02/05/26 School Board Work Session

001Good evening. I would like to call this February 5th, 2026 board work session to order. Can we start by um having members of the board read the district mission and goals? The mission of the school district of Havford Township is to educate and inspire a community of lifelong learners who become well-rounded global citizens. District goals academic excellence in an evolving world. Prepare future ready learners who persevere, adapt, problem, solve, think critically, and are supported by engaging learning experiences and intentional use of technology. Belonging. Honor every individual's inherent dignity through equitable, inclusive, and diverse practice practices. Social, emotional growth. Build a learning community that prioritizes social emotional wellness as a foundation for academic success, resilience, and strong relationships. Community pride and civic engagement. Empowers students to be active, responsible, and contributing citizens through a shared responsibility

002and community partnerships. adopted governance norms. Embrace diverse viewpoints and healthy disagreement. Prioritize trust, transparency, and psychological safety. Engage in respectful and inclusive communication. Work collaboratively and respectfully as a team. Center strategic thinking and evidence-based directions decisions. >> Thank you, Mr. Tessa. Can you call the role, please? >> Mr. Flaggler, >> here. >> Miss Lee, >> here. >> Dr. McCay, >> here. >> Mr. Schwarz >> here. >> Miss Nodrris >> here. >> Miss Snyder. >> Miss Weedman. >> Dr. Shelton >> here. >> Dr. King >> present. Miss Snder is absent this evening due to a prior commitment. >> That takes us to section two on the agenda. Public comment. Members of the community are invited to speak during the public comment section listed on the agenda. Should a resident wish to speak during the public comment

003section on the agenda, they must sign up by 3M on the date of the meeting. Specific signup details can be found on the district's website. Public comment occurs twice during the schoolboard meeting. During the first public comment section on the agenda, you may make a comment about topics listed for a vote on the meeting agenda only. During the second public comment section on the agenda, you may make a comment about any school related topic. Per board policy, each speaker is only allowed three minutes for their remarks. A timer will be set at the start of your comments and an alarm will sound indicating that your allotted threeminut time has been completed. Please end your remarks when you hear the threeminut alarm sound. Should you have any materials for members of the board, please leave them

004at the end of the table with Mr. Ta for later distribution to the board. Please note that if appropriate, a member of the administration may follow up with you at a later date. When your name is called, please go to the podium and state your name. confirm your residency. Then the timer will begin for your allotted threeminut remarks. And I do not have anyone that has signed up this evening for section two of public comment. So we'll continue move on to section three. Can I have a motion to approve the minutes from the January 22nd, 2025 regular board meeting? >> Moved and seconded. any discussion? >> I just wanted to ask about the um uh abstension memo just because it's not necessarily included with this, but I don't know if that just isn't reflected here

005or not. The abstension memo because I I have seen from one of the So, I just wasn't sure if that was supposed to be appended to this or it just isn't appended to like the link that I'm looking at. >> Check that. I know it's signed and we have it on. >> Okay. Thank you. Any other discussion? All in favor? >> I. >> Any opposed? The motion passes. We'll continue on to item 3B, the bill list. Have a motion to approve the bill list in the amount of $937,1510. Okay. Moved. >> Moved and seconded. Any discussion? All in favor? >> I. Any opposed? The motion passes. Item 3 C takes us to change orders. Can I have a motion to approve change orders in the amount of $25,987.11 as listed below? >> Shoved for a

006second. >> Moved and seconded. Any discussion? All in favor? >> Any oppose? The motion passes. Item 3D takes us to personnel actions. Have a motion to approve the personal actions listed below. >> Okay, second. Moved and seconded. Any discussion? >> All in favor? >> Any oppose? The motion passes. Item 3E, facilities actions. Can I have a motion to approve the facilities use agreement with upper derby summer stage for the summer 2026 season in accordance with the attached agreement? >> Shelton second. >> Moved and seconded. Any discussion? >> Exciting. >> I appreciate the additional work that obviously um gone into getting the agreement to the point that we are able to vote on it tonight. Y I also appreciate the opportunity just to have that um community connection um across communities and so I'm I'm looking

007forward to to what the summer will bring. >> I'll just uh acknowledge acknowledge what Miss Wedderman said the extra work uh big uh kudos to Mr. Ta and Upper Derby for getting it all together very fastly reviewing it with our solicitors. So they put a a lot of quick and uh effort into that. And so the layout that we're seeing um the boxes in red is going to be where the program will be taking place. Is that right? >> Yeah. So, yep. So, with sorry, so um there's continued further documentation like with logistics and things too, but those will be the areas of the high school that the uh Upper Derby summer stage program will be utilizing um for their programming. Yes. Thank you. Any other discussion? All in favor? >> I. >> Any oppose?

008The motion passes. So, we've now concluded the action portion of the meeting and we are moving into the working portion of the meeting in which items are being provided for information and discussion purposes. None of these items discussed are being considered for official action at this time. Section four takes us to committee reports. First up we have finance. Dr. Shoutton. >> Thank you Dr. King. We have a busy uh agenda here with seven items. Uh the first is renewal of GASB75 valuation related services agreement through the Pennsylvania trust and by Conrad Seagull Incorporated. And I believe this is uh something that's required to identify liabilities uh for post retirement expenditures. Is that correct? >> Absolutely correct. >> I'll throw it over to you. >> Look at you. >> Thank you. So, as the auditor mentioned

009when he was here, um it's not something that the district has to fund as part of their general operating budget, but it is it's a line item that appears on that governmentwide financial statement. So, it's just like as you said, it's a valuation of those benefits over the long term. >> Right. Okay. Thank you. >> Any discussion on there's the document provided I believe the agreements. Any discussion or questions hearing? None. We'll move to item number two is a bond issuance update. And uh we don't there's no attached documents. So I believe this is just a verbal update. Mr. >> Verbal update that um the bonds settled on January 15th favorably at 3.95%. Um and the funds will be available to the district on February 12th. Just a couple pages to be signed this evening.

010>> Thank you, Mr. How much was raised? >> So the uh deposit will be 18,585. So this will help close out projects. >> Great. >> Any other questions or comments? Members hearing none. I'll move to item number three is a booster club application from the Hford Drama Parents Association. And I believe this is a new process um and a new form uh that the booster club application is attached and they also include their bylaws. I don't know if you have any other comment basically. So they're complying with everything that we've been asking for up to this point, their financials, their governance bylaws and all that information. So it just kind of now keeps that in a smooth process. >> Great. Thank you. And I think this will be up for approval at our next in

011two weeks. >> I appreciate the attention to following the policy and providing all the information. Um the couple of groups that have gone through the process serve as a nice example for other clubs and organizations that support our student groups. >> Any other questions? >> I just I did have one clarification on the spreadsheet. Um it looked like It was negative. Is is it a balance or is it a cash flow? >> Okay. >> Thank you. So So I'm sorry. So So is what they've raised or what they what they've >> Okay. I'm sorry. I may be getting my head. >> I think you I think you mean >> Yeah. I'm sorry. We're still on it. You're referring to the student activity. >> Any other questions on the booster club application? Apologies. I was >>

012so we'll move to item number four, the student activity fund report. And that's the question I had. >> Yes. >> Um it looked like many of them were negative expenditures. >> so the way student activity funds are recorded, they're essentially a liability because the students raise the funds. So, at some point we have to pay them out >> to to whether they're going on some kind of trip or they're reasoning it for a specific purpose. So it's not like um the general fund where we're booking revenue and we're booking an expenditure. It's all in one line. They collect the funds. There's that liability until we pay it out. >> I see. Okay. >> So generally you will see those. So it can be a little confusing because it's different than the way the other funds

013are accounted for. >> So it's bookkeeping more or less. >> Okay. >> Rather than putting into each individual fund, it's putting into general. Okay. And then the 535,000 is the amount of funds that these groups have available to spend >> district all of the schools and clubs and activities >> know there's quite a few clubs. Very exciting to see that that much cash flow. >> Any other questions on this activity fund? >> Okay, moving on to item number five. We have renewal of agreement with hometown for t digital ticketing services through June 30th, 2029. I believe last year was the first year we had hometown. >> So now this is a renewal to continue with that service >> for the next >> I think this was a three-year agreement. >> Threeear agreement. >> So there's

014no cost to the district essentially. It's you know fees are paid >> directly >> by the purchaser. >> Okay. I think it was pretty user friendly as well, which was I mean I think it certainly the kids had no no problem using it and um you know they would get their free ticket or whatever and then um you know when you see people going into the games like it it it's there didn't seem to be very many backups or anything. So you know certainly seem to flow really well. I don't know. Um I used it a couple times and it was pretty easy. So I guess the renewal means it's been working out well. I know um when we talked about procuring this system, one of the advantages in is then that um we don't

015have staff handling cash, you know, at the point of entry. So it it's kind of just a safer, more secure system >> with internal controls. Absolutely. Just to follow up on that, um, in certain circumstances where individuals may have to only utilize cash, they do not have the electronic method, um, we will make accommodations for that, which also allows us to stay within, um, the PA bill code to make sure, you know, we're compliant with that as well. So, in a situation where that may arise, um, you know, we make that accommodation to to support that. >> Any other questions or comments? That'll be up for action in two weeks as well. >> Yes. >> Great. Thank you. And uh items six and seven are related. These are um the opening bid for an e

016rate for networking equipment and then the results of that bid. Is that >> Yeah. >> There's two different bids. a mini one and then the uh one for wiring. Rob can provide some more detail on it. >> Oh, I'm sorry. So, those are not >> they are both related to they're a little slightly different. Rob will give the the difference in a minute. >> Yeah, the they are two separate bids. Um so, uh we participate in which is a federal program. It provides us with um 40% reimbursement on network equipment, internal connections, um our internet service. There's a lot of services um related to internet that we uh get that reimbursement through -ate on. Um so we we did last year we did started to rewire the high school underate. Um we did the classroom

017side. So this bid was to do the office area, the auditorium and the gymnasium. Um and then the second mini bid. So, there's a provision within to do a mini bid, which you basically send out the equipment you want to all of the uh Pepum approved vendors, and then whomever is interested sends back the price for what the equipment you're looking for is. So, these were two separate bids um but both related to networking at the high school. >> Great. And these will both be up for action in two weeks. >> Yeah. So, um has a kind of tight deadline um from when they start to when they end. Um, and we have to submit our 471s in March. Um, and prior to that, the board has to approve those both those items. >> They

018both go the same company. >> Yeah, it turned out to be the same company this year. It's not it's not always the case and it doesn't have to be the case, but it did this year. >> Is it are we picking the lowest responsible bidder or is that not a point here? >> So, in both cases, I mean, the one good, better, and different, the one was only one bidder. Um um but that was much lower than the price we had been originally quoted for the project. So it's it's a reasonable it's a very reasonable price. Um for the wiring one, yes, we had I think in the end six to eight responses and we picked the lowest bidder out of that. They happened to be the same uh bidder that did the wiring for

019us last summer in the high school. >> There's quite a disparity between the highest and the lowest. >> Yeah, we were a little they were they were much lower last year as well. Um and we were a little nervous going in, but they were great to work with. We didn't have any problems. Sometimes with the lower bidder, you're kind of worried that like there's going to be problems. There was no problems with them. They were they were great. >> Okay. And there weren't like change orders or something that like came up and made it balloon. >> We we got through with zero change orders. >> Okay. Thank you. >> All right. So, this is the last items under the finance committee report. I'll turn it back to Dr. King. >> Thank you, Dr. Shman. For

020policy and Miss, >> thank you. We have a light agenda tonight. We just have a couple second readings that will go through um potentially some some changes with those. Um but the only reason tonight is light is because our next meeting in March is going to be very policyheavy. >> Our next few meetings. >> Next few. Okay. We did we talked last time about the 200 consolidation and maybe we'll see some of that next time. >> Yeah. And even though even though 2091 and 2092 are the only ones on here for the second read, um we're working on some of the 209 consol 200 consolidation board members gave a lot of input on that. Um so we're working through some of that to bring forth uh in a little bit. Just making sure that everything

021all the inputs uh taken into consideration along with some of the work administrators are doing right now as well. Um but yeah, March, April, May, June, >> we're going into policy season at >> correct. Um okay. So for tonight we have um policy 209.1 uh food allergy management and 209.2 diabetes management. Um and there's an AR currently for 209.2 that um really has the guidelines and those um the the howto uh which is what the AR is for the administrative regulation is for is for the district to how to implement the policy. But there's no AR right now for 209.1. Right. So I guess the question I think that came up last time and I understand there is an update from the administration internally is about 209.1 and potentially taking some of this language and

022moving it into the AR to match the 209.2 policy and AR. So I'll let Dr. Hayes uh speak a little bit more to that. >> Yeah. So the board uh at the last session I believe during the January 8th workshop session um expressed some interest and I know uh some staff expressed interest in kind of mirroring the uh ARS uh to create that separation between the guidelines and the policy itself. Um Miss Batistelli worked with some of the nurses to gather some input and feedback in terms of that as well. So I don't know if there's anything additional you want to share um specifically with what they said but then I can continue on some other things. I think um they'd like to pull out um the information that's similar to 209.2 so they look

023similar to each other. So they're mimick mimicking each other. And there was some language they did want to add to 209.1 with regard to school days. Right now it says um I believe it's within 10 days of enrollment. Um the plan would go into place, but they'd like it to say school days because they're not here in the summer, right? >> And so they want to make sure that it's clear that it'll happen in 10 school days and not in 10 summer days. >> Yep. I think that that makes good sense. I think that's actually what we intended anyway when we put in the 10 days. Um would be for it to be school days. So I guess looking at the 209.2 AR, it starts with those general guidelines and then it has the individual

024sections um below that. And so would the suggestion be to um I guess it's a little bit peace meal here but the guidelines the subsections within that of accommodating students with disabling special dietary needs accommodating students with non-disabling special dietary needs. Um those would go into the AR and then that last section delegation of responsibility would stay within the policy. Is that generally the um recommendation? Yes, except for that there's that delegation of responsibility does kind of um speak to implementation to an extent um particularly once we go down into um the role of the school employees. Um and then it's really like those last three paragraphs in a sense. Um so I think some of that we would probably trim down and move into the AR >> within an allegation of responsibility. >> Yes.

025So just for clarification, we'd be moving school employees in the event and the superintendent. Those three things would be another section of delegation of responsibility, but in the AR >> ju just just that they would be more um regulatory language as far as the implementation and the roles that those sets of employees would have in carrying out um what's to be done. >> Okay. Would it still be titled delegation of responsibility in both the policy and the AR? >> Would probably um move it actually more toward the top with the the rest of the general guidelines. >> Okay. >> Yeah. Before those subsections make the because that deation possibility doesn't make sense in AR. Right. So, >> right. Yeah. >> And then I just have one question. Can we jump back up to the 10

026days? Um so that'll be changed to 10 days 10 school days of enrollment. What about the um after diagnosis? Is that going to be we keeping that language there? >> The suggestion was to make it school days for both sections. >> For both sections. >> Okay. >> And I thought that we wanted to we wanted within 10 days of notification of the district. >> I feel like 10 days after the diagnosis, whether it's school days or regular days, is is unrealistic. >> Yeah. And doesn't it need to be within not like and maybe we change it somewhere else but to add notification to the district so that it can't just be >> it doesn't specifically say after notification but it does say for each student identified with a food allergy and I didn't know if

027that was the language that was meant to awareness but could be clear. >> I think we should make it clear. >> So removing diagnosis and replacing that with notification to the district. Okay. So, I guess the question is, do we want to look at this another time? before we bring it for adoption. Yeah. Okay, that makes sense. There's a lot of changes going on here. So >> then we'll plan to bring it back for another review during the next work session. >> I think we could bring 209.2 though, right? Because we're not making any changes to that one. Just >> for 2091 we bring back for the next work session to review again, right? >> That's fine. So just for clarification, we are we're going to be adding a AR for 2091, correct? Right. >>

028Are we going to see that >> next meeting too to to see the vote at the same time? >> Yes. So we can we can plan I mean if the board's okay with doing the uh 2091 adoption at the next session but also having the 2091 AR present for the board's review board doesn't have to approve the AR but we like to present that for your awareness and then move the 2092 to the work session for revision. >> I think it's the other way around. >> We're not making any changes 2092. So that could be ready for adoption. >> I apologize. You're correct. 2092 adoption with 2091's AR. >> There we go. >> Yes. >> Okay. Perfect. >> Thank you. >> And that's everything for policy tonight. >> All right. Thank you, Miss McGrass. That

029takes us to facilities. Swederman. >> Thank you. Uh there are four matters on the facilities agenda tonight. Um, I can start with the capital project update and we have Ken Matthews here for that. >> All right, good evening everyone. Um, so we'll start out with Chattam Park. Uh, so the construction renovation project is I say essentially closed out at this point. Uh, all punch list items have been addressed. Uh we're working through the final cost because there has been a few stragglers. So that's taken a little longer just to see where the you know extra money that was taken from uh Coopertown ends up. So uh hopefully it's probably going to be another month or so, but um I know you all got to tour the building for those that hadn't. So uh you know

030the contractors did do a great job. They were diligent. uh tester, the GC really stuck with it uh and got uh the punch list items done. So, we're going to do another walkthrough of the building, but you know, everything's under warranty until August, end of August this year. Um and there's some other extended warranties on the building, of course, but uh so that's that's kind of where we're at as far as the overall project. Then there's the separate solar project uh that has um uh we under contract uh underway. We I was hoping to have information for you this evening. Uh as you know, the size of the array was a little bit of a plus or minus. Um so we confirmed some structural uh supports of the of the roof. So at the next

031meeting, we'll have to kind of the final size of the array. Uh so we can present that. But uh you know they're have things on order. Uh the goal is to install everything right after school ends uh at the end of in uh June 18th uh right around there get started and it's only you know a three four-w week installation. So really by the end of July uh they should be up and running and then you know they'll have a display so you can actively see what's going on the usage all of that. So, uh, we still have to figure out all those details because this is kind of a design build. So, um, they'll work through that here over the next month or so. Uh, and then we'll be back doing the work. So,

032any questions on Chattam either project? >> Just to be clear, so so the material has been ordered and it's >> uh, yes, the lead times actually I was frankly surprised myself. Uh, it was very short. It was within four four weeks, six weeks. >> But but it was paid for last last year calendar year. >> Well, the initial uh payment that it was 60 60some,000 I believe that was approved by the board as part of trying to get in for the grand money. Yes. At the end of the year. >> Um so they have to fit they ordered some but that was ordered. So now the rest once we finalize the size of the array uh based on the structural limitations of the roof uh >> the same two that's all. >> Uh and then

033we'll do a quick rundown of Coopertown. >> All right. Good evening. Um yes so we have the update here on uh the presentation board. Um I know that the board was also on site earlier this week to kind of take a look um at the front additions and the update on that. So a little bit of uh this will mirror it but um so for the actual front uh administration addition um interior framing mechanical electrical plumbing roughening uh is ongoing in February. Um assuming we get some good weather here in the next couple weeks um where it's above freezing, the roofing will be installed as well as the spray foam and then they'll they'll uh commence with the face brick on the on that addition. Um the rear edition by the baseball fields is actually

034in in really good shape right now. So um we'll kind of take a p look at a picture of that after this. But um all of the above ceiling mechanical, electrical, and plumbing roughening is complete. Uh ceiling grid was completed last week in there. Um they're currently painting it. Uh and the window frames are due to arrive either tomorrow or early next week. Um there's a bit of a delay with the glass, so when that comes in, it'll it'll go into the frames, but they'll commence with the frames next week. Um, and then at the end of next week on Friday, we are uh placing both rooftop units for those two back editions. So, those will go in next Friday. And then they'll work to get the system up and running by the end of

035the month to start tempering um and bringing both additions up um to temperature. And the second edition adjacent Coopertown Road um they're currently working and finishing up the mechanical, electrical, and plumbing roughening. Um, and then ceiling grid will be uh starting the beginning of next week and then painting and um, excuse me, let me go back, I'm sorry, to the, uh, the ball field. Um, so next week flooring will start and then case work will commence the week of the 16th. So, uh, their starting finishes and then the unit will be up run up and running. So, that that'll be in really good shape. And then the second edition's about a couple weeks behind. Um, but they're they're progressing pretty well in there as well. And then the new library, which was the old auditorium,

036uh, had the drywall installation commenced this week, the end of last week into this week. They'll start finishing that and then they'll move to start painting that and then eventually flooring um will commence in there as well. Uh, and then the windows, the new fourfront windows at the at the new library will be installed after the windows of the additions. So, if you want to >> and can you um Oh, sorry. Just the timing of this. So, you were focused on the rear classroom additions getting done. Correct. Because we'll see around spring break the um >> correct >> one move in there. And and >> yeah, so if um the the A-wing, we call it the A-wing. So, if you're looking at the front of the building, that whole kindergarten first grade wing, we're taking

037that early. So all those classes will relocate to the two additions as well as some special education classes that will um be the new cafeteria. So over spring break we they'll relocate there. We'll take that wing. Um and then administration will relocate into the new library, the or old auditorium. So >> that's exciting that >> Yeah. That that is the goal >> will be used pretty quickly. >> Yes. Yep. Have there been any issues um with the weather with the with the cold? And I'm thinking in particular, you mentioned the brick work will start in February. >> Is that so? Unfortunately, below freezing temperatures kind of halts brick. Um just in terms of how it's installed, the the temperature of the mortar. Um so you really have to get above andor everything has to kind

038of be covered and heated appropriately. Um, so in terms of roofing, if you're below freezing, right as you try to use the adhesive, it just freezes. So again, have to be above freezing for them to be able to um install the roofing. So we're hoping here, I believe after next week, we get, you know, into some some good weather. Um, but these guys have been pretty good at if if they have an opening of, you know, two or three days, they'll try to jump in there and get a good section of the roof completed. just, you know, with the the last two weeks and everything being in the teens and the 20s, it's, you know, kind of unfortunately. >> Yeah. If they're moving in there, then you're really I mean, I think the brick is

039just I mean that's just that's just spacing, right? I mean, it's just that's not >> so Yeah, I you can you can install the window, you know, with you just kind of have to have um the seals, but >> the the the windows and can go in. Um and the back editions are pretty pretty far along. They were both roofed in. that happened prior to the weather. Um, so that kind of jives with getting every everybody relocated in time for the next phase award. >> I'm glad to see that most of the non weather weather dependent stuff is is is uh is moved forward. >> Yeah. >> Um, so the photo right here is the actual front edition. Um, and you can kind of see the the lifted new twotory entry. >> Um, so everything

040is is waterproof um framing. There's mechanical, electrical, plumbing, as we mentioned, ongoing. So, when the weather breaks and we get a good day, this will be spray foam. The roof will go on and then they'll commence with the windows and um the the brick in the windows. So, this is actually a photo of the the new library, the old auditorium. Um so, everything is is drywalled now and uh the finishing will commence tomorrow. So, it'll be about 3 or 4 days of finishing and then they'll they'll spray um you know the roof black and then they'll start working on the uh the ceiling um and painting. So, this is actually the the back edition adjacent to ball fields. As you can see, the face brick is done, the roof is done. Um you had some

041exterior lights there being installed. Um so again when the windows come the windows will be the the frames will be installed and then they'll commence with the metal panels um and the uh the top metal um and and work to start finishing you know the the end of the month the beginning of of March and then this is the addition adjacent Coopertown Road. Um again waterproofing's done, spray foam is done, the roof is done. Um so again when when the weather um you know kind of breaks and we're able to get brick installed, brick will commence as well as window frames um and metal panels. And then on the inside the work is ongoing. Both um both additions are being temporarily heated. Um and there is a a heater that you know we're able to

042run overnight to keep the the additions um tempered appropriately for working personnel in there. And uh some heaters get turned on during the day to kind of bring it more up to temperature. Um so they are very you know um in terms of comfortable for the workers and there is a lot a lot of work ongoing in both editions right now. Uh and then this is just the the budget summary. Currently um we talked about roughly about $26,000 in terms of change orders the board reviewed. Um, currently right now of the initial 900 uh,000 contingency, we are down to about 665,000. And then in terms of overall billing, um, a little uh, we're about a third of the way there, but as you know, we're about 6 months in and then the beginning of the

043new year, that'll kind of um, start catching up in terms of the overall billing. Um, so that's everything I had for an update. Were there any questions in regards to the change order letter andor the update? >> See none. >> Thank you very much. >> Sorry. Go ahead. >> I had a quick question. >> Oh, no. Go ahead. >> I'm sorry. I think it was a change order from the rail. Was that >> For the solar. >> Yeah. So um the the the base bid had a rail system that is fastened um pretty prevalently into the EPDM membrane so of the roofing. So just creates a little bit of a a little bit more maintenance or a little bit of uh risk in terms of water infiltration. So we went to a ballot a ballast

044system which is a weighted system. There are still fasteners into it but not as prevalent throughout the rails. And it it's just it um helps with the overall roof maintenance and longevity of of the roof. >> Yeah. I guess my question was what made us change or what information what new information did we get? Did we change from the rail to the we evaluate the roof or did the roofer make a recommendation or >> I think it was just a mistake in specifications. >> Yeah. >> All right. Is there any anything further? Thank you. And we just we asked Jeff to come and see >> and and I I don't really have a whole lot to say other than, you know, really in support of Ken and and Randon. Uh happy to see that Chattam

045Park, all the miscellaneous items are wrapping up. It's been quite a long road uh from initial designs, study, and then seeing the project completed. Um and then, you know, everything that's happening right now at Coopertown. So excited that we're we're roughly that 30 40% through the project. Um and everything seems to be going uh quite well. The weather that that we're all experiencing um we're seeing throughout the state with other projects. Uh luckily the the two main additions on the back of the building uh while the weather has been challenging the last two or three weeks really that the fact that they were able to be weathertight before that hit. Uh we've seen the opposite buildings that really have been affected heavily by this this uh freeze that we've all experienced. So that appears to

046to be minimal impact on the schedule um that that Ken and Brandon are are tracking daily. So any questions that anybody would have for all of us? >> Any questions, comments? Um several of us, as was mentioned, were able to do a quick tour both at Chadam and Coopertown and see the enhancements to those learning spaces. The the way that they will be positioned to welcome the community and just the amenities that are included, the upgrades throughout Chadam. Um it's great to be on this side of the the project and and looking back and and say we got it done um and that the school is in it and using it and look forward to Coopertown having a similar level of um enhancements and upgrades. All right. Thank you for coming. >> Thank you. Thank

047you. Thanks for your time. >> The second item, and I don't know if Ken has anything or if this is going to be Mr. Ta about the Selantano energy services to commission the Chattam Solar. >> Okay. Yeah. So, I mean, similar to Jeff and his team, it's it's basically construction administration of the solar project. So, sees it through uh checks all of their design work they're doing. You know, it's it's kind of it's a little bit of a collaborative effort with him as a consultant uh to make sure that they're designing it appropriately. Uh he reviews their submitts similar to engineers and architects uh for you know ceilings and lights on on the construction project and just seeing the project through to the end commissioning everything making sure it's up and running and working. Uh

048so it's it's well within reason. He's basically just billing his hourly rate just not to exceed that amount. Uh so it's it's very fair and reasonable proposal >> and that's I'm sorry. Yes, Tony. as part of the overall project budget and what Jamie Slesinger put together between the hard construction costs of the 693,000 for the panels plus soft costs, you know, design costs, Ron's cost, art costs, any pico costs. Uh, so that's all covered within the budget, >> which hopefully you're getting 60% back on, >> right? Yeah, I appreciate that the contract is written with some ranges. um and flexibility. So if that particular service is needed and and how long it takes, but billing by the hour up to a not to exceed amount is a smart way to give us some flexibility, but

049to get get the work done that we need to. >> Yeah, I have one question and this may be more of a question for you administrative thing. Um but they mentioned here figured I'd just bring it up the Srex. um those we have the option of selling those into a marketplace or retiring them. Would that be something that we decide after all this is done or >> That's definitely not a question for me. >> I didn't think I I I didn't think so. I just wanted >> It's not my expertise. >> It's okay. Just but just I think one thing we should probably look at at some point for the switch. no switch that unfortunately be kind of funny if if there was but um they come from say guess what your your system is

050running but uh yeah at some point we should see if we we want to sell those back or if we want to retire some or do a combo um there's a way that we I don't know what the cost per aspect unit is at this point but if there's a way just kind of like an idea of what the annual income or non-income would would would be I think that'd be helpful we can >> I'm sure we can ask Ron consultant, >> get a little more background. He's he's away. Otherwise, it probably would have had him here, but >> uh so we can we'll get that information from him. >> I think that would be good because um as was mentioned, the project now is sized to what we're going to get so we could

051see. >> Yeah. Yes, we'll have that information >> based on what will be built and correct scenarios with that. There's something also I know that with you can claim credit if you don't sell them but can't if you do. There's some again something that Ron may be able to explain to us better than than I certainly could. >> Um but yeah, just just get an idea of what that would would would be. >> Great. Um, I just want to thank everybody who's worked so hard on this because I feel like this is being really thoughtful and planning well because I hope f in the future we're able to utilize this plan for other buildings. So, I just I I really appreciate the thought and care that's being put into it. >> Absolutely. You're here >>

052right now. I think you're done. >> Thank you. >> Thanks. Um, item three is the exercise of the district's renewal option for a license agreement for a child care program with Right at School for the 26 27 school year. >> This is just a continuation of services. Um, Dr. Hayes and I did have a a discussion with Reddit School just to kind of hear how the program went this year. I know they gave us feedback the previous year. So, they are generally getting strong feedback from the parents. They really like the program. Um, so we have, you know, offered them to continue with this based on the board's approval, but it seems to be a good relationship and seems to be working. >> And is this their second year? >> This they're in their second

053year now. >> Okay. Yep. And we had done a broader kind of request for proposals and and that a couple years ago and now we're in the period of doing annual renewals as long as both parties see it working out. the district has the um option to exercise a one-year renewal each year forward that >> comments or discussion >> only that it looks like there's a presentation >> okay >> yeah there's a >> pulling it up >> slides >> okay >> make sure that's not lost >> yeah so they just provided this to us just to kind of talk about what feedback they're getting from the families >> so they do and um Mr. Test and I met with them last week, earlier this week, last week. Um they do the start check at the

054beginning of year, see where families are at, then they do a mid-year check and they'll do an end of year check too for satisfaction surveys. Um 90% of the families have a great experience. Uh it's at every elementary school. Um and uh they just added in some of the things that uh the uh families have uh expressed you know pleasantries with what they've enjoyed. Um they have uh mentioned summer camp options and things like that. So those are conversations we'll continue having discussions with um because we also have summer camp um partnerships with township and obviously we have summer stages as well. So um met with them a couple times. We'll continue meeting. They just provided some of this context. Um, there's morning care, the option of morning care and afternoon care at all of

055our elementary schools. And has the district I know it's great for them to collect this. I'm glad that they're seeking their own feedback, but has the district heard any anything um beyond what they've reported to us? Like has there been complaints or anything like that um reported to the district? Um we have gotten a couple individual um outreaches from families about some you know a specific incident or so that we've uh just like we would with any school related incident we've engaged with them on. Um right at school is a third party so they utilize our facility. Um so when there are incidents they handle that because they're that third party. It's not a district um affiliated but yes we have engaged with families who have had concerns to try to get their perspective as

056well. Yeah, my concern wasn't that the district was acting on those, just that we're getting a general sense that this is an accurate representation of how the um uh families in our community do feel about rights. >> Yeah, I would say I mean, you know, with 90% showing um a great experience, uh there obviously is a 10% that have not reported that and um if we're aware of that, we've followed back up, but right at school is aware of that too and we've had conversations with them on that too. I'm curious if we have any. So, I know that the program is offered across all of our elementary schools, but I'm wondering if we have any sort of attendance records. I'm just curious about like how much utilization, right? What percentage of families are first

057of all have this as a need and then also, you know, we're able to provide this third party service. And so, I think the utilization piece is just good information for the board to have. Yeah, I'm sure they keep attendance records and we can get that from them and provide an update. >> Yeah. And I guess the question of whether um I remember a couple years ago there was a big thing about how a lot of the schools were full right with and it was a different provider then, but I'm not I'm personally not hearing that anymore. And so um Dr. King said would be just good to understand the the need and how it's being met. And then I heard you mention conversations regarding, you know, the possibility of of summer campus. So I'd

058also be curious just to have additional updates as that conversation continues. Um what exactly might they be looking for? One school, all schools, and then even more so if that conversation continues. I know that it's a third party, but um you know, summer camp brings things like field trips and activities and I'm just curious to know what that might look like for our district and the use of our facilities and if that adds additional liability as well. So, I would love to hear more updates as that conversation continues. >> Yeah. when um when we meet with them about their summer camp programming as well as um other organizations that have interest in utilizing obviously talking with facilities making sure that we're not at or over capacity and we're able to maintain um we can provide

059an update to the board later this year as summer approaches with that information. >> Then um to add to that Mrs. Snack grass's favorite um subject policy. Not sure if there are any policies that we would need to revisit just as we're continuing to look at different ways that our facilities are being utilized. So um yes >> uh it is it is on the up it is on an upcoming agenda. But >> yeah one of the things um and this is something the board will need to uh you know provide feedback on um is going to be our uh facilities usage. Um I know believe it was updated recently a couple years ago um but we do want to revisit that. Um, for everyone's awareness, we're going to be moving to School Dude, which is

060our reservation manager in the summer. Um, so we actually want to begin looking at our facility usage, um, policy as well as our fee schedules and our AR with that now. Um, in talking with JR and Mr. test earlier um I guess late last month um last week um we mapped out that we would want to have those discussions now so that we are able to provide um clear accurate communication to organizations that do utilize our facilities over the summer or reserve them prior to or over the summer um and we'd want to do that prior to the summer occurring. So we will have um we will have facility related policy for good discussion >> okay >> very soon >> to look forward to but yeah I think this is a nice example of ways

061in which our district is making arrangements for an important service that many of our families rely on to have viable before and after care but then all the intersections with different aspects of the district's operations and policies and also give us about the facility policy. Thank you. And the fourth item on the facilities agenda is um regarding some public school facility improvement grant programs. There are three proposed applications and resolutions uh to seek funding for facilities projects at Monoa for safety upgrades at the middle at the high school for cooling tower replacement and the middle school's roof replacement and boiler replacement projects. >> Yes. So, the uh public school facility improvement grant was funded in the governor's budget for the 2526 fiscal year. Um in speaking with the department, we um we can apply for

062these programs. the will be a decision will be made in the fall of 2026. So, it's not an immediate um approval. It's once all the applications are in, they take the time to review and they will um have the awards issued at that point. Awarded applicants have until 2029 to complete a program. So, it's not something where if we're done if we're given the money in the fall, we have to have it done by June 3. There is that leeway to work with the project. If there is a reasonable reason that we need to extend that project for any reason, they would work with us if it had to be another six months or something to complete that project. Um any projects that are submitted for and even if they are awarded, if we find

063that the district cannot support those programs financially because there is a 25% match, um they we would just notify them and they would liquidate that pro those funds back into the uh the grant for other applicants. So just kind of knowing that that's out there. What's different this program a little different than the solar program is that uh we do have the ability to use vendors that are on state contracts or co-stars. So it doesn't require a formal bid. Certainly we would bring to the board any approved projects and the cost and vendor that was selected to do that project but just kind of knowing that it's not as stringent um if you are able to utilize someone that has a state contract or is in the coast program. So these are the items that

064we feel are mo the highest priority. So we kind of put those out there as wishlist items. So we'll see what we get back and then we would come further to the board to say here's what we have what we would need to match in order to move forward with that and that would come from funds that are remaining in the capital reserve fund where the match would come from. >> Okay. Um, so these were projects that were already identified on the list that J.R. presented of upcoming. We think we saw like three to five years out of different projects and some of these were on um in order to apply for the public school facility improvement grant. Do we need to um like not move forward until we hear like is it a but

065for the grant kind of submission or so none of these projects will be happening like this coming summer or even in the fall until we would hear about the grant. >> That's correct. It'd only be reimbured for funds that are spent after the award has been given >> and it's done on a reimbursement basis. So as we make payments towards those projects, we would get that 75% back. >> Okay. >> So it's not that you get the money in a lump sum. It's kind it's just a reimbursement process. >> So >> there sorry just there's um we met with with JR as Mr. Ta mentioned as you said um looking at his five-year facilities plan. Um these are so you can submit for a a specific school or for uh a project across multiple schools

066within different Um so looking at what JR projected out within that five years of facilities plan is high need items but um not right this minute maybe 27 28 um that's where we felt the roof which is a high price you know but fairly soon but not right this second the boilers and then the Monoa safety is for to finish out the card swipes um for security at Monoa to begin with that elementary process um so that's where The short answer being yes. They don't have to be done right now, but they do need to be done in their future. And our hope would be that um by applying for the grant that would be able to contribute a significant portion to fund that. >> That would be great, but it's good to hear that

067it's not a delay that causes some real strain on our roof or other systems. I remember JR the middle school roof replacement was probably the highest priority >> and one of the highest items. >> So it was slightly lower. Um Ken Ken um Ken was in the meeting with us as well. Um and we had uh he was able to pull up uh the various quotes I guess because he had some recent ones done. So it was slightly lower uh than what JR had initially projected it to. Um but it was I believe the highest priced facility need that we had. >> I had a question about uh one of the grants in particular and I was looking over the guidelines today and the DCD was very late releasing all these guidelines because of the

068budget and everything but one thing I noticed was that grants um there's a there's also a minimum it's both and and a maximum maximum is 5 million minimum is $500,000. Um now I'm I'm sorry the grants the grants are available it says here are available for improvement projects with a total project cost of $500,000 or more. So for two of the grants obviously the roof which is 3.7 million give or take 3.6 million and the um the the uh the uh cooling tower at the high school is 482,000 grant request. So that project's over $500,000. The other one at at Monoa, the grant request was for 299. Is that is that total project over 500,000? And if not, is there anything >> that we can match >> that we can I mean we don't as

069long as the total project. Yeah, that's one thing I just caught and I and I I apologize. I should brought it up earlier, but I just I didn't see these guidelines released until today. So >> following the state requires the certain Yeah, they started doing the DCD sometimes there's but normally that that very very low very very low floor if you will. This year for every grant that I've seen the floor for minimum grants is like jumped up. I don't know why that is. It's just it's a statewide thing. Um so it's kind of a newer it's it's new to me. Let's put it that way. I I look at grants all the time. I I rarely see that you must spend at least x amount. This one seemed unusually high. So it might be

070worth I I I just want to get denied because we didn't ask for enough. >> Okay. >> Yeah. So these items are presented tonight again just for discussion and um sounds like if you were to just research the eligibility and make sure that um what comes back to us for a vote at the next meeting are for grants that are in the parameters. Um that would be great. >> Sorry to bring this down you by the way. I didn't mean to do that. I just I I I when I cut that I was like >> okay >> any other comments or discussions about the application >> that's the end of the facilities back to thank you for academic and pupil services Lee >> Miss Saxa >> good evening thank you Miss Lee uh and Dr.

071King. Uh we have uh several items on the agenda this evening and we're going to start with a presentation of our K12 guidance plan uh also known as the 339 plan if you're hip to that lingo. Um Dr. Parker is here this evening as the person who oversees the school counseling program and he is joined by our two department chairs Lindseay Hughes and Jen Munch and they are going to share the work that our school counselors have done in producing a uh required document that gets submitted to the state every three years. >> Thank you. >> Good evening. Tonight we are presenting Harford's K12 school counseling plan for the 2026 2022 school cycle. The plan is submitted in accordance with chapter 339 title 22 of the public school code and the plan must be board

072approved prior to submission. We're also pleased to note that this evening's presentation happens to coincide with National School Counselor Week, which is a wonderful opportunity to recognize the meaningful impact of our school counselor, the school counselors have on our students academic progress, career development, and social emotional well-being. As Miss Saxa said, tonight I am joined by Miss Jennifer Munch and Miss Lindseay Hughes, our K12 school counseling department co-chairs. Together, we will provide an overview of the program and its alignment to PTE requirements and the comprehensive services delivered to our students across all grade levels. This slide outlines the specific components required by PTE every three years. The plan includes a board approved mission statement, a comprehensive school counseling curriculum curriculum, excuse me, calendars of services by domain and grade level, career planning components, external partnerships,

073program goals, and stakeholder feedback. This presentation serves as a formal review of those required elements prior to board approval and PTE submission. Our mission statement reflects a comprehensive developmental K to2 counseling program that addresses students academic, career, personal, and social emotional needs. It emphasizes equity, access, and advocacy while aligning with district strategic priorities such as social emotional wellness, diversity, inclusion, and preparation for citizenship in a global society. This mission serves as the foundation for all counseling services across grade levels. On this slide, you will see the 10 elementary school counseling staff members assigned across grades K through five. Each building in Havford is supported by two counselors assigned by gradeband to ensure continuity, developmental appropriateness, and consistent delivery of services. This model supports both universal programming and targeted student support. Here you'll see our wonderful

074secondary counseling team, the middle school on the left, the high school on the right. At the secondary level, our middle and high school counseling teams provide academic, career, and social emotional supports aligned to student development needs. Counselors collaborate closely with administrators, teachers, families, and outside agencies to ensure coordinated and responsive services. Our middle school counselors split their CA case loads with the addition or by grade level with the addition of our emotional support counselor and our developmental guidance teacher. Our high school counselors split their case loads by advisory assignment. In all, we have 22 counselors representing our school district. Here you'll see the um four co core roles of school counselors being program leaders, student advocates, collaborative partners, and agents of systemic change. These roles align with the American School Counselor Association's national model and

075PTE expectations, emphasizing both direct student services and systems level work to remove barriers and promote equitable outcomes. At the elementary level, counseling services are delivered across academic, career, and social emotional domains. Counselors provide consistent SEAL instruction, support 504 and CST processes, assist with attendance and transitions, introduce early career awareness, and offer individual and group counseling, as well as consultation and communication with caregivers and mental health providers, among many other things. Services are universal, preventative, and developmentally appropriate. Our middle school counseling services focus on student transition engagement and skill development. Counselors coordinate academic supports, deliver structured career exploration activities, manage 504 plans, and provide individual counseling support and crisis intervention. Signature activities include our wellness days and the eighth grade career day, both of which are scheduled for next Friday. At the high school next at

076the high school level, our counselors support students through course planning, post-secary preparation, and social emotional support. Programming includes career and college readiness events, Naviance implementation, individualized planning meetings, crisis response, and transition coordination with outside providers. Our elementary curriculum centers on universal SEAL instruction delivered bi-weekly and aligned to castle competencies and ASCA mindsets and behaviors. This instruction also supports Pennsylvania career education and work standards by building foundational employability skills such as collaboration and responsible decisionmaking. Our middle school programming includes a structured developmental guidance curriculum for all sixth grade students, wellness days for all, and career development lessons that progress by grade level. Students engage in exploratory activities regarding their learning styles, career clusters, and their strengths. They also begin developing an academic and career plan that is built on and revisited each year. The high school

077curriculum is organized by grade level and supports students through transitions, goal setting, career exploration, and post-secondary planning. Tools such as achieve works and Naviance are used alongside counselor programming to ensure individualized and developmentally appropriate guidance. Elementary program program goals focus on foundational academic social emotional emotional and early career skills. Progress is measured through documentation of universal SEAL lesson delivery, student participation in counseling services, attendance trends, and completion of fifth grade transition activities. Qualitative feedback from teachers and families is used to monitor student adjustment and inform program refinement. Our middle school program goals emphasize engagement, skill development, and preparation for high school. Measurement includes student participation in career lessons, wellness days, and the eighth grade eighth grade career day along with attendance trends and completion of academic and career planning activities. Ongoing student feedback supports continuous

078program improvement. High school program goals center on postsecary readiness and successful student transitions. Progress is measured through participation in college and career events, completion of career assessments and portfolios and naviance and achieve works, individualized counseling meetings, and senior survey data. These indicators guide program evaluation and planning. This evening's presentation serves as the formal board report for the 2629 K12 school counseling plan. Board approval will be requested on March 19th. Upon approval, the plan will be submitted to the Pennsylvania Department of Education by March 31st in compliance with chapter 339 requirements. Thank you for your time this evening and for your continued support in promoting the academic, career, and social emotional success of all of our students in Harford Township. And with that, we're happy to answer any questions you may have. >> Um, just a

079couple of of questions, being kind of a numbers person, is I like seeing um the staff that we have at each of the schools and levels. Is any part of this report or plan looking at our kind of student to counselor ratios, is that part of what the state is interested in and how do we line up compared to any standards that we might have to meet? >> So, yes, the in terms of what is actually submitted to the Pennsylvania Department of Ed through their portal, uh they're not looking for specific ratios, but we do calculate those um to make sure we're in line with our expectations locally as well as other districts in our in our region, our area. Um it's an It's an area of growth for us, but at the secondary level

080specifically, we're keeping an eye on our ratios because we want to make sure we're supporting all our students appropriately. >> Thank you. And just one other kind of numbers question. I saw the um the goals around tardiness and was curious like what um was the baseline like that we identified that as a need to address. So the goal uh I think it was a 15% reduction goal of again this year and this cycle which is a continuation from the last cycle as well. So it's a in that theme of continued improvement. Uh I don't have off the top of my head the current tardiness levels for the for the year for this year but I can get that for the board. And so and is it that um it's not out of a 100% of

081the students 15% like you're trying to like it's just whatever the tardiness figure is reduce that figure. >> Correct. >> Okay. >> Just wanted to make sure it was a more prevalent issue than >> No, it's a continuation of the from the last program three years ago. um taking that baseline and continuing to refine it and move progressively downward. >> Thank you. >> Sure. >> I think I had a similar question to Miss. I'm just going to add on to her question. Um I'm curious about that that same chart as well. And so my first question was these were spec the areas I identified were specific to our school, which sounds like yes, it is. >> Yes. >> Um I'm curious just to see if if this information is available. um just the years and

082if we have attendance rates, things of that nature. I'm curious to see what the trend is, if we notice anything that happened at a certain time time frame that I think would help for me just to understand um how we got to these specific goals that we're looking at and and why are these are things that we're looking to improve. Um, I'm also curious even further, um, if there's any sort of additional information whether it's a specific grade, but yes, it's elementary school. Are these kindergarters that are really adjusting to my first time going to a big school, right? You know, is it our fourth or fifth graders where homework is sort of picking up more? Is it a mixture of different types of family demographics or certain areas? So, I would love to just

083see some numbers to go along with this. I think it'll be helpful for the board to have that information. Sure, we can work on that. >> Perfect. And then I'm gonna go overall um are there additional trainings, supports, resources that could be helpful in order for all of these things to be accomplished um for the school counseling staff? >> I'm not sure if I understand the question. So when I look at things like um you know we're talking about let's go back here for a moment. >> Which slide would you like me to go to? >> When we look at things um we can start very simply right. We're looking to meet different academic goals, career, social, emotional diversity. How are we equipping our school counselors to ensure that they can carry out those goals?

084and are we finding that there's any gaps in terms of resources or trainings that could be helpful that the board should be aware about >> I'm going to share the mic with Miss >> Okay. Um, as a counseling group, we're always looking for um ways that we can enrich ourselves as um counselors and also continue to work from um that ethical framework that we were trained in as counselors to always be acting in the students best interest and always advocating for all students across um across our buildings. Um we try to on PD days when we have um the opportunity to have trainings we've brought in Harbor which is a fantastic um facility in our area to provide us some training um based upon their expertise um to help guide us in supporting the students.

085Um anxiety is a huge thing that we see um in school and it's only gotten bigger. So they have been a great resource for that. Um some of the trainings that the district provides can also be applicable to us. Um as a counseling group we also try to um have flex opportunities um for ourselves where we may do a book reading or um look at finding seminars and things where we could go to enrich our learning. But we are always open and welcome to receive any possible opportunities um that come our way um to learn more and add more tools to our toolbox. Um especially in this everchanging world where things are always changing and growing, you know, we all always have room to learn. Um and we always welcome that. >> All right. >>

086Yeah. Yeah. Just one thing. Um the middle school and actually secondary counselors have a Delaware County consortium that is run by the DCIU. They have monthly check-ins where they have speakers come and then they also open the floor up to questions. You can ask questions beforehand or at the meeting. Um so it's a really positive um like professional setup to give us more training and more connection with like problems that we're seeing across our whole area. >> Thank you. I was just going to say as a followup to uh these assessments, internal evaluations, there usually is a finding of some um new, you know, development or addition. And so I think that was, you know, part of Dr. King's question is as we're looking at the budget and just trying to anticipate if there were

087any asks or needs that um would possibly be resulting from doing this assessment. >> Yeah. The only thing I would add to that briefly would be that the role of the school counselor continues to evolve. I'm I'm relatively new to this opportunity to work with the school counselors Lindsay and Jen and and all the counselors at large. Um but as I as we've worked closely over the last two years and I've gotten to know all the different aspects to a to a different degree of what school counseling means. Um the traditional academic focus only if you will. it was at least my mindset coming in to the the responsibility or the opportunity to work with the school counselors. Um it there's so much more. So it's I'm being redundant now, but there's a lot of

088collaboration. The school counselors are very proactive in bringing concepts and ideas or potential PDs PD opportunities forward so we can talk about them, find money and budget when it's appropriate and really uh have as much diversity within our our group as possible. want to thank you first of all for all you guys do. We we have a great team here of of counselors. Definitely appreciate it. Parents who students are involved generally speaking are very very very happy to very complimentary I guess of of of the works done. I have a couple questions here. Um I think one of them you already answered some of the goals or benchmarks in here. the reduction in tardiness 15% 90% or 90% of fifth graders having evidence for their career portfolios those obviously I think Dr. King asked, "Those

089were developed for our for us specifically. How do they do we know how they compare to benchmarks in other districts, other peer districts? Are they similar? Are they aggressive?" >> So, going back to the elementary slide, u I I can't speak to that intelligently right now. I I we have not in our work here, at least in part of this this part program review, it was everything was Hford feedback. All the feedback was have forbid that way. We weren't comparing ourselves to Radner or Lower Marian or other neighboring districts as part of this work. It was driven by um parent feedback, student feedback, primarily administrative and teacher feedback as well. >> Does that address your question? >> Yeah, it does. I I I wasn't sure if there's any kind of like I wasn't sure if

090it was like based on anything other than feedback from our school district. If it's just us, that's that's fine. I'm just curious because a lot of these goals do seem pretty um we we set a high bar. >> We certainly did >> and and and and I appreciate that. I I was curious if we how we compare to others, but this is this is all I mean it all sounds very it all looks very very good from just a somebody who doesn't know as much as obviously you know you folks would. >> Yeah. There's not there aren't common metrics across districts in this regard. So that would make you know they're they're more subjective to the local community. >> Does that help? >> Thanks. >> I think Mr. Schwarz as you mentioned that the you

091know if there's numbers that we can be looking at to compare. Um I'd also be curious to know if there's anything that we're finding that is you know related to these. For example, if we're looking at tardiness, are we you know having a different conversation related to school start times? Are we looking at the length of the school day? And so, um, it might be helpful just to give us some sort of data if if available from other districts to see if there's something larger that we should be looking at as a board in terms of just programming and policy in general. >> The only metric I can think of off the top of my head that would be readily available would be average daily membership because all all districts have to report that to

092PTE through the pimp's process. Uh but in terms of looking at just making this up as in terms of example Marble New Town High School's tardiness data they it would have to they would have to volunteer that if that makes sense. >> Thank you. I think how tardy they are like by the minutes can help too, right? And I had a similar thought on a healthy start time and if that's contributing especially in the middle school when uh I think it's a pretty jarring jump from uh 8:45 to 7:50 a.m. for those uh children. So, um, you know, I think some of that tardiness data can can maybe tell us, uh, what what's going on and and maybe the timing of it. >> Sure. In fact, to that point in in in, you know, specifically,

093I think that there are school districts that have that have implemented smart start times. I think Laura Marian may be one of them. Those who have done what Miss Congress is is talking about. there's a way of like just looking I mean the numbers that I see nationally generally speaking that they say that those smart you know those alternate start times tend to improve student performance but there's a way of looking at that with regards to like tiness for for example even if it's not our region there's larger national you know or or or or larger regional um trend analysis that'd be very helpful I think to to to see so we can figure out if for how we could do something like that. >> Okay, I'll work with uh Miss Saxon, Dr. Hayes, and

094Miss Benelli. We'll see if we can pull some information together that be helpful for the board. >> Question about the achieve works tool. Um could you give explanation? >> Yeah, I'm defer to Lindsay, Miss Hughes. Actually, we so at the high school level, they they use achieve works. We don't use it at the middle school, so I'm not that familiar. I can talk about Naviance. We use that at the middle school and at the high school, but I'm not as familiar with achieve works. >> I guess my question would be it it's a uniform tool that we're using to evaluate aspects of student personality and talent, I guess, or career >> career pathways. career pathways. >> Yeah, I I can speak. Naviance has different um depending on their grade level, different um surveys that the

095kids will do that will give them results and then they do a reflection on that. And the goal is to get them thinking about, you know, their future, not making decisions yet, but just like putting some things in their mind. In sixth grade, they do a learning style inventory, which is really helpful for them to know how they learn and that kind of impacts as them as they go on. And then you can kind of like pull reports from Navvian to see, you know, some of the the results and who's completed it. And that's why that's how we got the 98% because um we've been able to pull those reports and be able to get kids down and and get them working on those surveys. >> Achieve Works has like a similar data. >> I

096I believe so, but I'm not as familiar with that. I would have to follow up with the high school. >> I was just curious about that tool. >> Yeah. Well, it's back to school night for the spring semester at the high school. So, that's why we don't have a representative from the high school tonight, but we'll get more specific information, get back to you. >> Thank you. >> Any questions for us? >> Well, thank you so much to Dr. Parker and to our amazing school counselors, to the whole team, uh, as well as to specifically Jen and Lindsay. We very much appreciate all you do as well as your presentation this evening. Um, and with Miss Lee's indulgence, I I'm going to just switch the order of the next items because we're sort of on

097a roll with this whole audit idea. So, if that's okay with you, okay, great. Then I'm going to ask uh Mrs. uh Miss Panero to come up and talk to us about our social studies audit. Uh we have a curriculum review cycle which you hear about uh frequently and we are about halfway through the year of our social studies audit. So, our K12 humanities supervisor, Miss Heather Panero, is going to take us through where we are with our audit. >> Good evening. Um, thank you for allowing me to report on the progress of our audit so far. Um, I wanted to share with you just a look at our team. I didn't bring anyone with me tonight. Um, but do plan on bringing them with me next time. Um, as you can see, we have

098a great representation from all of our schools. We have representation of audit members from each of the elementary campuses as well as our entire um department teams at the high school and the middle school level. Um and also in addition to campus administrators and district administration. This just gives you a look at our overall audit year goals. So what we're going to accomplish in this year. Um as we began this work, we established these goals as a team. We'll dive into each of these areas in the following slides, but I wanted to provide an overview of what we planned to accomplish this year and then a look at what our timeline looked like for our work. With the way that the department meetings are structured, we've been able to move a little bit more quickly

099with our secondary teams than we were with our elementary teams. Um, but we are remaining on target to be able to make our recommended adjustments to courses, text, and content by April, which gives us a few months to continue our work in May and June and prepare for our upcoming development year. Our internal analysis began at the start of the year. In August, the middle and high school social studies departments met together to join in the work of identifying content and curriculum gaps and/or overlaps that might need to be addressed through this audit. Kindergarten through fifth grade teachers completed the same work during our November district PD day. Through our efforts, we identified a need at the secondary level to take a look at the content coverage for US history part one and two to

100incorporate some additional time to cover 1970s to present day. Additionally, we're taking a look at how content is covered in 10th grade world history given the breath of content that can fall within this course. The photos seen here provide just an example of the mapping that occurred with teachers to complete the gap analysis. At the elementary level, we're identifying any areas where our social studies curriculum and wit and wisdom curriculum may overlap to provide a more seamless experience for our students. For example, students learn about the American Revolution in fourth grade English language arts and then again in fifth grade social studies. um in the unit building a nation. We compiled a list of inventory of our current curriculum resources along with the data and assessments that we use regularly to guide our instruction. At

101the elementary level, instruction is supported by a variety of primarily free and teacher developed resources. While many of these materials are accessible and effective, there may be opportunities to better support our teachers through the addition or updating of free and/or paid resources. Over the coming months, the committee will review existing elementary units and resources to determine any of the needed adjustments or updates, and we'll follow up with our findings once that review is complete. At the secondary level, discussions have focused primarily on identifying potential resource updates where newer or more more comprehensive materials are available. For example, 10th grade world history currently relies on teacher created units and uh curated resources rather than a traditional textbook. While we're reviewing the course, we'll be considering whether or not there's a need for a traditional textbook in

102this course. Any recommended resource adjustments will be shared with you in our coming meetings. In addition to reviewing instructional resources, we examine the data and assessments that we currently utilize to guide our instruction. At the high school level, teams have developed common formative and summitive assessments within their prof professional learning communities that will review and be updated as needed. At the middle school level, under guidance of HMS administration, we have been exploring opportunities to implement benchmark assessments utilizing the document-based questioning units. And at the elementary level, while a variety of assessment tools are already in place for each unit, we're identifying opportunities to increase consistency in our grading practices for common formative and summitative assessments. Following this work, we developed surveys for secondary students, teachers, and parents and guardians to gather input regarding student experiences

103within our social studies curriculum. And we were able to to to disagregate, excuse me, the student, parent, guardian, and teacher feedback at the high school level and the parent, guardian, and teacher feedback at the middle school level. At this point, during this audit cycle, we've also decided to include a survey for our middle school students to gather their input as well and plan to have them complete this survey mid-spring and gather their feedback, which we will plan to share with you as well. Additionally, we will be sending out elementary teacher and parent guardian surveys this month to collect and disagregate the data a data after our elementary audit team meets next week. So, here is what we have learned. A review of the survey data gathered from 1,371 of our high school students. We were

104pleased that we had that many responses. Um, indicates that students generally have a very positive experience in their social studies courses. The update that follows summarizes the quantitative results for each surveyed group along with a review of the most frequently cited themes from students short response feedback. As you can see from this data, we're pleased that students feel that they have opportunities to demonstrate mastery of learning in multiple ways and that students feel that diverse voices and perspectives are represented in resources and materials. Through our audit work, we were developing we are developing ways to ensure that students understand how their learning progression through our social studies curriculum prepares them for their current courses, particularly with identification of vertically aligned priority standards. So, what is working well and what could we improve? Students provided a

105great deal of information in their short responses. As you can see, there's a lot that's working well. It's interesting to note that many times in the student and in the parent guardian surveys both um what is resp what is noted as what is working well is also listed under what we could improve. So what that tells us is that these are high impact areas that are a focal point for students and families. For example, students both enjoy hands-on interactive and project-based learning experiences and would like to continue to see these opportunities increase within their courses. Students are highly interested in the course offerings and the electives that we currently offer at the high school level. We took a look at additional courses students might be interested in and considered adding to our curriculum offerings as

106the high school schedule allows, but we're not prepared to share that just yet. We're still considering what those options might be. Here you'll find the parent and guardian data from the high school surveys. Please note that the questions from the parent data differ slightly from the student survey. So you'll see that above. We wanted to gauge parent and guardian perspectives of their students experiences but maintain a focus on curriculum rather than instruction. You will note that there are many similarities between parent and student answers. For example, both parents and guardians and students highlight engaging teacher um impact as an area that's working well. In addition, both high school parents and guardians and students would like to see us continue to increase diverse perspectives within our curriculum content. Here you will find the middle school parent

107and guardian data. The numbers from the middle school data are slightly lower than the high school experience, but the anecdotal information remains relatively the same. Engaging teachers, for example, remain a highlight of our parent and guardian data. Continued opportunities for project-based interactive learning experience continues to be an area that families would like to see increased across the board. In addition, both the high school student and middle school parent and guardian data highlighted the need for connection of learning to real world real world application and current events for our students. It's interesting to note that many of the areas that are highlighted in the data are similar to areas that were highlighted in the data when we were learning about and creating our new district goals as well. We look forward to learning more about the

108middle school student perspective when we survey them in the coming weeks. From the secondary teacher data, you can note the difference in students and parent guardian perceptions in comparison to our teachers perceptions. Overall, teachers felt the core textbooks we have as resources serve well as foundational tools for courses when supplemented with additional resources. In addition, teachers feel that the scaffolding and instructional supports for students are beneficial. Teachers have highlighted that updated editions of their textbooks should be considered to address gaps in coverage that may be rectified in newer editions. They have also noted that newer editions of texts you uh utilize modern language that better reflects current cultural norms. For example, the use of Native Americans or indigenous peoples rather than Indians. We will be sure to present any recommendations to you at future meetings.

109The audit team has begun to research and identify new resources, including textbooks that may be needed. In addition, we reviewed disciplinary literacy within the framework of social studies with support from the DCIU. We are continuing to utilize the college career and civic life or C3 framework from the previous audit um that comes from the National Council of Social Studies. And we are continuing to utilize DBQs or document-based questioning to examine a variety of diverse primary sources, develop evidence-based arguments, and synthesize information from multiple sources at varying levels of complexity. We're taking a look at the scope and sequence of curriculum in other high performing districts at the elementary and middle and high school level and taking a look at the high school course offerings such as with US history part one and two and world

110history where we've identified gaps in curriculum content um to plan opportunities to continue to address those needs. In addition, we are gathering we are planning an opportunity to gather community stakeholder feedback to ensure that we're preparing our students as future ready learners in the eyes of our community as well. So our next steps, while we have accomplished many parts of our audit so far, we have a great deal of work still left ahead of us. Our next steps include identifying priority standards to ensure appropriate vertical alignment and progression of skills, which will begin next week. gathering more input through the elementary parent, guardian, elementary teacher, and middle school student feedback surveys, as well as through our community stakeholders. Making recommendations for course and content alignment, proposing potential new high school social studies elective offerings, and

111potentially proposing updated textbooks or resources. We look forward to completing this phase of the curriculum audit, and transitioning into the development phase as we head towards the end of this year. That is all I have for you. I'm happy to answer any questions you may have. >> Um I have two questions. Sure. Um first is in the student data um on that slide where it says 72% of students feel that they were um that their previous learning prepared them for current learning. >> Um did you gather more information about what because that's that's more than a quarter of our students don't feel like they were prepared for their current learning. Is there like a way for us to gather what aspects of learning that they feel like there's a significant gap in? >> Sure. It

112wasn't that wasn't um like an open-ended response that was included in the survey, but it is something that we could follow up on and gather more information from. We've had some conversations following this data as curriculum teams to see if there were additional questions that this kind of caused that maybe we need to seek out more answers for. So, we could certainly add that in. >> Okay. And then I just want to point out that it seems um it's an interesting thing to have the students feel like 87% of them feel like they're getting diverse voices yet the teachers rated at 48%. >> Right. >> And I just think that's a really good example of you don't know what you don't know and why awareness and better like thought in the curriculum would be an

113important thing to consider. >> Yeah. >> Parents were also mastery as well. I wanted to build on that really quick, too, because it tells me that our teachers are filling that gap, that they're not getting the resources from us that they should be um for for getting those diverse voices and perspectives within the material, but that they're filling the hopefully that they're filling the gap for the students and that might be why the students feel like they are receiving that education. and and that's an unfortunate um event that we're not giving our teachers that um those those materials that they can use and that they're going out and potentially finding things themselves. But it does put us in the in the situation that they potentially already have materials that they're using on their own to

114help their to help our students fill that gap that the materials that we're giving the the teachers are not. And so I would just hope that um or I would encourage more followup with those teachers about what are you using beyond what we're giving you so that you know >> where wherever that that gap is coming from and really use our teachers as resources because it seems to me like they're trying to fill that gap and and maybe succeeding in some cases, but um not enough. And it certainly shouldn't be something that we are okay with that we're not providing our teachers with with those appropriate materials. And I think some of that comes in their teacher created units within their PLC's as well. They have a lot of those conversations, but that's kind of

115where that need for maybe looking at updated resources and seeing what else is available. Um, also in the um in the timeline or I'm sorry, in this overview, you'll see that the evaluation rubric is on there as well. So that's a part of the work also is making sure that the rubric that we're using to select the new resource fits our needs. And that's where that component can be added in to make sure that what we're selecting also incorporates diverse voices and perspectives >> that the parents are also in that same you know again for students is I think 7% for for parents it was down for high school it was 71 middle school was down to 65 >> um so they seem to be more >> on the side of the teachers as well

116that that that that there's some gap there's some gap in diverse perspective there so if there's any way to you said the questions weren't open-ended. It was just a >> pick them I guess. >> Yeah. And >> um were there was there were there opportunities to to comment on these surveys? Were there any and were there any particular ones that speak to this? >> Yeah, that's a great question. Um you'll notice even in this data um diversity in topics and perspectives was noted very highly as an area. it was one of the top few areas that was noted highly in the anecdotal feedback that was able to be provided as what we were doing well and they want to see more diverse experiences included. So, um, beyond that, there was some more specificity to like

117what specifically they were referring to that they would like included that we have information on. And we've gone through, um, all of those anecdotal responses within our curriculum teams, but I was trying to summarize, you know, hundreds of responses for you and what the top responses were. Um, so we have a little bit more data on the back end of what specifically it is that they feel like is missing. But many of the responses are this is working well and I also want to see this improve which I feel like you know tells us that is a focus for us and it is something that we want to continue to include more opportunities for students to see diverse perspectives, diverse topics. >> Okay. Then just one more question moving ahead with this once the audit's

118completed once we start with a new with whatever tweaks or changes are made um would it be possible to have another survey with pretty much the same questions just just to see how we progress as we move into a new >> new kind of I say new but into a >> new curriculum >> you know curriculum you know there's a way of just monitoring to say okay we are now starting to get to where we're >> looking to be Yeah, I don't know if we've done that before or not, but I'd be happy to, you know, any feedback is good. >> I I I think I've seen it before. I I >> I knew we had it for one of them. So, okay. Thank you. Yeah. Thank you. >> So, if I could just add

119on to the the conversation related to diverse voices, particularly as we look at middle school and so certainly I can appreciate if you think about the difference from middle school to high school, right? There's also that ability for students to get information on their own as well as you're getting older. had a broadened perspective, but I'm also curious about if we see changes in our demographics from middle school to high school. I'd be curious to see if these are the same students, right? Yeah. >> Where I have a different perspective now that I'm in high school or if our demographics have changed and so now um perhaps the divi diverse voices may not have that same impact because these are different sets of students. Additionally, um I can certainly appreciate that our our teachers are

120filling the gap, but I also want to ensure that that they have the resources that they need. >> Um because imagine what they could do with what they already know and then the additional resources. We're still missing um opportunities to broaden our students and what they can be exposed to. >> Um and also I think about middle school, right? There's all sorts of things happening within that time frame, right? you're beginning to to know who you are. You have more of a sense of identity. I feel like in elementary school, everyone is everyone. In middle school, you begin to notice differences about yourself and your questions are different. And so, I want to make sure, particularly for that middle school population, they're already vulnerable given their body is changing, their hormones are changing. I want

121to make sure we're providing the proper supports and space for them to be able to communicate those differences, to have the proper education to support those differences. most importantly that our teachers are prepared to have the tough conversations to fill the gap appropriately and to know when to seek support that perhaps they can't um that they don't already have within themselves. >> Absolutely. Thank you. >> My question was kind of in a different area, but um is it correct that there's not PSSAs and keystones for social studies? So, I'm curious like how that influences kind of our starting point with some of the assessment. Like how how do we determine like proficiency or um how well our students are performing in this area when there's not that external kind of comparison, >> right? Um that's

122where we want to look at some of the alignment. um within the um exams we have common formative and summitative assessments that are developed at the secondary level and we just want to take a look and see kind of when are those happening from a common perspective at the elementary level as well. Um, that's also where identification of priority standards is important because those are the things that you are agreeing to make sure that kids absolutely positively get and experience within that year. And those also tend to be the things that you can evaluate and kind of track progress on and have a vertically aligned um look at. And so the goal is that some of that work will guide some of the assessment work that we intend to complete. And so that kind of

123student performance will be layered into the goals of of this evaluation of >> right. In fact, if you don't mind, Heather, I'll just jump in here for a second. Um, that's one of the reasons the document-based questions were adopted or DBQs as people may have like little twitches if they remember doing DBQs when uh they were younger because you do have sort of this national standard for what a an extended response is supposed to be based on original documentation or text documentation. So, we do have um sort of a standard. We also we have social studies AP courses and so we're able to sort of work backward from what the expectation is in an AP course and then say okay well then what would a an honors level course be and what would an on-level

124course be. Um but I I was actually so glad you brought that up because I was going to say you know we do a lot of talking about math and ELA and all of the critical thinking that we require in those subjects. But if you hear what Miss Panero just described, I mean, there couldn't be more relevant critical thinking lessons and expectations for students than in social studies. And so, I just want to congratulate those teachers and the people who are passionate about social studies for um bringing that to students and continuing to prioritize it because as you can hear that that's sort of where the rubber meets the road uh for our students. Even without a PSSA, we don't even need a keystone to do it. >> I would expect that our students would

125do really well and are well and thoughtfully prepared. But yeah, just having I just looking for that element of student performance and um you know what needs we have identified >> where better curriculum, more resources, more focus would be helpful in getting the kind of of results that we would be hoping for. >> Thank you. questions for as she mentioned she'll be back in May and as she mentioned it sounds like we may be asking for some money so it wouldn't be for this year's budget it would be next year's budget for the development phase but that could be in the future. Uh okay great so thank you Miss Panero and uh up next I will ask Miss Mrs. Bastelli to bring to us many many wonderful calendars for us to take a look at.

126>> Okay. So we can start with this year's calendar which I think would be the simplest to go over. The only change is that we had to reflect a change in the date of graduation. So graduation is June 4th. So we revised the calendar to reflect that new date of graduation. Are there any questions about that? >> Logistics like when are finals for seniors? >> They're it's like they're the end of May. I don't remember the exact date but it's end of May. Is it always end of May? Like >> No, but it is because >> But it is this year. Okay. >> I don't know. Yeah. Do Do we Does the calendar typically show the >> I have another weird question. Like >> finalsen class that a senior and a junior are both taking

127and there's a final exam and is it the same exam separated by like three weeks? >> That's a great question. I'm not sure. >> Okay. >> But we can find out the answer to It's just like an interesting logistics issue. And I know that this is presented every year, but it's just like such a gap this year that I'm just >> Yeah. And every year they're taking, you know, seniors are taking their finals before everyone else because everyone else takes the finals at the way after graduation. >> Um but I I'm not sure. >> Okay. So, >> it's been a long time since I taught at the high school. >> I'll just note too that um I believe we have a scheduled schoolboard meeting for June 4th. So, that will be something that also needs

128to be adjusted. Is it okay if I move on to the 2627 school um calendar revision? Okay, so this is also a very simple change. the dates for the um semester 1 high school exam dates just had to change and that was um to allow for a certain number of days prior to um Keystone exams in the second semester. >> So this doesn't reflect like the um day off then that usually happens between first and second semester. That transition day is the 19th. They will be taking finals the 14th and the 15th. >> Am I in the wrong calendar? >> The 26th. >> I mean the 15th is green. >> Yes, that's a half day. So finals are always a half day and that's a half day for all schools because it's the day >>

129before that holiday. But there will be finals the Thursday, Friday and then the transition day would be after the holiday. >> Got it. Okay. >> And that'll be explained. There's usually the write up on the other side of the calendar. So that'll be in that write up. >> So the 19th is the day that the students have off and let and but it's also the makeup exam day. >> Yes. And that's the transition day for teachers to get ready for the second semester. >> The colors threw me. >> Yes. It's different. Yep. It's different than what we've ever done with those days just because of that holiday there. >> Okay. When will keystones then be? Keystones are what's throwing us. >> Do you remember the date? >> I'm going to ask Miss Sax >> because

130it's usually keystones are that like that same week and so it's like it combines is that what it is is that it's a different timing. >> It is not only that but also evening out the number of days in each semester. Uh we had sort of just because of the way holidays had fallen, we sort of our our one semester was growing and the other was shrinking and so we're trying to even that out. Um but I am also looking at the Keystone exam schedule for 27. >> That's fine. >> I can probably help you with that. >> Oh yeah. >> I believe based off of what's listed online right now because we know PD changes things when they like but right now for the 27 year we do winter case. You looking at winter

131or spring? Spring. Keystone winter would be January 4th through the 15th. >> Are we ready for the 2728 calendar? Now, this is the new one. So, the 2728 calendar, this is just the first time that you're seeing this. Um, as a reminder, the calendar must include 192 teacher days and 183 student days. We, um, years ago included 184 student days, but the board might remember that we went to 183 to accommodate an extra PD day because of all the state required, um, professional development and we needed to accommodate that within the calendar. Um, this calendar starts the day after Labor Day and it ends on June 15th with a full oneweek spring break in April. >> I think you you said the numbers reversed than what's on the paper. >> Yes. So, we that's a

132error that has to be corrected, but it's it's 192 teacher days. Correct. Okay. Yeah. Are there any questions about this calendar? Typically the um primary election day is not available when I make the calendar, but this would be a year um for the presidential primary and that's typically in April. So that's the date there. If that date changes by the time it gets closer, we would just have to revise the calendar. I'm sorry. It's very far out. So, >> so when you have spring break a week, but not sometimes the Monday after lines up to be day off, but in 28 it wouldn't because of how the other days need to fall. Okay. just for people to plan their returns to be back at school Monday. Are there any other questions about 2728 calendar? Okay,

133thank you. >> Thank you so much, Miss Bastelli. Uh, up next we have our data management presentation and recommendations. And I will welcome Mrs. Carter to the microphone for this presentation. >> Thank you. >> Um, last but not least, I hope to close this out swiftly but strong. So, yes. So, good evening members of the board. Tonight, I'm here to share the process we engaged in to identify and recommend Oh, thank you. um to identify and recommend a new data management system throughout. Please let me know if you have any questions or need clarifications on anything. Dr. Hayes or Miss Saxa may provide input throughout on any strategic thinking around it or anything that may be curricularly based that may need some additional input. All right. Throughout this process, we have taken the approach of

134the study do act framework that Dr. Hayes has asked us to consider when thinking about new system changes. You will see um that phase indicated on the top of the slides as we transition through each. During the study phase, we have taken an observational audit is what I'm calling it approach of learning what our current practices are and how the practices and processes may differ at each building. Also, we form two committees, an admin committee or an administrator committee that consists of administrators and support staff who currently utilize our system as administrators. So, when we think about technology, we use the terminology a little bit different to give that clarification. Our second group consists of our teachers from across various roles, buildings, and departments. During this time, we learned that each building utilizes data in

135their everyday practices. However, those practices, systems, and approaches may look different across the district. Some of the data practices include some very timeintensive work of pulling individual data reports across multiple systems to build their own data dashboards to review. Through the process, we learned that we can continue to grow in utilizing consistent data protocols and processes. Our goal is to align our approaches, beliefs, protocols, and practices across the district to help our administrators and teachers meet the instructional needs of students. And might I say, our teachers do a lot of work. If you saw their full spreadsheets of what they pull, so I I give it to them for the time they take to put in to do it. Also during this phase, we examined individuals philosophy about data and assessment. We learned that most

136of our district's philosophy is that our practice is data informed because we believe in looking at the whole child beyond assessment scores. Between the two committees, we drafted and refined what is now being shared as our data belief statement. We believe that data and assessment should be intentional, purposeful, and focused on both achievement and growth, supporting data informed instruction and learning for the whole child. We value timely and accessible data that builds trust, supports reflection, and promotes continuous improvement. These are the members of our committee that participated across the two groups. I truly thank them for their time. They were truly dedicated and giving a lot of feedback and helping us get to the place where we are when we think about bringing in a new system. It's a it's a system change. So, they

137really put in a lot of work here. So, thank you to all of them. Before we share the vendors who were reviewed in the process, I worked with the committee to identify areas of review for our rubric to evaluate each vendor. The committee is also determined which areas are a priority for them. The boxes in the yellow are the areas of priority in the selection. The the boxes in yellow are the areas of priority that the group selected which is dashboard and reporting assessment creation and interoperability. This framework was developed by looking at the gaps in our current platform and what our committee desires to see in a future selection. Here you see our vendor selection rubric. We had five vendors, including our incumbent vendor of performance matters, present their platforms to our committees. The

138administrator committee saw all five vendors and identified two viable vendors and platforms for teachers to review. Each area had a score of 0 to five. Individual committee members were able to go through their own column and score the vendor on each area with an average score populating on a summary page. At the end, which you see here, you will see a column for admin and teachers. The teacher rubric was slightly shorter to allow them to focus on areas that they engage with in their role that might be different than administrators. So the other boxes will be blacked out for them. On this rubric you will see um the scores show a overall vendor that emerged as our top selection. Before giving you the vendor, I'm holding that back a little bit. Go ahead, Dr. Hayes.

139I saw you about to pop it. Oh, you sure? Okay. Um, just giving you a quick overview of what I kind of explained before of what our process was to review and select a vendor to provide you as a recommendation. We started back in August. I will say that has been a part of what Dr. Hayes has been doing. a lot of conversations with groups and getting feedback as well and within our committees going through working with Tony to draft our RFP so that we can solicit for as many options as we could to make sure we selected the best option. And we concluded with our final um teacher presentations from the vendors in their final meeting in January so that we can come to you now. Oh, okay. All right. As you saw from

140the rubric, link it emerged as a clear choice for our teachers and administrators. Linkit was the most comprehensive platform that allowed our teachers and administrators the most flexible customizing of their data dashboards, allowing them to build assessments like what you hear tonight for social studies with assessment building um and what the committee found as their need. And I realize as I'm going through I think you're missing a slide that I were where you Okay, sorry. So we can provide you all the update. I'm looking at faces. I read faces really well. Come from a big family. Okay. So thank you and um so to determine what our committee found as a need link really prevailed for that. I would like to provide you with some feedback that were just snapshots pulled from our conversation from

141members of the committee. An administrator stated link is the most comprehensive the best MTS dashboard and reporting and on boarding process. the key to unleveling MTSS which you have heard before when sex presents around MTSS which they're looking at on the rubric it shows a vast difference and how it will impact our schools and affect them another administrator stated in the public and parent facing side of things Lincoln offered a more helpful and concise option if we're really looking at allowing like for the public to for it to be public facing one of our teachers captured the sentiment well saying link It was visually easy to understand and communicate the data like how teachers can personalize the link dashboards. The key advantages of linkit is that it provides unified data integration improving the interoperability um

142between our different systems and assessments. It also provides a user-friendly interface that is intuitive for educators and families to understand the data which is really important. Finally, link has a process will is developing a process of working with historical data across districts so that in the future districts will be able to agree to share data for students who may transition from one district to the next so that we're able to share their scores and help them to continue to succeed. And that is a huge game changer that we typically do not get within education. So right now, link is used across 31 districts across Delaware County, Montgomery County, and Chester County within our region. Moving forward, we recommend Link as the data management system that will best meet our needs as a district. Link will

143cost us $84,867.50 50 cents a year with a yearly increase of about 3% um over each year of the contract. You can see the difference in the cost in the comparison of our incumbent platform performance matters below on the chart. If approved, this will be included in the 2627 school year budget approval. Our implementation will occur throughout the summer with a tiered roll out with staff as we move into the 2627 school year. Finally, here is a brief overview of what the implementation would look like if you approve our recommendation of linkage. Here we are in February sharing and seeking approval for the next board meeting at the end of February. And in the spring to summer, we will be working to gather the data and pull it from the systems so that we could

144provide it to link it to start the implementation process if you approved. in August, we would come back and be able to share what that training would look like in a tiered form as it would be rolled out. Thank you for listening and just hearing our recommendations. Happy to answer any questions. >> I have a couple questions. Um I guess it would have been nice to like see an example of like what the system looks like and especially um because to to my knowledge I don't think parents have access to a data management system that we have currently, right? >> No. >> Yeah. And I know that that is a point of our community um that that they do want to access that especially given the number of assessments that our students take. Um I

145think folks find it frustrating and confusing where that data goes and what it means to their child, right? And so um I guess just like given the really the big difference between the two that you all looked at, Otis and Link Link of $30,000 almost $31,000. Um sort of would have been nice to see the two interfaces and and what and what they look like. Um and and especially on the the parent side and what what that'll mean to families like what types of data will they have access to? Um how would they go about is that another app that people need? Um you know is it is it a website? Is there information like you're saying I know there was um on here training PD for how parents are going to use it or

146not sorry for how teachers are going to use it um but like what kind of training would we give to parents what's offered through hopefully included in this $85,000 per year um contract um and and sort of all what what that looks like. >> Um >> Okay. No, I was just gonna we can definitely provide the kind of the dashboard samples and the interface. Um, one of the things we want to do first is kind of present the process and and where it came from. Um, as Miss Carter mentioned, I was curious to people's different experiences. So, I like navigated performance matters myself. Had people show me through it. Um, she had mentioned on slide eight the parentf facing piece. And as I was navigating through it brought me back to kind of three questions

147that are key as as we look at data and um some of the questions were asked actually during the social studies audit as well as the um the uh guidance program about you know providing the data as evidence um where do we see gaps in terms of vertical alignment and things um and the three questions that I keep coming back to were communication how are we communicating data to our families uh appropriately respect respectfully responsibly how are we resource mapping where do we see our resources and how are we data tracking both vertically and horizontally in this process like full transparency Otis and link it fairly similar especially when you look at the cost it's the interoperability and that communication platform with the parent facing piece as well as the data tracking piece um that

148kind of is beneficial with link it especially given the fact of that collaborative sharing um so with so many of our districts and their upcoming ability to be able engage in what could be some of that comparative data that was asked about attendance things if districts would opt into that would allow us the opportunity to be able to compare peer-to-peer districts but also share resources. Um I don't think Miss Carter mentioned this but the DCIU also has a consortium um utilizing linkit so we can share practices and things with them as well. So that's one of the primary reasons that even with the cost differential that was kind of a heavy outlier um because it does interface with the community and interoperate with other platforms. So we would be able to include um our current

149assessments and things with them to be able to aggregate and disagregate the data so teachers don't have to use a spreadsheet or things like that. >> It's really helpful information. I I do think the community piece is one of the most important um just because I think that we've heard issues with folks not understanding how to get their child's data um and and what it means too like like if you do understand to ask for the data well well you know what what does this mean to me what does this mean to my child so that obviously is a critical piece I think probably worth the difference um but certainly would just like to see like what what those trainings would be that would be included and how we would present that to folks and

150and what that means and the the dashboard but I do really I I do really appreciate Yeah, right. Exactly. I do really appreciate the diligence that obviously went into this huge team and everyone testing all of this out. I didn't mean like right going into questions uh was against that. It's just >> Well, no, also that was fully spearheaded by Miscard. If you ever I've never seen better spreadsheets or uh charts, don't know how, but very impressive. >> Yeah, it'll be easier. It will be. I will say never apologize for your questions. like questions help us and help us grow and understand what the need is because you're a community member helping us to figure out what that piece is. So, thank you one for that. Two, I will say I personally have used Lincoln

151when I was a principal and I will tell you the difference in what our teachers saw and I I did my best like not to say anything to influence them and just let them score and do their process. The huge difference between the two platforms is that it really allows you the ability to customize these reports so that our teachers don't have to build anything. So for example, I can say as a district work with Miss Saxa and say like what are we looking for for teachers to be able to work with across instructionally cross instructional practices with our data. we build it and then it disagregates out to each school and they don't have to rebuild anything for them um for their groups and it'll just populate with their students within it. So it

152saves them time and it takes it from just being a data team down to individual practices and they could be more responsive within what they do instructionally which is what I know Miss X and her team works to um have teachers do every day within the curriculum which is a huge difference than what you might have with something else. I think if I can just add to Miss Nagrass's um question about feedback that we often hear from community members. The other piece of it that may be helpful is oftentimes I'm not sure that it's understood how the data is used from the teachers perspective to help them educate our students. Right. And so even as you're describing, you know, the the scenario where Miss Saxa may be able to have information. Okay, that's that's that's

153great. But as a parent, how is that going to help you help my child? And I think if we can provide that educational piece and even have that be a part of the presentation, it bridges the the gap of really confusion, right? And then it helps parents and community members understand why um having these sorts of resources are helpful um to really um provide what's best for our students. >> I can definitely agree with that. I know we've done some work with our administrators around um data wise which is like a Harvard process and one of the first steps within one of their cycles is data literacy for everyone. So I can definitely understand just data if we're all on one team for a child together is important we all have the same data literacy.

154So >> and that's one of the kind of central themes with the resource mapping approach and Miss Sax and I have talked about data wise and the meeting process and as it relates with PLC's and NTSS framework. Um what are the resources? Where are they living? And how are we um instructing and providing strategies to teachers to utilize the data to inform practices or strategies that may be implementing um to increase or intervene with student performance. And I think there's also at times a misconception that you have to intervene and you don't. And a lot of times that um that data can inform to continue doing what you're doing because it is for the majority effective um but also where and when if needed to intervene as well. So it does work within the bigger

155framework of some of our instructional practices as well. So that would be an intent too. >> I um really appreciate the belief statement here. I don't think I've seen it captured um in other presentations and um presenting to parents and keeping that center I think will be helpful in articulating the why um and the goals of using data. Um, I also would like this presentation was a little surprising to me because I know we've gotten so much um presentations before about how data driven we are and using and I didn't I don't think I realized uh the extent to which that was maybe cumbersome or manual process or not easy to to do and with a goal of having data inform decision making and being able to direct resources and supports and curriculum to our

156students in ways that we can see where the needs are and you know what how the students will benefit. Um a tool that helps us do that feels like a smart investment in being efficient and effective in delivering our questions. All right, I'll hand it back over to you. All right. Well, those conclude our reports. The only other items on the agenda are information items, just um educational service contracts that you will see on the upcoming schoolboard action meeting agenda. And so, with that, I'll turn it back over to Miss Lee. >> Thank you so much, Dr. King. All right. So, that brings us up to section five. We have nothing listed there for other items. For section six, report on executive session. The board met tonight before this evening's meeting to review a confidential

157student matter with council that if discussed in public would violate a lawful privilege or disclosure of confidential information protected by law. So that takes us to section seven. It's another opportunity for public comment on any school related topic. Um just as a reminder when um public com when people have signed up for public comment when your name is called please go to the podium I would ask that you would please state your first and last name for the record and confirm your residency. As a reminder there'll be three minutes allow allotted for you to speak. Mr. Tessa will start the alarm at the beginning of start the timer excuse me at the beginning of your comments and the alarm will sound at the three minute mark. please conclude your comments when the alarm does sound.

158>> And Dr. King, if I may, um this is just a brief reminder to uh anyone who may give public comment this evening or and as well as to those who may be watching that particularly with regard to the second public comment period um and it being any school related topic that could potentially include um items or matters that are related to your own students or children. Um, and just a gentle reminder that if you choose to speak on those those topics um that our meetings are publicly recorded and so while you may be sharing information um that is personal to you in nature that you want the board to know about, you're also sharing it with anyone and everyone who has access to the video recording of this meeting as well. Um and along

159the same lines um if public comments start to relate um and cross over a line um and relate to another child or another student um there's a possibility that we may have to interject um and refocus the topic because uh due to privacy laws and confidentiality laws related to students um we cannot have speakers coming to the mic and speaking publicly about other children or students. Thank you. Thank you. So, I have two people signed up this evening for public comment for this section. Um, the first person signed up is Kathy Little. Good evening. Kathy Little. I reside at 3244 Derby Road and I live within the district. What I want to do this evening is circle back on the intimidation letter that I received from the school board and follow up on what happened

160there. So, you may recall that I received the intimidation letter on January 21st. The school board meeting was on January 22nd. And on the morning of January 23rd, I received a call from a Detective Veracio from the school uh I'm sorry, from Hford Township Police Department. I reviewed with him uh the content of that letter where the school board, I'm sorry, where um Dr. uh said that I was making death threats to the board and to other people that were present and he told me that there was no proof of that and that it was defamation of character. So I want to bring that to the attention of the board and also of the public. What I'd like to do next is read the letter that I wrote to Dr. Hayes in response to that

161retaliation letter. I'm not sure if he has shared that with the dis with the school board, but I'd like to share it with the school board and I'd also like to share it with the police that are here and with the public. Dear Mr. Hayes, the letter that you sent me has some disturbing inconsistencies. First of all, I can assure you that I never said that I was going to kill anyone. Let's be very crystal clear about that. You won't produce any evidence of that because it was never said. And if you pay for or ask some puppets to come to your defense, they are liars. Having cleared that up, apparently it is perfectly acceptable for the members of the school board, administrators, coaches, and teachers to come to the podium meeting after meeting to

162roast me using thinly veiled language and visual cues to mock and slander me for the purpose of rage baiting and shaming. The perfectly timed sirens during the meetings and the occasional helicopter flyovers do not go unnoticed by me either, and I'm sure that those are audible on the meeting videos. The stalking police waiting across the street at the Wawwa after the meetings are no coincidence either. This targeted offensive is aimed at making me feel responsible for the school districts, the townships, and the Delaware County Family Court's poor decision-making and criminal activity. If those activities aren't threatening and disruptive to my mental health, I don't know what are. Maybe all of you should receive formal advisement of that. I even noticed as I was preparing my thoughts for tomorrow's meeting that the video from the 18th

163December 2025 meeting was edited to remove one of the most shocking admissions on the part of Principal Dunie when he said, quote, "We isolated him." Referring to my son, William. I'll continue at the next meeting. Thank you. The next person that we have signed up to speak is Rich McGlory. >> I'm Rich McGlo and I still live at 1246 Dill Road, Htown, Pennsylvania. And I just want to tell you, Mrs. Carter, you are the best. And you know, you can run a meeting, you can tell a story, you did great and the you were the only one made everybody smile on the school board and woke us up at this late hour at night. And Miss Saska, your section was the best and got the best feedback from the school board, from all the members.

164They were interested. They were passionate. They were relevant. They asked good questions. And it made it worthwhile for me to stay up past my grandson's bedtime to to speak tonight. And I just came tonight because I I missed the last meeting. I wanted to follow up with what I spoke about instructional leadership. Dr. Hayes and Mr. Fleger and the rest of the board about we are all instructional leaders, even me. Okay? And when I speak about the need for reading specialists for our autistic children, right, I want you all to understand it is important for latetalking autistic children to develop their ability, their cognitive ability, which reading instruction does that. It's important for them. Everything you said tonight, Mr. Flagler and what was said during your section about cognitive development and the ability to to

165think critically to read critically to reason. It depends on reading instruction. The best reading instruction, the best reading methodology that I have ever heard of, that I have ever used is Fessers reading thinking directed reading thinking activity because it teaches kids to read, analyze what they read, make inter make make inferences, think and be able to point to evidencebased decisionmaking and arguments. Autistic kids are late talkers. They are late readers and they read and they need appropriate reading instruction. They need what they get in the ELA classes and their special ed classes. And they need to go to a reading teacher for an appropriate class such as exploring literature who is certified in reading that knows all the methodologies that can be used that can create uh their own lessons, their own instructional materials. That's

166what we need for my little Johnny and for all the autistic kids who are similarly situated. And ironically, I just met one at the bank today who just turned around at the bank. I didn't even know was here. He turned around and he said, "Hi, Mr. McGloria. How you doing?" and this and that. And we talked about reading instruction. >> Thank you. >> But it's something >> conclude your remarks. The timer has sounded. Thank you very much. >> You >> I'll continue next meeting. No, but I will >> but I will have something to say about the issues of this meeting. >> Thank you. >> The next regular meeting of the board is an action meeting scheduled for February 19th, 2026 at 7:30 p.m. in the boardroom of the Oakmont Administration building. Can I have

167a motion to adjourn the meeting? >> The meeting is adjourned.