Great Valley School District Board Meeting - June 2, 2025 at 7:30 PM

001All right. On to the next meeting. Uh, welcome to the June work session, Great Valley School Board. Uh, let's see. First sitting is there's a that's the old schedule. All right. Programs up first. Um, it's labeled student overnight trips, but I think majority of these are not overnights. They've been all cleaned up. These all overnights now. Yeah, they're all over now. Okay. Dan's gonna give a presentation on the overnights in this. Yeah. And I I have it in the superintendent report. So, as we continue through um I'll be on deck. Um there's three curriculums for review. Anybody's got any questions. Monthly enrollment reports there. Moving on to policy. No new report and the second reading and adoption is up there. All right. All right, superintendent report update. All right, thank you, Mr. Barrett. Um, so

002gentlemen, if we could just there should be a PowerPoint in the slide, if we could put that up. Um, the one that's in PowerPoint format, if we could project that one. There might be one in Adobe, but I'd like to use the PowerPoint version. Yes, overnight. I'm sorry. Thank you. All right. Um, first I want to thank the board. I know this was a a question that we've had some ongoing dialogue about and as the last few weeks have transpired, I've had the opportunity to really do a deeper dive in overnight trips and there definitely are things to clean up. And so I do want to thank the board um for kind of giving me the direction to say we need to look into this. Uh, I went as far back as 2017 to look

003at what our more recent history has been when it comes to overnight trips um and things that we've asked. So, I've noticed inconsistencies regarding what we fund and what the district funds um even breakdowns in decisions the boards had made a while ago, things that have been permitted since. And so that's why I I would share really at the beginning of this presentation, um I'll frame out some considerations. I'll make some recommendations for the board, but I feel pretty strongly that we should take whatever items or whatever course of action we choose to have and embed it in our field trip policy. I know that policy was reviewed this school year, but with this conversation coming a little later, I think it's important to memorialize it. I know we've had conversations before where boards in

004the past have made decisions, but if it isn't really reflected in policy or memorialized anywhere, as people transition, superintendent transition, board members, those decisions have gotten lost. And I know as a group we we've addressed some of these. I think this is one of those situations as well when it comes to overnight trips and the parameters therein. Uh and I do think that's part of the problem. So recognizing that, I'd like to have the discussion with you this evening. uh we'll take copious notes and then the goal would be in the first policy review cycle next school year uh if Dr. M is agreeable uh we'd like to bring this up and then work to embed the considerations into the trip policy. So I do suspect we will have a part two of this conversation

005next fall. All right. So um that's great. I think it needs to be embedded and and if you're finding inconsistencies that shows that we need policies or procedures and processes, right? Um but if any of our decisions impact the list that we just saw, um those that would be reflected, correct? Correct. All right. I just Yep. Just wanted to make sure where we're at. Yeah, it is an interesting time and I do apologize for having this kind of late in the year at the same time when we're approving overnight trips. Um what's interesting and somewhat beneficial to the discussion is for next school year there is no music trip at the high school which is a large one that we'll discuss this evening and there are no world language trips scheduled to go at the

006high school either. So in a way I just want to at least there's a little relief knowing that some of those bigger trips and it's just how it happens to work out right now. music went this year. They go every two or three years and world language just with some of the turnover in staff uh with retirements and such we we will just have new people and we weren't able to you have to plan those trips a year in advance. So um we will have a little bit of a gap there. Um this should be familiar. In some of the prior presentations I categorized the overnight trips into four categories. Uh the first one is our academic clubs. I think they're all listed there. uh model United Nations. Uh in our July board meeting, I

007am currently working with our teachers union to um bring forth a proposal in July to make model United Nations a district funded EDR. So for all intents and purposes this evening, that is a nonedr position as is ho hosa, which is our um health occupation student organization. Um so these trips, here's where I saw the greatest amount of inconsistencies. Um, we had some times where we were, if they were traveling via air, there were sometimes we were covering the bus to get them to the airport and there were times we weren't. Um, there were other times we were covering chaperone expenses. So, the one teacher sponsor who goes on the robotics trip, we were covering that individuals and then the next time with academic challenge, we weren't covering that person's. Um, so we've had some

008inconsistencies and I would say some of them go all the way back to 2017. So, the fact that we're catching this now and I think we're corre cor correcting uh some pretty long um inongruent practices. So, some recommendations that I have there is that we standardize moving forward exactly what the district is going to pay. Uh one of the things that Mrs. McGiddy and I are going to work at over the summer are the trip approval forms that you see with every trip. We realize there's a lot of improvements to be made. We're going to ask for greater detail on those forms and we'll bring some drafts to you in the early fall, maybe even over the summer months. But for the time being, I'd like to establish that whenever we have these events where

009we have Great Valley staff taking students on competitions, conferences, and the like that we always cover the substitutes that we have done consistently. So, if a certain teacher is going, uh, we would cover the substitute for that individual. a school nurse if needed. Uh if a student does require medication or some sort of clinical nervings nursing service while on the trip, the district is obligated to provide that. We've had a lot of conversations about nursing over the years. Uh in this day and age, we have students with more complex medical needs and medications. Uh so that is something that the district would be responsible for. Non-charter put transportation that's to and from the location. So, if a group is traveling and they're going to fly out of Philadelphia airport, they can take school district, we

010will pay for school district transportation to and from the airport. Um, we would provide that as we we've been. However, if you start getting into charter buses, the district is not going to pay for charter buses. Those student organizations are going to have to find an alternate way. Uh, but we will at least to and from the location. Uh, if they're going to travel a few hours away and a school bus can get them there, we'll provide that. if they're going to go further outreaching and they need a charter bus, then they're going to have to find a way to support that. I think we have to have some limitations. So, we'll be consistent with transportation, but we're also setting some boundaries to keep costs contained. Uh, and also, if we have a staff member

011who's even though they are getting paid in EDR, but if we do have a staff member who's going out, um, as a district, I would recommend that we we pay for that person's hotel room, their travel, and their meals. that individual should not have to pay for those items themselves. I did see in some of the review we in the past we've had some sponsors and chaperons who are paying their own expenses. Some are passing it on to the kids and yet there were times when the district was also paying for it. So again this is a golden opportunity to correct some uh inongruencies there uh within the system. And then obviously you can see the student costs. I don't think you need me to read those. Um, let me just pause and see if

012there's feedback questions, more details you need. Um, is there a way uh when we say we'll cover the sponsors lodging, travel, and meals? Um, does that include like steak dinners at fivear like can we put a cap or uh at least put some guidelines around the amount um that we're covering? But not just that. How about the hotels? I mean with that too. I mean I versus Yeah. Yeah. Yeah. Exactly. Well, I'll be shoppering. Um, uh, we do currently have PDMs. Um, and we do have a report based off of any state and city that you're in that lets us know what the rates are that caps you at that PDM based off of the state and city that you're located in or where the conference or trip is located. Even for some further detail

013to that point though, we are going to have our trip form reflect how many nights, what the charge is per room, like we want that detail on the trip form. So, when that's presented to you for approval, it will have gone through a principal's approval. It'll go through my approval, and then it'll come to your approval. We're going to do a better job of listing all those expenses out, too. So, we have internal checks, but I also want to be really transparent with the board so that you see exactly how much is being spent. Any other questions on that particular category? There are four in all. Um, so I'm I'm fine with this category. Um, back to your list of um, different um, trips that you'll be seeking approval for in this category. Um, there

014are a couple local trips because there's a model UN in Philadelphia and it even I assume that's just a day trip. Um, see the dates. But anyways, regardless of that, it says cost to district two days of a daily sub. Okay, let's make sure that whatever the cost of the district is that's being outlined here also gets captured in what we're going to approve, right? Because if if any of these trips are overnights and we're paying for travel, lodging, meals, etc. or transportation, etc. for those trips, then it should reflect that. It shouldn't just simply say two days of a substitute or something like that. So, totally agree. No, and that's exactly what Mrs. McGib and I were planning on doing that level of detail regarding their lodging expense, the substitutes. If there's two people,

015then we're going to list two sub. Sometimes it doesn't even tell you how many. It'll just say substitutes. And we want to really know, is it one individual going? Is it two? Is it more? So again, this you really did help me to to get some important changes in place to have better uh transparency. And then like I said on a couple of these, I mean, there's like I said, model UN in Philadelphia. I would hope that's just a day trip and that we're not spending parents money and school district money for overnights just to go to Philadelphia. Yeah. And the date should be listed whether it's a one day or sometimes it's either a range of dates and that'll indicate if it's overnight or not. Well, it's several days, but I still believe that

016you can go to Philadelphia for the day and come back. You don't need to spend the night in Philadelphia. Sure. Um and there might be reasons you do. Um but we should understand that not just you know either in the form or whatever because logically you sit there and say you know people commute into the city all the time for the day. Why are we spending the night? There might be evening events or a breakfast they need to be at. It makes more sense to stay but we should understand that if we're approving it soon. And and do you know why there's um there's four model UN um conferences un unless they like is a conference and invitational and then conference and a conference. So are they all the same like fundamentally the same structure?

017Maybe the invitational is you have to qualify for it like what what's what's the rale for why there's four of those? Some some are conferences where they're going and they're learning and they're learning about governmental issues and it really is like a conference format. Other times they're going and debating and competing. So you have the difference. Model UN also has a huge following in our high school. So it is not the same students going on many of these trips. The only way to get various students out in the groups because there are so many children engaged uh is to offer these variety of issues. So we do have different chaperons going at times and we'll have different students going as well and and it's an amazing program. So my question is really just to understand

018the logistics like I'm wholeheartedly in support of the program. Yeah. Yeah. Thank you. And I am as well and that's why I do want next month for us to discuss uh in our July meeting possibly making it a formal edr that the district funds because there is a lot of work and you could see a lot of a lot of time goes in. So uh I'm appreciative it's been a strong program I think for over a decade and um we'd like to keep it that way. Right. Any other questions on category one? All right. question uh or category two is more of our immersion/cultural type trips and this really embodies our world language program. Uh we did talk about these a little bit. These trips overlap with our spring break. They go every two to

019three years. Uh you see the range. It is a high price tag. Um I have to be candid about that. Um I would not re I think this because we use a third party travel company. This these procedures are much clearer. the district covers the substitutes for the teachers since they often overlap over spring break. You're not dealing with sub coverage for an entire seven, eight day trip, which is nice. So, I do appreciate that and I appreciate our chaperoons giving up their spring break to go. It's nice to go to Europe or abroad, but it's also time that they're not with their families over a holiday break and so on. So, I appreciate that. Um, we would cover their non-charter transportation to the airport. Even as I looked historically over the years, we were

020inconsistent on that part. So, I think um you know, I think we would make that really clear that the district would cover the non-charter transportation to and from the airport, but we do use a third party. And the reason there aren't necessarily chaperone costs with these companies, the the they offset what the children actually pay does offset the cost for the chaperoon. So, that is the funding model that all of these travel agencies use who book school trips. So that does make it a little cleaner since we're always relying on this this outside group, but I would not recommend any changes at this point. I think the numbers are good. It overlaps with spring break, so it's not quite uh as disruptive as perhaps some other trips. Let me stop and see if I can

021clarify or So I think it needs to state in there that they need to use a travel agent of some sort. Um because as I learned at the retirement dinner, apparently there was a trip to Italy. Yes. uh I don't know if it was last year or many years ago uh that they were very proud of the fact that the teacher arranged everything on her own without a travel agency. Um so I think it needs to be very clear in their liability point of view that those trips need to go through a travel agency or um but um I also find it difficult to accept the transportation. I think this is a privilege trip. Um, not everybody can afford to do this. Um, they're paying for all their other costs. I don't understand why they're

022just not absorbing the cost of their getting themselves to the airport. Whether that's part of the travel agency doing it or parent getting them to the airport. I don't think the district should be paying for that. I get the substitutes school nurse is going to get in. That's going to be a discussion down the road if we have to start sending nurses on trips. Um um but I don't think we should be absorbing the transportation but that's my two cents you know other other thoughts reactions I mean are these is the the this specific program school sponsored? Yes. Yes. Okay. So that's why we and are we providing a nurse or not yet because the third party company does it only if needed? Yes, it's really only if needed. I'm not aware depends on the

023students who are going. It does. We have not sent uh a nurse uh on any of these trips in recent years to the best of my knowledge. Correct. Okay. So then we're responsible for making sure that the third party like we are approving the use of world strides or my family did a world strides trip unrelated to school this year so I know of them. Um but so we're the same way we approve the YMCA for daycare. Yeah. Before you know what I mean like we're endorsing this. Do we approve at a district who chooses the travel agency that's being used? Is there formal approval? No board are should there be? Um, that's a good question. I know our teachers in in years past when they put the trip up for approval, they'll indicate who

024they're using. So whether they're using Explorica or a different group, it is on the trip approval form. We do allow our teachers to go around and compete and try to get the best price and the best package. We have shifts. We've gone on trips. I've gone on trips where we said it's a subpar experience. We didn't really the accommodations weren't up to speed. either were the excursions that the kids saw and we've shifted even during my time as a high school principal. So I I allow them to do that and then when they come forth asking for my approval and the board's approval, they indicate who that third party company is. But as far as a separate approval with the contract, I do not believe we've done that. Should we? I like the approval process

025from a more of a like an insurance a coverage a liability contingency. Um I we had a little snafu a couple years ago with one of them and they didn't want to rebate our they canceled the trip and they didn't want to refund it back to us and it took a lot. So if there's policies in place to protect students and teachers I I think the district needs to be aware of that and maybe have it reviewed by our council. What trip was canled? It was a couple years ago the middle school trip. They didn't have enough kids to cover the trip and they then canceled it and didn't want to give anybody their deposit back when they cancelled. Remember those middle school trips are not school board approved. No, I I Well, I know

026this was a school this was just the corporate policy. Oh, yeah. Regardless of whether it was approved or not by the district. Well, I think I mean all of that. I mean liability insurance, right? Are they on the hook for something? All of it. Um what is a refund policy just to keep the students parents protected and the district very much so. Yeah, I I do recall somewhere in my tenure there was something where a cancellation occurred and we actually absorbed as a district some of those costs because some travel agent wouldn't refund money and I don't remember if there's a world language or middle school trip or what it was that you did somewhere in those cobwebs I remember us doing that we need to make sure that's clear. Yep. No, we definitely we'll

027make notes and I think that's something for us to investigate into the summer and as we come back um and report to you on on other progress. Let us do a little bit more with council and with our teachers about those groups we can answer more. The other thing is is I know and again my experience is only with world strides. So they they have for wrong button for in in our instance for kids to fund raise to offset the cost. I worry because this is a school endorsed trip. I get why the price is what it is. You're you're sending kids overseas. That comes at a cost. Um but are we working with companies who are trying to help achieve some sort of opportunity for kids? So it's not just this would never be

028a trip that my as as a kid I would have been on my family in a in a million years. I'm and I know I'm not alone. Um they are expensive. They are they are really expensive. So, and I know they're trying to like keep cost down with accommodations and how they do a lot of things, but if this is school sponsored, we just have to be upfront and acknowledging that we are school sponsoring a trip that majority of our kids can't afford. Well, I thought I think we have to be honest in the reality of the fact that in the history that I've ever seen, there's never been a fundraising event that's allowed a kid to raise $3,800. to go on a trip. And that's reality, too. If you get 500, you've gotten a

029lot. That doesn't cover your trip. Yeah. And if your family can't afford it, they're not going to be able to afford 3,300 either. Yeah. Just just to kind of get like a finer point on this, is is this program, and maybe this is like splitting hairs, is this program a a school sponsored because you are in a French class or a Latin class or whatever, or is it the French club or the Latin club? Um, and I know that I mean to me it feels a little bit like there's a difference there. It's it's my my understanding is that it's open to anyone who's participating in the language on the year that that trip goes. Um, so as long as you're enrolled in one of the the French classes, one, two, three, four, you would

030then be eligible to go on the French. So, so it really is truly a class, an academic sponsored trip that correct, not just like related to an extracurricular activity that is independent of a class. That's my understanding. I now I could double check whether a French club student who isn't maybe because they've already mastered French and they're not taking France and they still want to go. I could check to see if those nuanced exceptions are being made. I mean, that's a possibility. I can't say I absolutely can can rule that out. I just don't have that intimate of knowledge. uh it might be possible if someone's a native or with Spanish and I'm already speaking and uh I can verify that. Um and and I guess the reason I'm asking is less because I want

031to be more inclusive but more because I want to know how clear we're being about you know are are we is is this kind of in any even tangental way related to the curriculum and if it's anything that's related to the curriculum then then I have concerns. Um, but I think that if if it is very clearly in the camp of an extracurricular, I think it it feels a little bit different and maybe maybe that's trying to split hairs that that don't need to be split. Um, but I'm just curious. No, you were actually in years ago to your point, they were students would get credit and this has been something we discontinued. I forget how many years ago, but I think the Spain and if you look at the approvals from 2017, 2018, they

032used to call them study abroad experiences where kids would go over and actually get some credit for the program. We discontinued that for the reasons that you just cited. So I think that was that had been ceased even under my predecessor under Dr. Speaker, I believe that that practice stopped. So I think it's a very legitimate question. In fact, it used to be the other way around. We said no, we are not going to allow credit. where in essence you're buying the credit. If you can afford it, you can get the credit. If you can't um so we did stop that u moving forward. So it truly is it's truly an extra credit. So we're sponsoring a trip now not everyone can go on. Am I hearing that correctly? Correct. Okay. Um I have trouble

033with that. I really do. I don't I don't like that feels how it feels. Um you're offering I mean Are is there other money available if I'm a if I'm a family that can't send my child on this trip because the cost I have no other they can't go and I don't know why that that's upsetting to me because I think if we're going to really walk talk the talk and walk the walk then we're not we're sponsoring something that not everyone can participate. Let's go down the path you just discussed. And I'm not disagreeing with you, right? But on average, they run this trip every three years roughly. He says too, but I think it's more like it's it's generally the goal is that some sometime within your high school career, the trip runs,

034so you have the opportunity to go. That's the goal, right? Same with the music uh trip. We'll discuss, right? So if you think about that, the amount of kids that are taking Spanish at the time, whether they can afford to go or not, if we make it part of the curriculum, I mean, that's $3,800 times I don't even want to fathom what the number is, right? A,000 kids, 1,500 kids, right? I mean, that's millions of dollars or hundreds of thousands. I don't And I'm not really I think I'm not really I have no one point. Yeah. No, but I'm just saying. Yeah. Or but even if you had a 100 kids say, I can't afford Even if even if my family or my my parents say I'm not paying for that, it's just not what

035we want to spend our money on. Do you tell Johnny he can't go because his parents said no? Right. I mean, it's, you know, or do you let Johnny go? I I I don't disagree with you. It's a Yeah, it I certainly see it for as you framed it. Um the concern with that I my understanding and just some of the engagement I think if let's say we stopped as a district board supporting these or supporting the teachers to go and and go um I think pretty I would not imagine that these trips would run anymore in Great Valley. I don't think people would take them on upon themselves. And so I I do agree. I I think we are in a quandry where I think we've talked about being so equity-minded focused. This is

036one a long legacy tradition. I do think we have to come back and try to look at alternate funding streams. I I the fact that I can't offer you anything. Now, I agree with Mr. Barrett. We're not going to be able to offset 3,800, but the students over the three years, if they know it's coming, can they start to fund raise and maybe get it down to half? And I'm not sure. I I just want to be candid. I don't think we're going to be able to recoup the the total price uh on these trips, but the fact that I'm not here able to give you any alternate funding streams also bothers me as well. And so I do think we have to challenge ourselves to to look for options there. But I mean, can

037we rethink who gets to go on these trips and not make it whoever can pay for it, but perhaps there is a way to qualify, you know, to or to be eligible to go on that trip besides I take that class and I can afford it. You know, maybe there's an application that goes along with it. Maybe there's, you know, a cap. We'll be taking this number of students this year and these are the, you know, this is what you need to the metrics by which, you know, you show that you've earned that ability to go on that trip, you know, and so so you're you're qualifying yourself based on your truly your academics if it's school sponsored um and not because of your finances. Maybe we just have to rethink that a little bit.

038I will say this is this is a much bigger price tag, but in fair not fairness, I guess just making the point that I I know because my kids are young in the elementary model, we offer extracurriculars that aren't covered by the school. Chess club, Spanish, um robotics, maybe those things are I get them through the school or PTO or however um it's held at the school, but it's, you know, full price. It's full price middle school trips. Um, so there are other areas which we do this. This price tag is just so so big. Um, so I don't I I struggle with it too because we can't we can't offer everything that every family wants on the district's dime. So I think what it what it sounds like in all of these things, we're

039trying to offer opportunity in any way we possibly can. It's just hard to figure out what is the right way to do that. Do we say, "Well, if we can't cover it, we don't offer it." I don't know. But And to that point, what do other districts do? What if you did some benchmarking? Yep. No, I have. I've certain at least within Chester County, I I'd say with the exception of one other Chester County school district, the remaining school districts all told me their boards approved these trips during the school year. And let me guess, without any names, I won't use any names. One district is a poor district. Actually, no. It is uh I would Yeah. Yeah. We'll leave it at that. I agree, Mr. Bear. Uh but I I did I've had a

040lot of conversation in the the months leading up to this to see where others were. What have they done? Um for what it's worth, Mrs. Lisky, I mean, that's um I think 11 of the or I'm sorry, 10 of the the 12 are board approving them. All right. I know this isn't something and I wasn't intending to say let's resolve this today. I do think and again I see Dr. Ma taking notes as we bring this to policy uh in the fall. I think this is a much bigger issue that we're not going to resolve right at the end of the year. But I felt it was important that you understood what we were paying for what are all the considerations around us. Now I think we're all it's a level playing field as to

041where we are and where the concerns lie. And I think if we're able to find some consistent funding avenues or other approaches, um, this is something that we we can explore further. And I I think if if I can just take one more second, I think what my concern is about this is is less about the fact that we're offering this opportunity to students who can afford it. Um, I think, you know, that that as equity- minded as I am, I also recognize that that there are things that, you know, people have people have different abilities to afford these programs. I think my concern is that we will be as a district paying contributing resources um to support a trip that only a small portion of the people can afford. I don't I don't think

042I necessarily have the problem with the fact that the truth exists, but I have the problems I have a problem spending money to support a a group for support those expenses for an elite group, you know, financially elite group of students. Elite is the wrong word, but you know what I mean? Financially privileged group of students. So, I think you've got a lot of work on this one, Nha. Um, I'm sorry. Just kidding. Just kidding. But I think um it let's see where we end up. Um I think a lot of concerns there. I did hear that probably the transportation shouldn't be part of the school expense. Um and I think we need to investigate um like I said the travel agencies and making sure there's some criteria around that. Um, I also think that

043down the road if we if this district ends up having to start sending nurses on these trips, um, that and and the district starts paying for that, that's going to get expensive as far as if you're running four trips or whatever, that may start killing some of these programs real fast. Anyways, um, as changes occur, um, I was talking to Dan earlier today. The advantage of older kids that this is is they even if they have medications, they generally are old enough and the parents let them self-administer whatever those are. So, that's one advantage, but somewhere around along you're going to run into that we need a nurse to go and then that's going to be a lot of money for um the cost of that nurse because you're going to have to pay them

044for their days off. So, all right. And then I the other thing is if if we do really come up with a methodology to raise money, it's got to be realistic. It can't be selling candy bars on the corner hop to raise $3,800, right? It's it's got to be a realistic um and that that's a big challenge. I don't you know, I can't think of any way to raise that kind of money. Um off the top of my head, there might be ways out there. Um but I think it's got to be a realistic um achievable goal of a kid to be able to do it without you know, spending three years of their life after school um hawking something or begging or whatever it is. So, all right. No, great. Really good direction. Things

045that we can investigate and I'll I'll try to as soon as we uncover some of these, I'll I'll share that with you. Um we still have two additional categories. That's okay. I appreciate the discussion. I mean, we we definitely have some cleanup work, so this is helpful. Um this category is your performance and competitionbased group. You in this I would largely put um your music trip which goes every two to three years. Uh you can see a bit of an outlay there about what we've covered, what the cost is, the range of students. That program is really long open to any music student. It's not exclusively open to the band. You have any student enrolled in in music courses at Great Valley, they go um it's not necessarily even competition based. They might go out

046like this last trip, they go out to California. They're performing, you know, they're they're hitting different venues, different opportunities to perform in front of crowds and in a variety of places. Uh sometimes they could compete as well. You also have your athletics in that area. Just to clarify, sorry, just clarify that's not um these are the this trip that you're referring to is not the the competitions that exist like at the state level, right? Correct. Those are and the board approves those. Those are PMEA conferences and that those are specific. They'll have a band one and a choir one. And so those those do occur. Uh those are not typically overnight trips. So they're they're not in reality. In reality that probably would fall under an academic club or something like that versus more than

047these, right? Yeah. or almost it could be similar to like an athletic team competing in the PIAA playoff system because PMEA they then qualify and they they continue to advance. Um yeah, I just want to make sure that the clarity around we're not trying to limit those students from competing in those things. No, this is all about the Yep. And the board has approved those historically and I had a chance to see actually um we've been fairly consistent with those. So I felt good uh reviewing those over the last couple of years. Um but this one I mean this one there there are some problems within it. So um certainly I'll share the the music trip is not necessarily over spring break. So you will have uh a larger gap. Now sometimes it might be

048like a Thursday Friday or a Wednesday Thursday Friday. So it does not uh coincide with spring break. And some of that too keeps the cost down. I think anyone that's traveled over spring break, you know, everything has escalated, but I want to be really clear to lay everything out for the board that these do not necessarily fall. Matter of fact, this year's I believe was in March and well before our our spring break. Um the athletics piece um I know we've talked years ago uh I'll say approximately 10 um sports trips um the board at that time made a decision that um athletic trips or sports trips would not be approved. Um I will share however over the years as I've looked um going back to 2017 we have approved every year except the COVID

049year our winter track to go overnight normally up to Yale to compete. So that is one that has come through and that's only a small group correct if 15 students approximately if that. So it's high-end. It's not a large uh large scale group. Yeah. out of the hundred that are on the indoor track team or whatever. I think historically it's been more like five. Yeah, it could be. Yeah, the trip forms that came in for our approval often said 15 to 20, but I know I agree. I I do think it's it's because they typically take one van. They they were hard. Yeah, those are really hard events to qualify for. Yep. Can you just give a little background as to why we had said 10 years ago why we wouldn't? Um so, uh there

050was two programs at the time. both lacrosse boys and and uh the uh women's um the women's program um it became very apparent that if you did not go on this trip you're not going to start the rest of the year. So the board at the time felt that that wasn't appropriate, right? That you shouldn't be held um that you you Yeah. um for what was supposed to be um they would go down and practice and and and play in some games, but they weren't part of the state PIAA games. Um so the board felt that that was not appropriate. And then on the boys side, um I raised the issue because my son went, I think as a freshman, my older son, um might have been a sophomore, uh down and the the coach

051at the time said, "Well, you know, it's It's uh 8 o'clock. I'm going to bed. Um I'll see you guys at 8 o'clock tomorrow morning. Um don't get in trouble. And so now you got, you know, a group of high school kids that were just basically I mean they were on the Disney World property, but just basically, you know, go do whatever you want. And um I raised the issue of lack of control and chaper owning and everything. And the board at the time decided that it was probably not to the best interest of the school district. um and the students uh to be doing these types of trips anymore because they were just not um the liability issues that exist um and then the um all the other issues around it. So at that

052point it was a decision by the board to eliminate sports related trips that there was enough competition locally they didn't need to be going to Florida or wherever to that was that was synopsis. Yeah. And to my earlier comments, you know, the fact that that was the decision made if we memorialize something in policy, then it's it's written, it's recorded, because I'll say, you know, moving forward, at least during my tenure superintendent, I continued to bring those winter track sports thinking that that board's decision years ago was only for out of season sports. And I, you know, Mr. Barrett has kind of was on the board at that time and told me no. So even for myself being in the system, I might not have been at this level, but my understanding was that it

053was only out of season athletics. So we continued to allow winter track to be approved. That's why that's happened. So I want to just clarify how we got to that point. Um, but there was no and there was never any intention to say that if the state whatever sports finals was going to be in Pittsburgh that kids couldn't go to Pittsburgh overnight to compete in the States. was just based on stuff that was not related to PIAAA type competition. So, no, thank you. It's good to have our board historian. Thank you, Mr. Barrett. Appreciate that. It's uh very helpful. I think from like a policy standpoint, everything needs to be excuse me, consistent, right? So if you know if the sports can't sports teams can't go and travel in season just to play a couple

054games in Florida um you know where's the consistency almost then with the music program just to go in season to play a couple shows in Florida right like so one can't you know one can't be school sponsored and the other one can be do you know what I mean like I don't there's discrimination there amongst amongst the the sports versus music population. Um it was the intent of the board back then that the music would stop. Um the issue was I think what's happened over that time was it was the they had just went and it was three more years before it happened again and nobody thought about it. Um but that was the intent back then to say that these types of trips just don't make sense to be school sponsored. Um, I think

055if you stopped the music trips today, they're going as a as a non-school event, right? I mean, which is what the middle school trips are, right? Um, they're going to go regardless. That's not necess I mean, there's there's pluses and minuses of the school. Um, we've had this discussion, right? I mean, if you go as a school sponsored trip, every single school rule applies and school discipline will be the school discipline. if my kid gets in trouble on a non-school trip, he's got to deal with me first. Um, and I think that's probably worse than dealing with the school. Um, but um, pluses and minuses to both sides. So, but yes, it need I think I think this category needs to be consistent one way or the other. Yes. Um I agree the um you'll

056see in the recommendation point I I kind of spell out some consistency about what would be funded and I have on the very end there is just to revisit the inseason athletics. I certainly support as superintendent the out of there used to be a time out of season would go too before the season teams would go and we're like you're not even competing at this point like that you need to do. Uh I do know the face of athletics has shifted. I know our wrestling team submitted uh and the way things are structured now, you have a lot of holiday tournaments. They count as multiple competitions. In that instance, the kids can get a lot of matches in certain tournaments. You can get six, seven matches. You earn points. And so what you start to

057see is other schools are going out and finding these big tournaments, getting a lot of matches, a lot of points, and then they get elevated seating when it comes time to playoff time. And if our students don't have the points, so other schools around us are going and they're traveling and seeking these big tournaments and their students, their student athletes are then coming in with higher seating points and in our students not so much. Um that's also I use the wrestling example because it's also you're not taking the entire team. It's your sequence of starters who are going to compete. So much like winter track, you know, with wrestling if you have 13 weight classes or 14 weight classes, uh it's usually just that small number who who is going to. So the face of

058athletics has also evolved over the years and I just wanted to share that as a possible consideration. It's just one of the sports maybe I know a little bit more about. I'm not singling that out for any particular reason. Yeah. And I agree that's the competitive category, right? If you're competitive in season, then it makes sense. You know, the trip to Yale and I don't have kids that run track or all this other stuff, but that makes sense to give them that opportunity to be elite in their competition. as with wrestling that's competitive just to kind of showcase is different the I mean the the the struggle I have that is besides if it's elite or not who's who to decide if if the well I'll use track just because we're talking about it um

059who's to say there's not a just as competitive competition at the pen relays versus going to Yale for instance as a stretching the imagination there of definition I'm sure because I think the Yale one's indoors but I mean how do we as a board say wait a minute there's a competition inside the state of Pennsylvania that's just as competitive as going all the way up to Yale to compete right and and and where do you draw the line of the music program says well we're going to compete against this other program because they need the same criteria I mean I mean I'm just I mean I'm just playing devil's advocate you could hear. Um, there's no good answer, don't get me wrong, one way or the other. And and my my fear all along is

060just the increased liability of kids traveling and how well um, you know, how well chaperon they are. For one, I mean, one of my colleagues on the great on Downingtown school board, she says, "All of us sit here with these overnight trips and cross our fingers and hope when something blows up, it's somebody else's district because none of us want to change these policies, right?" Um, which is true. Um, and that's that's the other problem. Um, I don't know, but Dave, I I I feel like that's not limited to this category. I could make that argument for every single trip before this. You know, who's watching somebody, you know, once they once they Yeah. So, I mean it is a real concern um and you know something something that needs to be considered but I

061don't think the reason to approve or disapprove in this particular category. Yeah. The only other thing I'll say about who are we to decide right like I could run you through soccer tournaments. I I'm fluent there. Um but I think we do what we do as a board in every category of things that come before us. We're taking the recommendation of the of the administrator, teacher, coach in charge. So, when we're talking to the track team, we're asking the coach, okay, give us a rundown here. What are we talking about? Knowing that we have professionals in charge of these sports and activities who are going to give us a a rundown and a trustworthy one. And if we're not believing it, if we decide, I'll use women's soccer. Jen, I love you. You're award-winning. But

062I'll use it as an example. If all of a sudden Jen's like, "No, trust me, the only way to compete is to send these girls to California." you know, then we then our question is with Jen. It's not it's not with the competition. She would never. She's wonderful. Um, but I think we have to remember that we take the recommendations from from folks who are in the know all the time. These these activities, the teachers and coaches that run them are are doing nothing but trying to help these students achieve and can tell us realistically what that means in that category so that I'm not left wondering, I don't know what a band showcase is or why it's important. Let's let's ask them. So I think we can rely on that a little bit too.

063And the the one part and I I think Miss you made a great analogy. I do think with music they are going to perform uh now their performances are maybe the equivalent of an athlete competing you know to them you're playing the instrument. It's very very similar. I also just share this if those were if the music trip was not to be board approved and let's say our music program gets an invitation to participate in the Roseb. if they can't represent the Great Valley School District if you don't approve them. So, we can't have it both ways. We can't say you're on your own, we're not approving this trip, but then you go on your own and then you represent the Great Valley School District. We can't have it both ways. So, we do have

064to be prepared that if we are to say you're going to do this on your own, then you are doing it on your own and not in the name of the Great Valley School District. And I just that was something that kind of hit me more in the recent analysis of this problem. And that kind of swayed me a little bit more to not be so quick to say we this one we should change. And I agree with Mr. Barrett. I know uh Gavumpa and our music parents, they will find a way to do this. But then we have other groups if they're not approved by Great Valley School District. They can't go out there and use our logo. They can't go out there and use our equipment. Are we going to put our our

065teachers out? So, I'm a little worried about trying to parse that out. Um, but maybe someone has a different thought. I mean, if if the if the marching band comes to us and says they get into the Rose Bowl or the Macy's parade or something like that, I think that as with any policy, board can vote to make an exception on anything. So, um, so to to say we shouldn't limit things like that because what if that should happen that can be done. We're talking about a lot of these trips have been I don't want to use the word boondoggle but um they're luxury trips and you know like Trisha brought up five kids going to Yale and we're sponsoring that. I mean I mean where do you draw the line of what's appropriate and

066not for a district and what we're paying for and and and and then on the flip side it's it's an opportunity for those five kids that nobody else you know and I get that but um it's like running a class at some point you know if we don't have 15 kids in a class we don't offer the class so what you know if one kid qualifies for the nationals in Hawaii or we now sending one kid all the way to Hawaii. So, um, that's that's the I don't know. Like I said, there's no good answer here. I think that a board made a decision ago. Um, it's not to say things can't change. Um, the goal was to reduce some of the liability and some of the pressure from the girls side. Um, we want

067to reopen that up. It's, you know, it's up to the board. Yeah. And I agree that's I have that on there for the board to revisit the inseason athletic competitions. Um I I'm not comfortable just even though we've had winter track be approved over the year now that we know we we do need to make a decision about how we want to proceed with that. And again Mr. Barry I appreciate you sharing the the history of the board. I don't know if others would like to but why I mean why I mean I'm just playing devil's advocate. Why limit it to just in season if I mean the liability and and competitiveness is baseball team wanted to go up to Williamsport and compete last I mean they would have been playing games against other schools

068um you know there was um the football team I think has gone to Millersville in the past um for training and stuff um you know again that's not necessarily competing but you could argue that they've got better training facilities and therefore you're preparing your kids better. So where do you draw the line? Um and then you know why not the Costa Rica trip and the Iceland trip and all those trips um reopening those up to say they should be school approved. Um so that's it's you know I think we're if we're going down that path, we're going to open up a whole another can of worms by reopening everything back up. So I think though we can also trust ourselves. I hate the slippery slope argument because it implies that the people in charge aren't

069capable of making a decision and that we're just going to be left left to say yes to everything. We're not. We can make an informed choice here and put some parameters in that allow some things to happen. It won't be perfect, but we can at least to Becky's point get some basic consistency. And we don't have gobs of teams and programs coming to us saying, "Send us to Europe, send us to California, send us to Hawaii." It seems like people are being judicious in their asks and and articulating why this is this is going to be beneficial. Um so I'm like we can handle this. Why is this different than Costa Rica or Iceland from an educational point of view? It's not competition. No, but I think everything brings a value. Everything that we're looking

070at tonight, let's make no mistake, it adds value, right? We we all agree there. These these things are wonderful opportunities for our students. And depending on your interest, what we've also shown is that we're trying to meet kids where they are with their varied interests. So, I'm not sitting here tonight saying we're going to get into the nitty-gritty and I'm going to pit Costa Rica against the boys baseball team trip to fancy baseball place. But what I am saying is we can come up with some basic parameters to start to make sure we're consistent in how we evaluate these things. I don't think it deserves more than that at this moment except to say, okay, here's the scope of the problem. Next step, Niha and our committee, how can we start to drill down a

071little bit to say baseline? No, I understand that, but I'm saying if we're gonna potentially open up some of these, should we be opening up? Should the committee look at opening up, sponsoring the Costa Rica trip, sponsoring the Iceland trip, and I don't even know how many others there are anymore. Um, which again are those who can afford to go and versus those who can't. Um, and some of these might be because I don't know if everybody who's on the baseball team could go whether they could afford to or not or um etc. But that's that's just my concern is where do you I mean do we have to open those back up to discuss too if we're going to provide guidance to policy? That's all I'm saying. I think we can. Um, but I

072think that we have enough discussion around this that we can kind of base our take it back to policy and and base discussions around everybody's concern and kind of maybe get a little bit more into the weeds that we're not going to be able to settle here tonight. Exactly, Nha. I I totally agree with that and I think that again um I'm thinking guard rails like we just need some baseline um you know suggestions because right now like when I look at all of these categories they're kind of all over the place right and there's no consistency anywhere so at least if we can start getting some consistency and I hate to throw this on you and your committee but I think if you can start looking at it and just being like okay like

073here are some guardrails that we can put up um and then we can go from there. But right now there's nothing or not nothing but you know they're kind of all over the place. So at least we can start there because again this is we all know sitting here this is a huge issue with lots of different um tentacles. Uh right? So we start going down rabbit holes. But I think if we can just kind of focus and start getting some um you know uh things in place and policies in place that'll at least help us to start and and to to reiterate Rachel's point I think it's not the board's job to you know as we've discussed to to imagine every possible scenario and every possible trip that we may take or we may

074not take or we may approve may not approve um that we have we have a a whole team of teachers and administrators who are contributing to this who are really on the grounds making this ground making this decision and and we just need to provide some basic steer steering about about how to um you know what direction we want to go in. I think there's two things here. One is what is uh school district approved trip? What does that mean? as well as then what is then budgeted for and paid for by the school because I think those are the two buckets of inconsistencies that we see um across all of them now. And a third one a third qu like a question I have is you say the the Latin trip is no longer

075a school sponsored trip and they do it independently. Is there any liability that the school still has even though it's not a school approved trip, but it has a teacher present along with Great Valley School children attending. Are do we have any liability or no? when when something goes wrong and you're a parent and you're going to blame whoever you can, I'm sure we'll get sucked into that discussion, but we've been told over the past that um the the Costa Rica trip and when we made those decisions, it was the school district saying we've removed ourselves and our council has said we've removed ourselves from that. But that doesn't prevent somebody from suing the school district saying you sponsored this or you did this or whatever. Not that there's like indemnification language like if you

076if you take such a trip then you have to sign off and you indemnify the school. Okay. And really if it's an outside trip it truly is even if it's our teacher conducting an outside trip they're not allowed to advertise in school. We have policy on that. So we don't allow outside groups to come in and recruit students for their trip. So once it's no longer a great valley approved trip even if it's a great valley employee or personnel sponsoring that trip. They can't communicate. they they can't advertise, you can't have the meetings, you can't do signage because if I allow it for them, then that's any other outside group. So, that was a discussion we had to have with some of those other trips that Mr. Barrett referenced that we said we're not necessarily

077going to take them on. Uh, the distinction I'd say is that first category with the exception of one or two, they're all edrs. They're clubs that we're supporting. The world language, they're all related to kids that are in classes. Music, you got to be enrolled in one of our music programs. So, I do think to everyone's point, we we can clean this up. I appreciate the discussion. Um, I do have one other category. If you're if you're still with me, hang with me, gang. Um, this one's a little easier, I think. Um, so our Denmark exchange, which is boy, close to 30 years in the making. Uh, where we we do our exchange with Elsenor over in in Denmark. uh that was a class at one point uh where students would pay for the trip

078and also earn credit. We had some issues with that. I think this is something that we cleaned up. We made it an edr approximately six, seven years ago. Um I would recommend that we we maintain the structure. We largely go over there for approximately 10 days. They host us host families. Then 10 days where we host the Danes. Uh that's why it's affordable. You're not dealing with hotels. you're dealing with host families that are that are vetted and and so on. Um, this has been long-standing and I'm not recommending any sort of changes to this structure. Very unique. Um, I think a lot of schools wish they had such a program um such a long-standing program. Wasn't didn't Downing Town try to they just tried to start one modeling after ours I think. So, yeah,

079there were I have over the years I've gotten a few calls from schools that said what is your exchange and and going through it's it's a little tricky now. I think we've come up with a way to keep it at least the cost down. You see it's significantly less than a world language trip. Um and really other than the substitute and the school nurse, the students are funding this. So from a district perspective, uh it's pretty affordable at least to the school district. So any questions there? Anything you want to know about the Denmark? Are the um the expenses like the airline ticket prime example is that done through a travel agent or is that just everybody goes and buys the trip ticket on American Airlines or whatever? You know that's a good question. I

080don't know whether we use a travel we're not using like a third party vendor like the world language trips. So whether it's our own advisors who get the EDR are just doing that and taking that on or if they're actually using the services of a travel agent. I don't know. But I want to be clear, it's not a third party travel group. No, I understand that. So, so um but the the same concern if they're using a travel agent, um I think we ought to make sure whatever I'll find that out. Um just to make sure the district's protected on um whoever they're choosing, right? Yep. And then we're insuring this. Correct. So if something happens to these kids, anything that we're any of these trips that are approved, we ensure we assume the liability.

081We do, but there's third party carriers. So that changes liability discussion from a legal perspective. But if you're saying this is this is this looks different in a very different way. Liability is going to look different, right? Yep. Yeah. We'll definitely verify those items. We'll get that information. So is that the reason why this is categorized different than cultural immersion? It's just it is this is a true exchange. We have 20 days of exchange. They even communicate off. They have academic uh they even do some sharing some collaboration. and the kids present on topics. So it it really is a little different than the immersion where you're going to a country and you know we're actually hosting them and then we're sightseeing with them here in the US and and vice versa. And I think

082the duration it is about 20 days of exchange 10 and 10. Um unique and they do go to each other's schools. Uh I had the chance as my first year to go over at least for three days and to to see the school. It's um it's a wonderful experience. We're very lucky to have a program such as this and we've had some good adviserss, really good adviserss over the years that have kept it solid and running. Um, you bring up a good point on even the music or athletic travel on whether or not that should go through a third party travel agency or whatever because of the liability that needs to be incorporated too. Yeah. Yep. We have that recorded. We'll definitely uh go more. I appreciate the discussion. I know it's a lot. I

083really for you taking your responsibility seriously. Same for me uh having that opportunity to unpack this and bring some consistency moving forward. I am optimistic. So um I appreciate everybody's input. That does conclude my report. Thank you everybody. I'm sorry. Yeah, we do. That's my piece, right? But we uh Miss Martson is here. uh she's going to highlight uh a communication tool that we're going to ask you uh to consider and hopefully approve. We think it'll really address a lot of the board's concerns over the years. I know it was presented in our communications committee. Am I right, Miss Litzky? Yep. We did some sharing there. Yep. And so, um we'd like Teresa here to to kind of share this tool from both the parent perspective, the district perspective. Uh it's something ideally that if

084you do approve it next week uh that we'd like to launch uh early in the fall and really hop right in. We think it'll it'll answer a lot of the concerns you've had as board members over the years. So Teresa, are you good to go? All right. Good evening everyone. I'll try to make this quick. Um, so tonight I'm just going to go over Parent Square and introduce you to this communications platform that the district's been exploring uh this past year. So I'll go over what Parent Square is, kind of how we evaluated it um as a district, the implementation plan, and then the communications plan that aligns with the implementation. So why we're exploring it? Um really Dr. tool and some of the teaching and learning staff earlier this year began the exploration process

085because they were looking at a tool that would improve our translation services for multilingual families. And what they really found was that instead of adding just another tool to our inventory, there are a lot of platforms that are available these days that really condense it all into one streamlined communication platform and that um given that we already have several different communications platforms, it would be in our best interest to really go that streamlined route. Um a lot of the feedback that we receive from our families and staff is that all the various communication channels that we currently have can be difficult to keep up with. So um having that unifor unified streamlined approach is something that would really benefit uh our communications platforms. Um an example of that is we use some more for our

086newsletters. We use school messenger currently for our mass notifications. And then in addition this translation piece would put all three of those together into one. So we'd be able to eliminate more and school messenger eventually so that they're all under that one umbrella. Um and then the other piece is that more in my role, this really is an opportunity um for more community engagement. There is a community group component to parent square where um we can have external community members sign up if they're interested. That could be alumni group, taxpayers, really anybody in the community who's interested in receiving district-wide communications that might not have an avenue otherwise. So what really is parent square? It is a mobile app or web portal where staff would use it to uh input communication. So the three core

087features are really the mass notification system which is what we use school messenger for and that is emails, phone calls and text messages. So some examples of that are school closure announcements, districtwide messages from the superintendent. We're building uh level communications from the principles. That sort of thing is used for mass notification. Post feeds looks more like newsletters, announcements, graphics, that sort of thing. That can be um administrative side of things or school side of things. It could be a principal or a teacher. And then the direct messaging piece is really where the translation features come into play. So, if a family uh is multilingual or bilingual and they want to reach out to a teacher or a principal or an administrator in their language, there's over 190 languages that they can choose from. They

088can put their communication in that language. The receiver would receive it in their uh preferred language and then when they respond, it would be translated back. So, it's a really seamless tool for the translation piece. Um, and then some of the additional features that we'll likely explore once the core features are kind of implemented and going along smoothly are things like forms and permission slips, uh, calendars, you can RSVP and, uh, ask for volunteers to sign up, invoices and payments can be put through the system, and conference scheduling. So how we got here was that we kind of aligned our criteria with some of the platforms that are available on the market and parents square was really the best option for um the budget that we had. We did demonstrations with them and once we

089kind of finalized that that was the best platform. We actually held information sessions at all of our buildings. Dr. Rul and I hosted these information sessions for all staff members were invited. So it could be support staff, teachers, any staff who thinks that they might use the platform. We had about approximately 75 staff members participate and they were allowed to um go into these sand sandbox accounts where they could explore the platform's features on their own time and then enter their feedback through a feedback form. So we could take into consideration the positives, the negatives, what we should consider during implementation and so forth and then so what does the implementation plan look like? So really the first step will be training district uh administrators and support staff in the buildings, our 12-month employees who

090will be over here in the summer. So the uh mass notification systems are what are primarily used by those staff. So things like the newsletters, the um alerts from the principles or superintendent. So once they're trained and they can support more of the teachers functions, that would be the um phase two where all teachers are trained to its features such as the platform navigation and features that are relevant to their role. Like I said, the mass notifications probably wouldn't apply to a teacher, but that direct messaging would. We'd also go over some of those communication protocols so that we set expectations uh for what the families can expect and what our teachers can expect. And then for phase three, um that would be the community launch. So that would be an announcement with information and

091guidelines on how to uh download the app, parent information sessions, and then multilingual materials and translation supports available for those families. And then the communications plan and there was a detailed uh more detailed document as well that was provided but we would include uh the staff training timeline resources that are available um a different uh repository of all of those um launch kit that parentsquare provides. Um the training itself would be facilitated and then we'd have post training communications to get staff feedback where areas are going well where they might need additional support. and in-person sessions to kind of um maneuver any issues that we see pop up throughout the implementation. And then the community announcements would just look like the email announcements where we're inviting them to participate in those information sessions, all of

092the instructions on how to download those expectations and protocols, Q&A documents, and once those information sessions are uh held afterwards, we'll, you know, follow up for anybody who may have missed them, possibly have recordings of them, um, and send reminders and just kind of keep track on an ongoing basis as needed. Um and then as far as the community feature that could be featured in the annual report on social media posts and the website just in different places so that the community can have um different areas where they can seek it out. Um and it's important to know that we are still kind of learning about the platform. We haven't been trained in it but as we're exploring its features and functionalities we've gotten really positive feedback from the staff that we met with during

093those sessions and they're really excited to kind of have that translation piece a lot find um barriers with that. So, we've we've had the positive feedback. Um, so this plan is kind of, you know, in line with what what we've heard in those information sessions and also what we've heard um in neighboring districts. Some neighboring districts in Chester County have implemented this in the past year and have seen a lot of success with their implementation. It was a similar three-month uh implementation plan. So just given their success and some of the feedback that we've been uh corresponding with them about um we're kind of confident that this implement placement implementation plan would work for our district. Any questions? Yes. Am I still going to get separate emails from my teacher with their own classroom updates?

094So it's depends on your preference. So we all we know that not every parent is going to enroll in parents square. It's not going to be a mandatory platform, but if you are in Parent Square, you can select to receive notifications through the app. Or if you're just that parent who only wants an email and they just don't want to deal with an app or another platform, you'll receive emails and that's the notification system that that you would is your preferred method. Okay, great. Um, can we make the PTO's use this? That's a good question. I can look into that. I don't know that given that they're technically external in some capacity, I don't know that they'd give be given access. But and I I asked my question in a very specific way because the

095infuriating thing is to get 42 different communication methods from district affiliated groups. Um, and it's too much. So, I love this because we're trending in that right direction of putting it all in one spot. But if I'm still going to get a teacher email that's separate from this and I'm still going to get PTO communication that's separate from this um that doesn't speak to each other. It just it feels still very frustrating because I'm also I also have the bus app and then I still have to do the meal app which just you know what I mean like we're in it's a logistical nightmare to have kids in school right now to manage all of it. It takes two adults in my household to do it. I can explore how we can try to incorporate

096PTO. I'm not sure that we've ever kind of really partnered together as far as communications, but with that community aspect, perhaps they could get um access to just uh certain groups. So, we can explore that. I think you need to run that by council because they're an outside organization legally and once you open that up to anybody, I'm just saying we got to make sure that's that's not going to be a conflict or allow other organizations to do the same. This is um really helpful. And it sounds like if I'm on the parent, what's it called? I almost said parent trap. I'm so sorry. That's just all that was in my head. Um if I go in there, I can if I'm like, "Oh, I've been like not paying attention for the last week for

097Johnny's, you know, middle school experience." I can go in there and kind of like catch up and see from different teachers, from administration, whatever newsletter and have it all in one place. Correct. That's awesome. Yeah. And there's a search function which a lot of parents have expressed a high interest because that way they can um just search for when's picture day, when is this event. There's also a daily digest feature, so you can actually sign up to only receive everything once at 6 PM or 5:00 pm. And that way you'll get a summary like almost like a summary feed of everything for the day. So my so my question is um and and I love like the translation for the language learners is and I'm thinking of sports, right? like a lot of teams when

098they communicate out um they'll use like Remind I forget what football uses um but they they push it out the teachers the coaches own it in house and you know a lot of parents are on it too so that they know if their kids aren't driving when to come pick them up if it's raining they're pivoting schedules. Is there a functionality that coaches could then push out? Yes. And would it include students because students are part of the remind because they, you know, they have to know when they're, you know, what do they have to bring to practice that day or whatever. So there's an ability to maybe take over the sports. Correct. And that would communication we would want to include that as well. So coaches would be trained over the summer so that

099they can be prepared for fall sports and then the student there is a student piece as well. So that they are in there. Okay. Cool. And the translation in it for those families. Fantastic. So, Teresa, I know we talked about if I'm a parent, um, if I'm a teacher, what give me an example of what this does for me from a teacher perspective and how does this streamline communications? Yeah. So I think that I think a good example is say there is an announcement from a principal in the newsletter and the principal summarizes everything for the month and there's so we all know that every school has so many activities going on it could be a laundry list of things for the month and there's that teacher who kind of goes the extra mile reminds

100her parents hey tomorrow's pajama day remind your parents tomorrow. This is a really easy way for those for the teacher both to have the platform to reach every parent given the translation piece so that some families aren't excluded um from you know email and then on top of that for the receiving end for the parent they are receiving that in a way that is their preferred method and is digestible for them and it's not just another email that they have to check or um gets lost in kind of the daily grind of what they're constantly receiving and being bombarded with when they go to that feed or if they sign up for that daily digest, they'll say, "Oh, my child in Charletown has pajama day tomorrow. Um, you know, there's a fundraiser for the PTO

101on Friday." And it's kind of a summary. And I think, um, for our families, it's a really, really great way for them to stay on top of things a little bit easier. And for our teachers, it's a way for them to push out that information on a platform that's more accessible for the families. Can can I just add a little bit more to ask uh your question? What we've heard from some of its staff as well, particularly special area teachers at at the elementary level with with the use of Seesaw, which has been extremely helpful. uh you know if I'm a special area teacher and I teach steam and I'm asking parents in fourth grade to collect cardboard boxes so that they could bring in and do right now the way in which a teacher

102would have to communicate that message they would have to go into every seessaw account of fourth grade in this system they could mass send out a message to all fourth grade families to just say I'm the steam teacher I'm looking and not only that they could send out a message to fourth grade at this one school but another school and and and and and it's targeted to the fourth grade families. So now that that wouldn't be sent out to the entire school community, just to the fourth grade parents. And so if I have a second grader and not a fourth grader, I wouldn't necessarily see that unless the teacher said, "I want the whole school to see this message." So it's also microtargeting the messaging for the teachers as well. I forgot about Seesaw. Are

103we getting rid of that and replacing it with this? Is that the goal or Well, no, because we can't. No. So, Seesaw is a learning management system. So, we wouldn't replace Seesaw or Canvas because they're still going to be our core learning management platforms. This is more of a communications platform. So, we'll be encouraging that our teachers are using this flat platform. Um, so that the communications are in one place and for parents who have students in the elementary levels and secondary levels, they can find it in one place rather than having to go jump from Canvas and Seesaw as the grade levels progress. So, how do you encourage adoption if I mean this is only as good as the mass number of people that we put onto the platform? So, um you know it's

104hard to get you know to have people kind of opt in to a system like this. Yeah, I think initially um the engagement could be potentially slow, but I think once parents see the benefits of it just through word of mouth and where they are um receiving those notifications maybe through email and they're realizing, you know, this might just be better on the app. You know, I think um it's designed if you were able to look through some of the resources I provided and the links, it's designed like a social media feed. So, it's very userfriendly, very intuitive, um, very much for the generation that has grown up with social media and are now parents. So, I think that the features that it has and its user friendliness will just kind of lend itself to

105people naturally navigating towards it once they kind of see the benefits of it. Um, and we'll just really track that engagement when we roll it out. if we're seeing a slow pick up, we'll just push as much notification and communications out about its benefits and promote it more if needed. And to the point also, um Teresa and I have talked about setting up stations like open house, back to school night, we have our PTO and our parent key communicator group, like making sure that we are getting as many people exposed and seizing those opportunities to have exposure so people are learning more and more about it. the ELELLL teachers in that community. Yep. EL ELLL teachers in particular when they've been to the sessions that Teresa and I have been showing are interested in getting

106this started sooner rather than later. Um, also it it takes down that barrier of of of the teachers who are communicating out to families right now. They're going through the process of then trying to figure out do they need to interpret whereas here they just send a message out to the entire set of families and they don't have to the parent really has that opportunity to choose the language of choice and and even when we've talked with um Sophia Penock has been part of the process of evaluating that Teresa talked about earlier in the fall with um Christina Hunt and and Kathy Ays one of the features that right now she uses quite quite considerably is WhatsApp. Many of our families are communicating to her and we would transition that away from using WhatsApp to

107this. But that's the same within this platform. It looks almost like WhatsApp. And so when families are messaging her um and then eventually, you know, transitioning away from only having to message Sophia to ask their their question, they can ask the teacher and the teacher will see it in English and the parents uh will see it in in the language of choice. And and going back to your question about athletics, Remind I believe was purchased by parent square. So remind is is the process by which right by which parent square is using and athletics was going to be one of the areas because we do get and this having a two-way uh text to to response feature where a staff member wouldn't have to give their text messaging but a parent or a student could

108theoretically have access to receiving the message by text which is that what they do with Remind now. So there's a lot of that integration that we we see and and ELLL teachers are are one of them that we are hearing from wanting to use this right away. Any additional questions? Is there any way to get it rolled out before school starts so that so that I'm not starting the school year getting the 42 emails that are coming my way in August and then two weeks later it's another shift? Yeah. So we're looking at the planning for training so that it can be just really seamless as far as all staff being trained and then it just kind of being I mean September and the implementation was just more to indicate that it would be around

109three months but if it can be that first week of school we'll make that you know a priority. Um the feedback that we've heard from staff too is like Dr. Gfredo said that incorporating into back to school nights that's when they share with parents their preferred communication methods and practices. So we don't want them sharing something out and then yeah reintroducing something a week or two later. So we'll make that a priority. All right, Teresa and and Steve, thank you both for your work and I know our communications committee gave some input and help with the direction. So appreciate the team effort and that'll be there for your consideration next Monday when we meet. So thank you again. It'll be approved as long as it's in place for Rachel and just wait till your child's

110in middle school and you've got seven teachers to communicate with. All righty. Uh facilities uh committee is meeting June 16th. Uh I guess time to be determined. Uh facility use reports there. Nothing under transportation or food services. So on to technology. On to technology. I'll try to move a little bit faster being that there's no air in the room any longer. U but uh 9.01 01 through 9.13 are all of the annual uh renewals for the technology software for the 2025 2026 school year. Um I would like to highlight uh three items under the technology renewals. 9.03 is the Dell Workspace 1 renewal. That's our annual renewal. This allows the district to be able to manage all of the students and staff iPads remotely. Uh 9.07 07 is always uh a questionable item which is

111the kajet annual renewal. Uh this is the purchase for the data plan for the wireless access uh hotspots uh for the families who do have kajets and currently we have 241 kajet devices out with our families. And I'd also like to point out 9.12 which is the E+ Fortnite uh firewall support service renewal. This is for uh the next school year 2526. Uh this provides services for our firewalls and and includes crucial updates and protections to prevent bad actors from gaining access to our systems. If it's all right, I'm going to move on to 9.14 just real quick. So, um Dan and Shri and I had a discussion um about these renewals and trying to lump them all together. All right. Um if they're renewals and then and this is our thoughts, so we want

112to hear your thoughts. Um was that rather than having her go through one by one by one that it's labeled as a renewal. If you look at them, you can see what they are. If you do have questions, you should ask them. But the goal is for her to just hit the highlights where she thinks they're important for us to understand without wasting a lot of time um going through each item when all of his is renewing her contract. So I I didn't think there'd be any objections, but I just wanted to point out that that was the goal here. And so um yeah, thank you for that. And then anything new we're going to have to go through one by one. Correct. So uh are there any questions with 9.01 1 through 9.13. Okay.

113So, moving on to 9.14. Uh, this is the lightbox learning quote. This is for the new school year beginning July 1st of 2025 through June 30th of 2026. Uh, this is to offer the digital non-fiction text for the world language classes with audio capabilities in 17 languages. This will be used at all four elementary schools and will integrate with our class link system. 9.15 is the iPad charging cart. Uh this is for $5,298. This is for two carts that will be uh used as a test in our high school cafeteria. Uh it will give the students the opportunity to have their iPads in lockers and for them to be able to charge while they're eating their lunch. uh in the cafeteria. Uh right now it'll be able to have uh two carts with 24 iPads

114can be housed in the carts uh to be locked up, which would give us 48 locking systems in the cafeteria. And these will be for iPads only, not for someone to walk up with their cell phone and hook up. Correct. Well, we can't guarantee what's going in it, but they are used for the iPads that they are provided by from the district um for charging capabilities throughout the day, but should we have I mean, I don't I don't want somebody to be searching, but I assume if some staff sees a kid putting their phone in there, they ought to be told they shouldn't be doing that. Is that I can relate that back. I mean, is that I mean, I'm just asking. I mean, if it's not the purpose, that's fine. I'm just the the

115purpose is to charge the iPad that was student issued uh throughout the day. What's happening right now that this is a this is a need. They've had iPads for years. So they've had iPads for years. A lot of times students are forgetting their chargers. Um they're coming to school and their iPads are not fully charged um when they arrive. So then time is being spent charging the iPads during class time. Um, so a lot of times it's it's more just to make sure that the students have the charging time and lunchtime is usually the perfect time to charge your iPad. So I'm picturing a little bit of a logistical nightmare like the I know that the cafeteria is already a bit of a you know chaos um at high school to put it mildly. Um,

116so I'm picturing like extra space being I I can't imagine how big these are, but they have to be sub large enough that they're going to take a broom in an already cramped area. And then I'm picturing like like a deluge of students all charging devices that look exactly the same and trying to figure out which device is there. I'm just picturing a little bit like a lot of chaos. Well, it's similar to I guess when you're going to the gym and you have your your locker, right? Your locker has a number on it. So, if I know that I put my iPad in locker 10, then that's my locker until my system is charged. So, you have to you have to put in a PIN in order to get your iPad in and out

117of the locker. Does that make sense? Right. Then we need to reach out to tech. But how many can be charged at a time? 48. So, 48 at a time. So, there's 24 uh for each locker system. What happens to first four periods when the kid didn't charge theirs? Are they just right now double until lunchtime? I mean that what's happening now is my question. Correct. Right now they're right now they're getting they're going to the tech department. They're getting a charger or the tech department is replacing it, giving them like a temporary iPad to be able to use to take the class with them. So, so is the tech department the one that created the the ask here? Correct. The tech department is asking for this because of how many students are coming to

118them. Are we going back to those students and being like charge your iPad? Yeah. 15. I'm concerned about the high school level. I completely agree with with Becky. Where's the accountability here? I My household rule is that's on you and and my kids are eight and 11. So and and the problem is the disruption it causes in the class for all 25 students when three don't have them charged. And also the the tech department as well. I mean they're they're the ones who are having to basically supply the additional iPad replacement and or the charger um for the student to be able to do so. So this is more of a way for the student to be held accountable. They know that when they get to a certain point, they're charging their iPad for that

119moment. The goal is right now, we're trying to see how this will work, right? Um if it's working well, then maybe we can get additional ones and put them around the school for students. But right now, the issue is students are showing up um with uncharged iPads. And and can I add be when we first started with the onetoone there was discussion to then look at and see whether or not in the high school during lunch because other districts and even colleges now and sometimes in the libraries they'll have charging bays that similar to what's being proposed here and and back when we first started the one to one the facilities uh you know when we were looking at the high school and the lunchroom there really wasn't a place to then put them and

120this is these are you know the technologies changed the resources have changed what is available back when we first started the oneto one we also tried to do um uh uh charging bricks for students and then that that then they they disappear you know because charging bricks you know once so we've tried different things to really support students teachers even have chargers in classrooms so if a student hasn't charged their device they go they sit near where a plug is so there are ways that teachers are supporting. I think this is just more of and staff have been using so the students in their first couple of periods. This is just to try to capitalize on a time as as was shared that when students are when there's some downtime on the device and the

121downtime of the device gives time for it to be charged. So I agree with Rachel. I mean what are we teaching these students along? If you showed up at a at a meeting with your bosses and said, "Oh my laptop's dead because I didn't charge it and you were supposed to do a presentation." That's not going to go over well. And that's what we're teaching these children that, you know, you don't charge your laptop. It's okay because tomorrow, you know, we'll figure out how to make it work rather than teaching them the responsibility that the night before plug it in, make sure it's charged. Yeah. That's why I think there's still the opportunity, you know, again, like you asked, first period through fourth period, it's not as though these this is really to try to

122provide because as students are using them throughout the day, they they deplete. And so rather than having fourth and fifth period where they may need to go into the back of the room and now get a charger or to have a mobile charger, they can while they're sitting in lunch for half an hour, they can get some additional uh you know, charge to last them throughout the rest of the day. I mean, we had to do this as well with staff with the surfaces when we were doing COVID and to allow students to teachers to be more mobile. Um, we had to basically buy external battery chargers for the teachers so that they didn't lose a charge throughout the day or be tethered to a particular wall uh to be charged throughout the whole day,

123you know, for seven hours. Now, the iPads keep keep a charge, but it's also dependent upon what the students are doing with the iPad, what apps they're using, how much capacity that that charge they started out the day. And so it's just to allow for that midday sort of capitalize on the on on the time when students are probably not using their iPads as often. I I guess my concern too though is is I mean like look, we all occasionally like I up here sometimes without my iPad charged and I figure out how to how to charge it. So, I don't necessarily I I guess I'm thinking like we're spending $5,300 on like a trial program for, you know, to to just kind of support bad behavior. Yeah. Yeah. And I like I'd rather if

124you told me you wanted to like make sure that some that teachers had additional power strips or some really long extension cords for the occasional kid who needs to have it that needs to charge. But but you know, I'd say I'd I'd be fine with that, but $5,300 to support kind of bad habits seems like not money I'd want to spend. I'll I'll say two things that'll be unpopular. One, I totally think this is a great idea, having two uh high school students. Um I think it's I think it's a great idea. I think it's needed. I think if you go to any college, they have lots of charging stations because of how the students are using the computers all the time, every day, every class, doing different things on them, so they can lose

125a charge. Um, I also don't think it's always bad behavior. Um, I think that sometimes kids plug in and they didn't charge for whatever reason and it's like, oh my god. So, they're good kids that sometimes have problems, which I think in high school happens. Um, so I don't think it's always bad behavior. So, I'll just say that I know it might be unpopular, but I actually think this is a great idea. No, I mean 100% agree with that. And, and if you walk through the 56 building that we just built, there's chargers built in all around for this purpose, right? I mean, there depending on this technology. I think the way it was framed to us is what kind of got the the hair on the spines like kind of curled up. But, you

126know, I think having that opportunity to be able to charge, recharge, whatever, you know, whatever the circumstances might be is fine. But I think um if the issue we're seeing is that we have so many children showing up unprepared for school, well that's a larger issue that needs to be addressed some not by buying chargers but by addressing the actual issue. Okay, we'll vote on this next week. How's that? All right. Dell laptop purchases 9.16 Dell laptop purchases. This is for the purchase of laptops for the high school and middle school steam classes as well as the staff refreshers uh for the start of the school year. 9.17 is the Swank retroactive purchase. Uh this was from the March 1st, 2025 that will end on June 30th, 2025. Uh for the K12 streaming services for

127$1,811. Um they continued our services without any interruption um while they were coordinating with the BLAST IU to secure a 20% discount uh for our services. Um, you will also see a renewal for this in the July board meeting for July services moving forward. Uh, but for right now, this is just for services to get us through till the end of June. 9.18 is the parent square quote. This is a three-year uh quote for July 1st, 2025 through June 30th of 2028. The total is $80,226. Uh, year one is going to cost $24,980.80 and there's also a one-time onboarding cost. 9.19 is the clear touch board purchase for six clear touch boards for $29,916. Two boards will be used in the special education classroom at the high school and one will be allocated to each

128of the elementary school counselors in the small group rooms. 9.20 is the trig groupoup LLC cell phone booster purchase. Uh this is for $69,200 for the General Wayne Elementary building to ensure cell coverage for the staff in and out of the building. 9.2 21 is the Apple IMAX purchase. This is for 32 IMAX for the high school art classes for $40,832. The old Art Max will go to the music. The old music max will go to the TV studio and the old TV studio Max will go to the second light for recycling and we'll get reimbursed through that program. 9.22 22 is the Microsoft Office 365 uh license. Uh this is an adjusted quote. Uh the quote that was brought to you previously uh was $400. Uh there was an error on Microsoft's part. Uh

129so they build all of the districts the incorrect amounts. Um but the real amount is $6,125. Um 9 or I'm sorry, moving on to financial approvals. Uh 10.01 um is the report for the finance committee meeting. The first meeting will be November 3rd of 2025 at 7 p.m. 10.02 is the DMG agreement. This is the software license for the 2526 school year for all four elementary schools and the 56 center. Uh 10.03 03 bless you is the annual insurance renewal. Uh this is from Willis Towers Watson. Uh we are waiting for the official quotes and recommendations and as soon as we have them they'll be attached as well. 10.04 is the board administrator professional development. Uh this is an agreement with the Desmond for professional development on January 30th and 31st of the 2026 year

130or 2026 year. Uh food and cost will be calculated as the dates approach, but we do have to put down a $500 deposit to secure the space. 10.05 is Conrad Seagull agreement. This is our actuaries to provide the affordable care act IRS reporting which is the 10941095. Uh that's for $7,100. 10.06 is the independent contractor agreement with Dr. Danila. Uh this is the math professional development for 2526 school year and it's $1,500 per session to be paid with title two funds. Uh he will provide up to 16 full professional development days to support the illustrious math program. Uh 10.07 is the Bowmont Academy contract for the 2526 school year. 10.08 08 is the PA DHS civic solutions group agreement. This is to participate in the Pennsylvania schoolbased access program for the 2526 school year. Uh

131for direct services, it's a 29 cents per each claim and transportation is 16 cents per each claim. 10.09 is the CCIU contract for medical authorizations for medical access reimbursements for the 2526 school year. uh authorization is required by the Department of Health and Human Services for reimbursement. 10.10 is the Raspberry Pi professional development proposal. This is professional development for the 56 center steam class for $6,50 for two days of professional development to support the agricultural engineering unit of study. 10.11 are the educational services contract and there are six of them attached. 10.12 is the CCIU marketplace agreement. This is the annual Chester County intermediate unit marketplace service agreement for the 2526 school year. 10.13 is the middle school field trip. This contract was updated to address the negligence language for the eighth grade students to

132Arrowhead Day Camp on June 12th. Um, and the cost will the cost with the trip uh will include the trip, the nurses, buses um if the nurses are needed and buses for approximately uh for the day. Can I just make one comment on that one? Wait, are we doing com comments yet or you do you want Yes. I I think um when we were looking at policy and I can't find it right now, but I I feel like I just saw um that uh field trips shouldn't be scheduled past June 1st somewhere. Um can we just double check that because then this wouldn't actually follow that policy. The only thing that I would check with that is is is that policy in effect currently or do we wait till it comes back and then it's

133enacted? How is the Okay, I'll confirm that. No, no, we'll confirm that. Absolutely. We can even take a look now as we're we're here. I'll look. And that concludes my report out. It's part of the AG um that no field trip will be scheduled after June 1st the school year unless approved by the assistant superintendent or superintendent or assistant but such trips scheduled after June 1st may be conditioned upon availability of vehicles and or nursing staff. So there's provisions that it can be after June 1st. All right. No other items. Any other committee reports or board comments? One question back for curriculum. We've been seeing it feels like a lot of history and I think that was because that was on cycle for us going in. What should we expect in the next iteration of

134curriculum updates? So get where we are in the cycle. So, uh, next year you will, uh, continue to see some social studies. Uh, again with what, like tonight, you saw a revision if teachers are now implementing because a lot of times when they're working on curriculum to write it, it's sort of in an incubator. They're working on it in the summer or into the school year and then they teach it and then they recommend or recognize that maybe they either uh went further than they anticipated or need to pull back or change some things. So you may see some revisions to curriculum over the next year. Uh kids going into their senior year next year. So 11th grade will be starting that's the course that you see listed uh tonight the 11th grade course but

135in their senior year we're going to be exploring and and there are no decisions but exploring the option of having an elective for their senior year that would be civic minded civic service. So that as they complete the 11th grade course, having a 12th grade option where students have maybe a passion project that they may want to consider and be begin the process of of of working on that project and it's a civic engagement project of some sort. So that's been that was discussed in the early stages of our curriculum development process years ago, three years ago. Uh next year we will continue to work on beginning the process of in essence research and development around science but not writing the science. We're going to be starting to put committees together. Uh Dr. Beck and

136I were talking with the team last week starting to put teams together starting to explore then working toward uh a revision for uh the what would be the 2627 school year. And we've learned a lot through this process with science about how to go about the science uh curriculum and we may look uh to model more of the inquir a lot of the science standards now require the inquiry approach which our social studies curriculum already has. So um but there may be other resources that we can lean on to support us as we work with staff to create the science curriculum. Is the goal to start to write during 26 and 27 and also implement in 26 and 27 because I know that was some of the tension here was that we're writing and then

137delivering a couple weeks later and so how do we put more space in between that right we are learning from this experience to realize what we need to do yes um yes you know and and and I would even say even for for being here the years past you know long are the days I was a recipient of an August 25th um uh inservice day receiving my materials that I was teaching that year. So, we've long past uh since those days and now are guiding and supporting even last year we uh before we even started the SC or years ago started the social studies curriculum teachers had the curriculum that they were going to be particularly elementary were going to be teaching the summer before they left. So you know we we are cognizant and

138mindful of the fact of uh the professional development the lead time communication and ensuring uh it it becomes challenging once we start the year we may have units of study ready for the fall and then what typically then starts to happen is as we're continuing to write the year for the second half um it's it it becomes just sometimes challenging with you know uh weather related events things that then cancel time when teachers can get pulled out, substitute uh coverage. So, we can try to make sure that we have a whole year planned. That that just becomes that that's a lot of up upfront work that our staff um would have to do to make sure a whole year is planned. And oftentimes the challenge with doing that is that if you plan a whole

139year and the first half you get only through you've planned a whole year and you might not be able to implement that whole plan because um of just when you actually start to implement the curricular work you might go slower than you know just because you know you just never have done it before. And so there's just that give and take as we continue to work with the staff to, you know, find that um find that timing that works best. You're welcome. Anyone else? All right. The draft agenda with personnel changes are listed for vote next week. Seeing no public worry about public comments. I already announced we met in executive session. So we'll wrap. Thank you very much. Good night. See you next week.