleagues, those numbers were

080so high. So you get that sense of welcoming you know and getting along with the students those kinds of things welcoming but comfortable may not be comfortable actually especially on the parapar from looking at their um lack of staff development and those kinds of things may not necessarily be comfortable in the role that they're in you know I mean it might not necessarily be you know even rope and slippers you know but just in terms of what is expected of them and their comfort level in being able to do Yeah. And many times paraprofessionals are asked to do different jobs on the day depending on absenteeism, those kinds of things. So that also will reflect them not being comfortable perhaps in the role >> to know if they feel at ease correct when they're working.

081>> Right. Right. Do they feel knowledgeable in their role? Do they feel supported in that role? I think there's other questions I can ask to drill down. >> That's kind of what I was going to >> Right. And that's what happens from these every year. I keep redefining different questions >> and and we keep perfecting. >> Absolutely. >> Any other feedback? >> Thank you so much. >> Thank you. I I just want to say it's just amazing to um the fact that we have all this data and then the our uh staff our principles will now be creating goals and tracking those goals and that is you know just I think an amazing step to make our schools uh better places for our kids. So thank you for all that hard work on it. Okay,

082we'll move to our reports. Um, MCTI, member of Foreign Technical, Jason. >> Okay. >> Um, excuse me. I have nothing to report. Um, MCTI did not meet in July. Our next meeting will be August 2nd at 7 p.m. >> Okay. Thank you. Uh, Colonial IU is me. We met on June 25th. Uh, we had a report, annual school safety report for the IU was presented by their head of security. Um, a lot of interesting points were made and one of the things I walked away with was being very impressed um, with the amount of safety uh, protocols that are in place at the IU. Uh, the IU dealing with many disabled students, troubled students, emotional uh, support students and uh, really their safety protocols are excellent and that was uh, fully reported to us. Um

083also they have a safety committee created that will help and was approved by labor and industry to assist with their workman's compensation program. Uh they went on to recognize employees new employees who completed their induction program. The IU very much tries to recognize the new employees. Uh because as we know with the teacher shortage, especially in the area of special education, especially in the area of student uh treating students with more severe disabilities, um they go out of their way to recognize their new staff and work with their new staff. So that was done. Um, the other thing they do, which I thought was very interesting, they honor their retirees, but they will be bringing all of their retirees back for a meeting in the summer uh to get more input from them as a

084group, as a collective group to see how they continue to improve the various programs at the IU, which um very interesting idea. Uh, also the summer administrative workshop was held. I'm sure probably many of our administrators went stronger together was the theme. It was very very successful. Um the IU workshops remember myself as administrator were always excellent and uh you really come away with a lot of good information and get an opportunity administrators get a chance to um which we don't get a chance to do too often. You can network with administrators from all around the IU and other districts. So that's really usually a very great program. Uh the last thing um we had a report and it kind of this is if you want to call it the good news report uh they

085entitled this from adversity to achievement and they just uh the director just shared a story a young lady her name is Savannah her first name and she came to the IU in middle school um with really severe personal childhood trauma um very very severe incidents in her life and she was placed at Colonial Academy which is an alternative of school. Um she was there for a few years and then was able to move herself into the another level which is therapeutic emotional support which was a level getting her out of Colonial Academy. But by her high school year she was actually ready for regular education and was removed from special education. She just graduated and she was honored uh for academic excellence in English from her high school and will be attending Regent University in

086Virginia for majoring in psychology. So again, you know, someone said before, all students can learn if we believe in them. And it's just a great lesson. And the IU constantly presents uh examples of students who, you know, the world may dismiss, but with work, focus, care, and compassion, um they do achieve. So it was just nice and the IU is very big to report those. So um just nice story to hear. Okay. Um, property and facilities. Wayne, >> property and facilities did not meet in the month of July. The next uh, property and facilities meeting is uh, Wednesday, August 6 at 5:30 here and via Zoom. >> Yep. Thank you. Education programs and >> you also did not meet in July. Our next meeting is Thursday, August 7th at 5:30 both here and on Zoom.

087>> Finance Committee. Rebecca, >> we did meet on July 14th and we had a robust um agenda. You'll see on the agenda the approval for Keystone Fire and Security 5-year internal sprinkler inspections for Smithfield Elementary, Middle Smithfield, and High School South. You'll see the approval of the sale of 18 cardiac G3 AED units that are approaching the end of their lifespan back to cardio partners as a trade-in program with an estimated value of $1,800 for or $100 per unit. We're also disposing of 11 AEDs that we cannot trade in because they're issued prior to 2011 and they're no longer eligible. where um you'll see the approval of the internal institute agreement for restorative practices. You'll see the approval of the purchase from Lakeshore Learning for furniture in a combined um for two specialed classrooms and

088that's being paid for by access funds. You'll see the approval of the yearly Renaissance products and services for interactive learning practices for teachers and students. We you will also see um on the agenda the bread and dairy bids for 202526 school year and there was two change orders on there from Dtactronics, one for um the north scoreboard and one for the south. We also had um went over the invoices and applications of payment and we also heard the same presentation that you heard tonight from PFM and that is what we discussed and our next meeting will be Monday August 11th at 5:30 here and via Zoom. >> Okay. Thank you Rebecca and uh the ever popular policy meeting >> well policy did meet in July. We're very proud of that. Uh it was a rather

089quick meeting. No one not many I'm sorry not many people showed up. I want to say no one showed up. We did have people here. >> the important people were here and uh we uh we have we are are passing on the following policies to be submitted in the month for review in the month of July with subsequent board action in August. We're passing on policy 626 federal fiscal compliance policy 626.1 travel reimbursement federal programs policy 827 conflict of interest and just for the record these three policies are are basically based on um uh PSBA recommendations uh due to federal funding so it's we those are possibly to correct due to federal funding uh compliance um then policies for old business we're passing on policy 105 curriculum. Policy 106 course plan. Uh policy 107 adoption

090of curriculum. Um actually course plan was formally guides for plan instruction and adoption of curriculum formally adoption of plan instruction. And then policy 108 adoption of textbooks. Policy 111 lesson plans. And uh just for the record uh these policies were suggested by the discussion of our our um education committee and we uh the have been tuned up and uh are being passed on for public review. Our next meeting will be here in this room at on 4:30 p.m. on August 18th. >> That's it. >> I was you expecting something else, weren't you? >> Thank you, Pete. >> I wasn't Yeah, I'm not gonna I don't want to talk too much. Listen, I've been accused of talking too much. >> Really? >> No. I'm sorry. >> Thanks, Deb. >> Public participation reminder to all that it

091is limited to um agenda items and by residents and taxpayers and three minutes each. We did have someone pre-sign up. Um Libby, you do have a Libby Donnelly, you do have an item that's not on agenda. However, I don't want to close you down. So, if you want to give us a brief summary and then we can direct you to uh an administrator that will get back to you to be able to assist you with your concern. >> Okay. >> You know, before I start, as a parent in the district, I do appreciate all the work that you did to formulate those surveys. I think it's really important that not only did you share that data tonight, but that you seem to regularly reference back that you want to talk to students in the schools.

092I think that that's invaluable. So, thank you for that. Um, so the reason I'm here tonight is because I serve on the Shauny Valley Owners Association board. Now, in the past, this school board has worked with us to move the school bus stop back into our community and have it be in a better place. So, first of all, I want to say we appreciate that. Um, our association is in a unique situation where we share a road system with another association that doesn't have their own exit or entrance into the community. Now, in the past, we have shared our school bus stop with them. However, as time increases and the student population grows, the maintenance, the snow plowing, the landscaping um is a burden to our community and we would like to come to you

093and see if there's any way for those North Slope 3 students to be picked up on their property as opposed to being picked up on our property. >> So, may I absolutely So, have you have you spoken to our director of transportation about this? >> I have not. So, I would say that's that's your first call, okay? Is to have a conversation with Dearis Robbins. Um, I will have her call you tomorrow, okay? >> Um, and and start that conversation with her, okay? She'll probably come out, look at the site, investigate it, all of that. Then from there, if you feel that your voice was not heard or you're not satisfied with the answer, >> then call me. >> Okay? >> Um, and then I'll come out, do the same kind of thing with Dearis.

094We'll have conversations and see what we can do. That's the first place to start. um from here without seeing it and understanding the full context. I don't know if I can give you a full answer, but I can also tell you I've been known to show up at bus stops and just make sure that they're safe and that they're appropriate for the location. So, let's start with Dear. I'll have her call you. If I can have that, please. I'll have her call you tomorrow and then we'll go from there. >> Okay. Thank you. >> Thank you very much. I appreciate it. >> Okay. Do we have any other public comment? Okay. Anybody online? >> Not. Okay, thank you. >> There's thousands. >> I think everybody wants >> Okay, then we'll move on. Um, anyone anyone

095on the board? Any unfinished business? >> I I just wanted to say I wanted to thank Deamaris Robbins u who is the director of transportation and the entire transportation department and all those who volunteered to help with safety town on Saturday. I was there and they involved the emergency services and uh it was it was very well done and uh those who got there enjoyed it. >> So thank them very much. >> Absolutely. It was an impressive event. So thank you. >> Thank you. >> And on W&P. So just >> thank you. >> My grandson was pictured. What could I say? >> Explain. >> Any other unfinished before we move on? Mike, I see that uh Jamie's sticking around, I presume, in case we have any questions or further discussion about the um financing >>

096item. So, it might be useful to move that up to the front so she doesn't ask have to stay on all night. >> Okay, >> we are going to her motion is uh the first one in number 14 in section 14. I'll let everybody get a chance to get everyone see that >> and I'll read it. A motion that the board of directors of East Straburg Area School District does hereby authorize the administration to work with PRM Financial Advisors. >> PFM says FM >> says PRM. >> Okay. Well, we're going to work with PFM, not PRM. financial adviserss as financial advisor Eert Seammens Shireen and I'll say below because I like wine and below as bond council and the solicitor in conjunction with the issuance of general obligation bond note series of 2025 issued via

097a competitive dual track prog process that proceeds for which will be used towards the current refunding and restructuring of the district's general obligation bond series A of 2017 and please do not ask me to read that again. Certainly. >> Second questions, discussion. >> I just have a question. Then when when it refers to Slicer, is it is it you Chris the SLER? >> Yep. >> Chris partners with bond partners with bond counsel to do that. >> He represents us and the bond council. >> Just there's a few specific items that have to be um uh put in an opinion letter that require local knowledge. So, you've all been properly elected, you've all taken the proper votes, you've followed the law, etc. >> Okay. >> And and then my question would be regarding those parameters that

098would trigger the school district not to do this, how are those parameters uh um >> so in a second, assuming you approve this, I'm going to have you approve a resolution that bond council prepared that John asked about earlier to make sure that we do that. >> Okay. Um and it's set forth in there. The big number is aggregate maximum aggregate principle of 15 million. >> Okay. >> Sorry. >> Any other questions? >> Okay. Then um being none. All in favor? >> Opposed? Okay. And Chris, you have >> Yeah. So it would be a motion to adopt a resolution prepared by bond council authorizing the issuance of general obligation notes in the maximum aggregate principal amount of 19 million and to pay the cost of issuance. >> So that would be if we ended up

099doing bonds versus a bank note. >> Either way, I believe you need to adopt the resolution. >> Yeah. >> Okay. So make sure I'm clear on that. >> Was that a motion? >> That was a motion. >> Uh so move second. >> Okay. Second questions. >> That was my question. >> So, it's regardless of whether it be a bond or a loan. >> We're still need that office. >> Yeah, >> we still need the authorization from Bon Council. >> Correct. Okay. Any other questions? >> Okay. See none. All in favor? >> Opposed? Okay. All right. We're going to flip back then. >> Okay. Is she still here? >> Jamie, did you get all that? >> I did. Thank you so much. >> I don't have to text you now. Thank you, Jamie. Don't, but I'm

100I'm flexible tomorrow if you want to chat about anything. >> 4:30 a.m. Do it. >> Okay. Thank you. >> 4:30. >> Okay. I think I'm back at the right place. A motion to adopt or repeal the board policies is listed. >> Second. >> Questions? All in favor? >> Opposed? Motion to change the reorganization board meeting which was scheduled to take place on Tuesday, December 2nd, 2025 to Monday, December 1st, 2025 and to advertise to reflect the change. >> So moved. >> Second. >> Questions? All in favor? >> Opposed? Motion to approve the admission of a total of three uh foreign exchange students sponsored by the following. the council on standards for international education travel listed agents. >> Second >> question. >> I have a question too. >> So in the past when we've hosted previous

101administration did not let them ride buses and all that. Will we be allowing them to take advantage of our transportation and all that? >> They are our students. >> Okay. Well, in the past that was not the case. That's why I asked that question. >> I don't even understand that question. But >> yeah, >> I I would treat them as >> they're eligible children play sports. He >> were those were students that I shouldn't speak. I don't remember the exact details. >> Yeah, the German exchange >> but they weren't enrolled. >> They weren't enrolled full-time in the district. They were >> but still they weren't allowed on our buses when >> Right. Because they weren't enrolled >> because they weren't enrolled. These are enrolled students. Okay. Want to make sure. Okay. >> Okay. Good. Any

102other questions? >> Thank you, Mr. Zol. Well, it was just something happy to have you. >> Okay, seeing none, all in favor? Opposed? >> Motion to authorize the superintendent to hire professional and or support employees between regularly uh board meet uh between regularly scheduled board meetings as the superintendent deems necessary and desirable for the efficient operation of the district subject to subsequent ratification by the board at the immediately following board meeting. >> So move. >> Second. This would never happen without one, you knowing it in an email and two an extreme circumstance. >> Okay. >> Thank you. >> Okay. Any other questions, comments? >> All in favor? >> Opposed? A motion to approve the settlement agreement for employee 3612 as presented. >> So move. Second. >> Questions? All in favor? >> I opposed. A motion

103to approve the following affiliation agreements with the East Straburg Board of Education listed below. >> So moved. >> Second. >> Questions? All in favor? >> Opposed? >> Motion to approve the notice of charges for employee 10542 having concluded that the charges are sufficient to support termination. >> Second. >> Questions? >> All in favor? >> Opposed? Motion to approve the termination of employee 8489 having concluded that the charges are sufficient to support termination. >> So moved. >> Second. >> Questions? All in favor? >> I opposed. >> Okay. Uh 48 the next motion. There is one change um for the uh school year department chairpersons. There are four of them listed for health services and special education. And the only thing that's uh incorrect is the amount. It did read 4374 uh for the um stipen. However,

104it should be 4593. The 4374 was the 2425 rate. So the correct rate for this year is 4593. This change that one change in there. Okay. So a motion to approve the employment actions listed in accordance with the associated applicable policies, procedures, and contractual agreements. >> So move second >> questions. All in favor? >> I opposed. >> Okay. Uh we'll skip the one that we already did and we'll go down to motion to award items A through G in accordance with the recommendations of the finance committee. >> Questions? >> Just just a question. I know the the scoreboards are on the the change order with the soils and so forth. That wasn't discovered. They didn't know that was going to happen that the soil was I mean they had no clue that that was like

105that that we're spending this additional money. >> Uh my guess is yes. They had they did not know. >> Okay. So they didn't take boring samples because knowing they're going to drill whatever they just kind of >> Okay. No I'm not saying you were >> I'm not I'm not sure to scoot on all of that. All right. And then and then Okay. And I don't know when to bring this up, but I think like we put these scoreboards up, but we don't know what's happening with them and so forth. So, I mean, like there's a lot of issues of who's running them and everything else that we haven't really discussed or administration hasn't said that what's going to happen with them. Um, there was a question of students running. I don't think I don't know

106from what I understand. I don't know if students will run them. >> So, we're we're embedding this into the curriculum >> at both North and South High School. We've also created an EDR position. So, at the EPR committee, we did talk about this. Um, we talked about that we're embedding it in the curriculum. So, that's one. And two, that we're creating an EDR position. I'm sorry, a schedule B position. My last district just came through on me on that one. Um, a schedule B position because if we wait until students are in session, we're not ready to go for this football season. So, we created a schedule B position. That way we can make sure that we have graphics and everything is up and going for our football season that is coming. >> Then those

107people will >> translate this into the classroom and students will start to take over these roles. >> Absolutely. It will be embedded in the >> Okay. Because I'm I'm concerned with that. I I I was worried students would not be involved and that was the main reason why I I voted to have this board to have our curriculum worked the students working into this. It's a wonderful experience and I know Mr. Schneider has been working >> I mean there's a whole there's whole careers on this actually a stadium there's there's there's careers on doing this. >> I completely agree that >> and I want to give our students the opportunity to succeed you know in any way possible and this is a great way for a student to be involved in in sports that can't

108participate in sports. Um and I just think it's a great thing. All right, that's I just want >> a course identified at each of the high schools. We have the teachers identified. We're going to be teaching the courses to our students. >> Okay. >> Um they are going to be working primarily for spring sports just given the timing of how the seasons go. So, they'll be looking at spring sports and also any new graphics for fall sports of 2026 that they'll then be able to incorporate for the start of that season where the schedule B uh positions are going to make the majority of the graphics for this fall sports season. But the the courses are in place, the teachers are selected, everybody's on board. They've been working with Miss Pole mounter and they're building

109um administration to start rolling this out so that our students can start working on these as soon as the class starts. >> Can I ask what what is the title of the course in case there are parents? >> They're embedding in the graphic design courses that we currently have. >> Okay. >> So, they're not a brand new course. We identified the courses that students who would be interested in designing are already enrolled in and we're adding this to them and this was communicated out before the end of the year. So um we are ready to go. >> Then then the one question I have then is so the only way for a student say to be involved with the scoreboard is the way they took the class. Is there any Is there any other any

110other plan to have a a tech crew or a scoreboard crew? >> Not for right now. >> Okay. >> Maybe a club later on. >> I know I know the only reason I'm asking that is when my daughters came to school, my daughter would have been involved in my daughter was very highly involved in JTL's good morning good morning JTL and would have liked to be involved in in our high school program, but that's embedded into a class structure that unless you take the class, you can't be a part of it. And I think that it excludes students that might want to be a part of something that unless they took the class, they can't be in it. And this I I consider this scoreboard more an extracurricular as well as a educational aspect that

111we we can somehow blend them together to give you know I I reference back to the Silvo crew of many years ago was those students that were part of the Silvoy crew were very in involved with all the techn you know all the speakers. Okay, these students were students that necessarily didn't fit into a sport or a club, but that was their that was their place to serve our community and serve our school and they learned. So, very much like your book is a class, this would be a class. If we see that there's a population of students that are concerned like my hope is that people start to realize like we listen to our students and our students will drive our programming. Okay? I don't want us to jump to solving a problem that

112we don't know exists right now. Let's see what it is. This is all brand new to everybody. Let's see how the year goes. >> Okay. >> Uh question is, is it media design or graphic design? >> Multimedia, too. Thank you. >> And it's also for soccer and field hockey and every other sport that's fall that will be correct. >> Correct. Not just football. Correct. Oh, you have to meet and make sure that they have basic set of requirements that are going to be north and south that the teachers not to work between. So, they've been doing a lot of work with the teachers just to make sure that they have. >> Thank you. Any other questions? All in favor? Oppos? Uh Motion to approve the additional press box for the High School North Stadium in

113the amount of $8,993 paid by St. Luke's credit. >> Go ahead. >> Second. >> And uh >> and I do have more information. >> Correct. >> See, I called it. >> He was right. >> So, I do have more information. And so this is a basically the only way I can describe it is it's a table that sits over the bleachers with a roof over it that is the table is 18 in long wide rather and the space is about 10 ft long. >> Is it movable? >> It is movable but it does need to be installed. So >> in form 611 it also says it will be on the visitors bleachers. It will be on the visitors bleachers because it is for the visitors coaches. Um and what Mr. Dailyaly is saying is that

114>> um the the press box is small and this would allow the visitor coaches to have a little bit more space. Um and attorney Brown did look and it would need to be permitted. Yes. But this is the recommendation made by our athletic department. And no, it was not brought to PNF because in July >> we didn't have months. So what are your thoughts on that? >> I would I would like to make a motion to table this until next month for it to go through uh properties and facilities because there's uh quite a few questions with regard to the uh sales quote. Sales quote is good until after our uh properties and facilities. Uh some of the questions are um the concern was whether it would be available or not for the uh start

115of the football season. That would not occur. It would not be ready for the start of the football season because the earliest delivery date for them would be uh second week of September. Uh it also notes down here that there is uh no assembly or installation. Um we don't know who's going to be assembling. Would we need to hire uh another >> Daryl and his team have already looked at it and they would be able to assemble it and install it. >> Looked at what? >> Looked at all the schematics that we have. >> The the graphics are wrong. Says you know what the wolves say wolves, >> right? But I I don't >> So that's a big kickback. >> Well, no. So So you need permitting first, >> correct? >> Yeah. >> Yes. So

116>> te I put tpost wolves. >> May I? No >> no means. >> So does if we do this do do the visiting coaches are they using um tablets? Do they need electric like the press box? You know it's like for huddle >> for uh um filming the game itself. Is are the visitor and coaches impacted by that? How >> I said I had some answers. I didn't say I had them all. >> This is the reason why I want to table it. >> Well, these are questions. >> Before we do the mess on this, there's a motion to table on the floor, but I don't think it has. >> No, there was no motion to table. >> I did. I did. Oh, I didn't hear that. Next month information from >> properties and facilities.

117>> Yeah, there's a lot of questions. >> Yeah, answered some bill. >> Okay. So, we have a motion to do we have a second >> second. Okay. Any discussion on that motion to table? >> Okay. All in favor of the motion to table. >> Opposed. >> All right. So, payments. >> Thanks, J. >> And agenda for the P uh property facilities. >> Okay. Next motion to approve the payment of bills and un audited to treasures report listed in the agenda of the 2425 and 2526 fiscal years in accordance with section 687 of the public school code recent directives from the department of education and interpretations made by the auditor general. >> So move second >> questions. >> Yes. So as of right now what is what is our cash position like? Do we have an

118understanding of where our budget is at the moment or 20 FY 205? >> So they are working on um posting all of that and they will not have a definite so I had asked and Matt you can help with this. I had asked for a few weeks ago and they said we're still posting >> right there some >> so I I don't have a hard and fast number yet. >> I I wasn't really looking for hard and fast numbers but it like a ball >> a plus bias. I don't have a boss. They're from Okay. >> I have a question. Is this where is this where all the special activities payments are approved? Is this Are we in the right section? >> Yeah. Correct. >> Mhm. >> So, I would need Okay. So, I How

119do I abstain when I I just abstain to a certain thing? Okay. When in the vote, I did say that now. Yeah. And then >> you just want to abstain >> um from a certain check. Yeah. Yeah. Why don't you just identify that now? I assume you're going to vote. >> I want to vote because everything Yeah, I can vote on everything else except except uh special activities check 1672. >> Okay. Any other questions, discussion on that? >> All in favor? >> I opposed. I >> Okay. Motion to approve the payment of the following CHA invoices and applications for payment for services rendered. >> So move >> questions. All in favor? >> I opposed. Motion to approve the disposal of the following equipment or materials with the recommendations from the finance committee and they're listed

120there. >> So move. >> Second. >> Question. >> How are we disposing? Blue are we are we selling it off to third >> donating some some we are selling and some we are not able to be sold though they will recycle them >> they're being recycled properly I mean >> absolutely >> and and these cardiac monitors that we're disposing of are but no that's is that's in here right >> monitors they're >> these are just the textbooks >> and these are like >> the actual a >> but there's also textbooks in here too. >> Correct. >> There's a lot of textbooks in here that that that got put into this thing. >> If the if there are textbooks, >> that's my question. The textbooks because cuz I was look I was in ESC this week

121and I saw this big pallet in the lobby and now that I know what that I I just looking at this agenda that's probably what is being recycled and or >> I have a source for recycling such things. So, >> so the the super kids materials purchase new a new copyright and we are able to sell the current copyright that we have because it is still viable and districts who are using that that will buy our super kids materials. So, we are selling the unused kindergarten materials. >> But this is this is disposing. There's another there's another there's another item that's selling. >> Those are science books that are out of date and are not able to be sold. So they would be disposed of. >> There's no one in our no one in our

122country could use those books. >> I I have a a a charity that takes those and uses them for third world. So if we are considering rather than trashing something if that's if it's possible I don't know Chris but if it is I have a mechanism by which I send medical supplies and and any educational materials >> instead of trashing that would be >> instead of trashing >> I mean I I'd rather someone get the benefit of these than just throw in a landfill somewhere or >> you have the connection so yes >> I do we we don't need to >> and they send a really big truck. >> No, >> we'll just that out. >> So, how do we how do we adjust that to make sure that these don't get >> disposed? You

123can't that's all. >> Yeah. Right. >> Yeah. >> There will still be some that >> Okay. But we'll make every effort to >> Yeah. That's >> okay. >> Yeah. >> And Miss Kulick, if you can send me that information, I'll make sure that it gets I will surely do. >> All right. >> I think the language as it is gives us the >> wiggle room to make it. I'm just just asking questions like you told me I should. >> Um, okay. So, uh, any other discussion on that? Okay, then all in favor? >> Opposed? Motion to approve the agreement as presented with the YMCA for before and after school programs of the school. >> But you missed you missed the one items to be sold. What am I doing? What did I miss? >> Motion

124to approve. >> Oh, that's the one. I That's right. I'm sorry. >> You put a check. >> I put a check. I know I shouldn't have. Motion to approve the sale of the following equipment or materials with the recommendations from the finance committee. >> Some move. >> Second. >> Questions? >> All in favor? >> I opposed. Motion to approve the agreement as presented with the YMCA for before and after school programs of the schools designated effective July 1st, 2025 through June 30th, 2020. >> Second, >> questions. >> I'm sorry. I have a question. >> In this in this agreement, we say nothing about financial uh financials or anything. We're just letting them use our facilities without anything coming back to the district. When you say financials, what what are you >> like? Are are they

125they're they're obviously charging for this program. I assume >> this is a completely free program from the YMCA. >> I don't know. >> No, I think they they are charging our families for it. >> So, are we recouping anything as a district for providing them our facilities? We would be following the use of facilities, >> but I think the use of facilities mentions I don't think there's if there's a for if there's a I mean I know YMC is a a is a nonprofit, but they're they're charging for the service. >> Is it that >> but they have to charge for the service because they have to pay their staff. >> They have to pay their staff >> and and this is a service to our students and our family, right, >> for before and

126after school care. So we would be following the policy exactly how it's laid out depending on what tier they are. >> Okay. I know years ago this was we had other organizations doing this they were they were businesses daycare businesses and they were being charged and then when YMCA came in we did charge them years ago. So we're not charging them anymore is what we're saying. >> We're following whatever the policy is based on use of facilities. >> It's the convenience to our parents. >> Okay. But now one other question I have is regard this is when I went to a a local meeting of parents of athletes and so forth. One of the things that was brought up is we can't use ESSE because the YMCA is in the lobby and they were told

127that the gym could not be used if the YMCA from using the gym lobby. Is that I hope that's not we're not preventing people from using our our athletic facilities because we're letting the YMCA use the lobby of the ESSE. Is that I just something to look into? >> Yeah. So, so when the board has questions, if we have questions ahead of time, if you let me know before the meeting, I'll always bring answers. >> I just I just didn't have a chance to let Sorry. >> You're saying that the groups are saying they're not permitted to use the gym because the YMCA is using the lobby. >> The YMCA uses that foyer lobby of the gym for their afterchool program. And they're saying and and the one of the e I think it was

128ESY or one of these other groups that was scheduled to use our gym that night went in. They said, "You can't come in here yet. We still have kids in here. We can't let you use the facilities while we have kids in the lobby." And they had to wait after their time because the YMCA was in the lobby. They could not use the gym. >> Did they call anybody that day? >> I'm I'm just throwing that I I just learned I don't know. >> Bring it up to the public. My question is is when you spoke to that person, did you say who in the district did you talk to about that imprompt? >> I didn't. I'm sorry. >> Say like that's the next answer to that. >> I just said I would ask questions.

129That's all. >> Correct. >> So, and I'm sorry for this >> to ask questions and then go back and answer that person. Just tell that person to call us. >> I will always answer people's calls. Always. >> Well, okay. Thank you. >> Start next. >> I'll start doing that. And and I would think that it's it would be that if they were going to use it, they'd have to come in from a different entrance. >> But there's no different an isolated incident or a continuous incident. >> How do I go back and track that down? >> I know it's a regular in it's a regular occurrence because my kids had to go through that same thing, but it was a school >> district the gym because the YMCA was in the lobby. No, our school

130pe I'll I I can explain it to you later if you want. >> Okay. I I just only reason why I just I honestly I just looked at this and I was gonna I looked at it when I reviewed my stuff this weekend and I don't want to disturb you on the weekend, but I will disturb you on the weekend next time. >> Disturb. >> Yeah, I don't have free time. >> Any other questions? >> 4:30. I'll give you a call. >> Love it. >> I'm here in all elementary schools now because in the past they were only in Celeste. >> Yeah. >> So, I'm happy to see the wild. I think it's a great service and I think you know maybe provide that. >> It's a well used service too >> especially for our

131north >> elementary school. >> There is no before care for our Newark elementary schools especially Bushkill though I'm happy to see that they're there. There's no bus service or daycarees at >> will transport and by having that it >> gives an opportunity to parents up there as well. >> Yep. Okay. Great then uh all in favor >> I opposed. Motion to approve the revised 2526 East Straburg Area School District School Calendar as presented. >> Second. >> I got a little. >> Okay. Questions? >> All in favor? >> Were you trying to stop me from asking attention, Rich? I I uh >> motion that the solicitor and superintendent of the district be authorized and directed to prepare and file a petition with the local court of common please for both Monroe and Pike counties for the

132purpose of having Okay, help me out. Beta Alaz and Randy Shatler appointed as school police attendance officers for the district and I apologize for the misprononunciation of the name. So move >> second. >> Questions? >> All in favor? >> Opposed? >> Motion to approve the contracts listed for their specific services, rates, and effective dates subject to the review and recommendations of the solicitor and approval of the administration regarding the items and conditions of any final contract other than PICE or Boston. And there is quite a few pages of those. So move >> second. I I I like to stay from number and there was 19 >> car. >> Yeah, my name there. >> Number Keith Parker. >> Number Keith Car. There was a number. >> I looked somewhere with a number. >> Okay. >> I

133don't know what happened to it. >> Any other uh comments or >> Thanks, Dad. >> I think >> everyone knows it's me now. I'm saying it for myself. >> What? >> Say it again. >> It says 630. Is that per hour or >> what? >> Four. >> I'm sorry. On which one, George? and let me let me get to that >> for I think >> colonial intermediate sweat >> behavior >> it says like agreement with >> uh new sweats Steve >> sweet Stevens >> I don't know that we're talking >> talking for contract we have we have it on five on >> number eight >> agreement was 16 >> we will provide telephone electronic email advice opinions computers. >> This one colonial. I >> I actually think that's a pool council and I I think

134it's $630 >> for the number the flat rate. >> I think it's a flat >> and was it eight? >> Yep. >> It says 8 6 >> 824 25 to 26 for the next year. >> I think it's for I think it's a break for the year. George, >> it's for the year. >> Predict the year. >> It's pool council and it's for the years. >> We're for the we're buying sweats. >> Yes. >> Pat and Williams. >> Sweet Steven Pats and Williams. $630 for the year for those. >> Yep. >> And how about number eight? It says total not to exceed 6.84 per month for 12 months. Is that just I need to count out what happens is that there's a big fee >> and then if they use if we use the service

135there's a per minute charge like that's what I'm trying >> it's like the old days with >> it's like dialogue >> it's like >> yes correct >> it seems >> your minutes on your cell phone >> seem to too to understand questions on a per hour that's >> per person or whatever basis. Yeah. >> So, it's So, that is the 6.84 per month is the service, but then we're paying a $133 a minute for interpretive services, >> which will not exceed $82 a month. >> Okay. >> I just trying to >> clarify it on my own. >> Any other questions or concerns? See none. All in favor? >> I oppose. >> And then we just need a motion for adjournment. >> So move. >> Second. >> All in favor? >> I have a question. >>

136Really? No. >> Thank you everybody. to speak at meetings.