10/09/25 School Board Work Session

001Good evening. I would like to call this October 9th, 2025 board work session um to order. I'll have board members read the mission and goals. The mission of the school district of Habford Township is to educate and to inspire a community of lifelong learners who become well-rounded global citizens. >> The district goals are academic excellence in an evolving world to 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 practices. Social and emotional growth. Build the learning community that prioritizes social emotional wellness as a foundation for academic success, resilience, and strong relationships. Community pride and civic engagement. Empower students to be active, responsible, and contributing citizens through shared responsibility and community

002partnerships. >> Thank you. I would like to note that Audrey McWills, the district's assistant business manager, will be serving as the substitute secretary in Mr. Tessa's absence this evening. >> MC Williams, will you please call the role? >> Miss Lee >> here. >> Dr. McKay >> here. >> Mr. Schwarz. >> Dr. Sheldon >> here. Miss Vital, Miss Wedleman >> here, >> Dr. Larson >> here, Dr. King >> present. I would like to note that um the absences this evening, Miss Mattress, Miss Vitali, and Mr. Schwarz are due to schedule complex. We'll continue on to uh section two for public comment. The board values public comment. There are two opportunities on the agenda for members of the community to provide public comment during the meeting. The first opportunity on the agenda for public comment is to

003allow members of the community to speak on action items listed on the agenda for a board vote. The second opportunity on the agenda is towards the end of the meeting, which allows members of the community to speak on any topic. Public comment allows for residents of the township to speak for three minutes. A timer will be set at the start of your comments and an alarm will sound indicating that your time has been completed. Should you have any materials from members of the board, please leave them at the end of the table with Miss McWills 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. Please state your name, confirm your residency, and a timer will begin for your allotted

004threeminut remarks. I do not have anyone on my list that has signed up for section two of public comment this evening. So, we're going to continue on to section three. So, we have three items on the agenda for approval by consent vote. Does any member wish to remove an item from the consent vote for discussion? >> Um, item D is included in the consent vote and I thought we'd be removing finance actions to have separate votes. >> Okay. So, the bill list is removed from the consent vote for discussion. Are there any others? I will ask for a motion to approve items 3, B, and C as listed on the agenda. >> Larson moved. >> Second. >> Moved and seconded. All in favor? >> Any oppose? The consent agenda for items three and B are

005three, B, and C, excuse me, are approved. We will now consider the bill list. I'll ask for a motion to approve the bill list. Read moved. Second. moved and second. All in favor? I'm sorry. Any discussion? No discussion. All in favor? >> I. >> Any oppose? The motion passes. Is there I cannot hear. Is there any way we can turn up your mic at all? Thank you. Moving on to items 3E. This is signatory author authority resolution. Have a motion to approve the signatory authority resolution for a tessa for pen dots high occupancy permit related to Coopertown Elementary renovations and additions project. Okay. first and second. >> Moved and second in discussion. >> Could we get a brief overview of what this means? What this is? >> Yeah, I was just going to add in

006comment. Um, this is uh more of a timesensitive matter that was uh discovered um that needed to be done for Coopertown. It's new. It did not it was not something that needed to be done at Chattam Park during the renovation. Um so uh I believe tonight when we hear presentation on facilities updates, there'll be further context. But this was not something to chat park and it is relative just to you. Any other discussion? All in favor? >> Any oppose? The 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 the items discussed are being considered for official action at this time. Section four takes us to committee reports. Um

007item 4 A is policy and personnel. Um I believe in Miss Nagress absence, Miss Beerman, you'll be providing us an update. >> I think I'll turn it first to that microphone's working. Um to Dr. Hayes to provide some context about the three policies we have on tonight's agenda. >> Yep. Thank you. Um so in keeping with our practice of uh the pol the policy calendar that we discussed in August um the policies for review tonight uh 137 policy 200 policy 202 um are being reviewed due to the timeliness of the nature of school. Uh they involve enrollment uh homebound education um and uh district residency. Um so keeping with how uh we review policy as it relates to the time of the school and the urgency of the matter. Um we'll go through those three.

008Reviewing policy uh just for the community know um Miss Snagass has mentioned before district set a goal for routine review of policies um over the course of a number of years. Make sure they're clear, they're current, they're aligned with mission and goals. Um this practice just keeps us consistent with state federal law. uh it helps ensure that we're responding to the evolving needs of families, students, staff. Um and by doing this uh and engaging stakeholders um we're able to make sure that there are fair and consistent procedures, responsible use of public resources. Um and really just have that cornerstone approach to making sure we have effective governance and continuous improvement. So uh we'll go through the discussion of those three policies tonight. Um the first policy we're discussing is 137 as it relates to homebound

009education. Um and I believe Mr. Barbetta has some updated detail on some of the revisions with that. >> Sure. Thank you, Dr. Hayes. Um so the primary additions or revisions to policy 137 home education programs. Um it's really just a definition update uh for co-curricular and extracurricular activities. This was due to um a revision or or an update to school code section 1327.1 um in the ability of home education students to participate in such activities. While the school code references co-curricular and extracurricular activities, it doesn't actually define it. So the definitions that we incorporated are from model PSBA language. In addition to that, as for the for the policy itself, there are just some minor cleanup. Um, references to the child have been revised to student. Um, and that that's essentially all the revisions to

010the policy itself. >> Are you ready to discuss? So for this 137 um and again I had talked to Miss Nagrass ahead of time so some of the comments are ones she wanted me to bring into the record too. Um this one has a a purpose and authority but the policy statement itself is not very clearly worded. Um the suggestion is the board instructs the district to monitor home education programs or something more uh establishing that the policy itself. Um, the purpose statement ends with a a line that is our district's mission um to educate and inspire a community of lifelong learners. And I guess it wasn't clear why that is in the purpose statement um and how it relates to families that select home education. Suggestion was to remove um that link between home

011education and the district's mission. Um and I have one other question. Um, in the co-curricular and extracurricular activities, there's a statement that says that they would be available to all students who voluntarily elect to participate except for those who cannot meet the eligibility requirements. And my question there is um like eligibility could just mean being in a certain grade or being able to show up and pass. Would it be helpful if we had examples? >> Right? Because sometimes we have activities that have tryyouts and you can be eligible but not meet the team, get a chair in the orchestra or in the play because of a try out and I wasn't sure what eligibility requirements meant there. >> We can add some examples if that would be helpful. >> Looking at purpose, I wonder if

012being we want policy to be broad, maybe just keeping um home education programming with it be to be aligned with the district's mission period. Knowing that if we went through another um strategic planning process that the mission could change and we'd need to go back and revise the policy. But I I would hope that we want our home education programs to be in line with the district's mission, whatever the mission is. Just also noting in uh to make sure that the AR and the policy uh definitions um align so that the policy can accurately guide the administrative regulations. >> Are we discussing the ARS as well this time? >> Yeah, sorry. 137 AR is up there as well. the um I can relay a couple of comments again from Miss Nadgrass who wondered if if

013the purpose of the ARS is to help implement and one of the guiding approaches to our policy audit is to have policies that are clear and useful um providing a good reference. This one seems to be clogged with a lot of repetitive language. Um different sections seem to repeat the same like transportation things like that that um it would be helpful to focus on organizing it in a more concise way. Um, there's a suggestion to see what is required by law and include citations there. That's not typical in our ARS, but might be useful here since some of this language may be required and not able to be edited by our district if it is. >> Yeah. >> So, almost all of this comes directly from school code. And the reason it is somewhat verbose

014and lengthy is because um what we did was that we kind of had two options. We could have separated them out by career and tech um co-curricular and extracurricular. We decided to put them all together. And so that's where some of the repetitive repetitiveness with the transportation comes in. Um, we can certainly take a deeper dive and review and see what is necessary or unnecessary or at least um kind of create separation um or delineate that a little bit more clear. Sorry, you can't hear me, can you? Now you can. Um, we can we can take some steps to make it clearer where the delineation is between each subsection if that would help. The other option is we could potentially break it up into three subsections. I don't know what the pleasure of the board

015is. I don't I I would welcome other people's inputs, but yeah, just relaying that this one is not the easiest to navigate or use. Um there is also we haven't talked about policy 200 yet, but um section 10 includes some of the requirements. Um 10B then says complete all the enrollment forms and requirements in accordance with board policy 200. And as we'll see 200 doesn't have that kind of specificity in it. So that may be an errant reference. >> Can we go back to 137 for a minute to the ARS? >> Oh yeah. This is from um the um 137 AR. There's a number 10 on page. So, I had a comment related to you're noticing that this is a verbose AR. I'm wondering um is there a missing link here that we're not seeing?

016So, the AR is kind of this the guideline for how to go through and administer this kind of programming to make sure it's in compliance. Um but then with the family, is there a different communication or training or support that they receive? Like we're not handing this to a parent and saying here's the AR, figure out your home education program. There's a liaison. Is that accurate? >> Yes, Dr. Oh, hello. Uh, yes, Dr. Larson. Uh, that comes from our office in uh curriculum and instruction. There's also a web page on our district web page as well as uh a reference on that to the state of Pennsylvania's web uh site, which actually has improved vastly over the last two years. Um, and then anyone at all, we we feel a lot of calls. anyone at

017all can just give us a call and we walk them through what they need. Um I will say it um we did have this as Justin was saying in three separate ARs before um which was also a lot to read. Um but at at least having it in one place from a practical standpoint for us is easier to reference folks to say yeah there's one AR go ahead and look through that. But if there is a way to combine what's in there and say, you know, like all of this is true for everything except for co-curriculars this and extracurriculars that, that would be really helpful if that's allowable. >> We can certainly do that. There any other is there any other input or uh discussion as it relates to policy 137 or the AR associated

018with 137? >> I guess what's the the timeline for like having a little bit more of a condensed version like that that come back to the next because I know that there is a little bit of like a timing to get this approved. We I mean we could do it if you want it for the next meeting. We could have it ready for review by then. I mean it's and it's primar what I'm hearing is it's primarily the AR. So the policy will certainly be ready and um I have a couple ideas that I I can talk about with Dr. Hayes and Dr. Saxo how to make this flow a little bit better within the AR if that works for the board. Are we confident that what's in the AR isn't better housed in the

019actual policy or does the what's in the AR need to be more flexible in case the state guidelines change? >> I my personal opinion is that it it should probably live in the AR because a lot of this is procedural with regard to um validating the the home education program and the steps that would need to be taken um in accordance with school code if there is an issue with that programming. >> Thank you. Having that policy um updated sooner would help us then work on the AR guidelines. Obviously, since we're doing this with relevancy to the timeline of the school year, that'd be beneficial to guide the AR. Just so I'm clear, then the policies the goal is for the policy to advance to first read at the next meeting. Is that >> It's

020doable. It's doable. >> Is that doable then? Yes. >> Okay. Looking at um policy 200. In this case with that policy, we are specifically looking reviewing um the administrative regulations for policy 200 as it relates to the enrollment of students. Um if Mr. Web better you can give some updates on some of those revisions as well. >> Sure. So there was um a Pennsylvania Department of Education basic education um circular that was released in November of 2024. We happened to update this in February of 2024. Um, so there are some minor additions um really that have to do with pro forms of proof that are acceptable for registration requirements. Um, and then also, excuse me, uh, students experiencing homelessness and other forms of educational instability. Um, which we worked on, I want to say back

021in 2023. Um, but just adding a reference to that even though that's the district's policy and practice already, just making that a part of this policy or this AR as well. So, those are the two primary adjustments. There was a little bit of cleanup that we did as well while we were in there um with just the capitalization of the district and things like that throughout. Can I ask um so the addition of the phrase a non-exhaustive list is that be to allow that there could be potentially something else that could be given? >> Yes. >> Okay. At an individual school like is that what the state's changing it that way so that this individual school district could maybe >> and Dr. McKay the non-exhaustive portion of that it's it was from PTE. Yeah. >>

022So it it didn't give examples of >> what could be included in that non Yeah. But that's that's that's where we took it from and we had >> doesn't that get into some like complicated situations when parents don't have one of the ones that is provided and then it's the burden of the district to decide whether something is valid or not. >> It could certainly result that way. Okay. >> Um but I think what PD tries to do is I mean there are at least seven options there. So they try to make it inclusive enough that someone would have at least one of those items. >> But that that phrase though is required now for us to use. >> That is a part of of PD's. Yes. >> Okay. Thank you. >> Just a comment

023on the the paragraph the students experiencing homelessness. The the rest of that paragraph is not doesn't use that sort of phraseology. So refers to homeless students and So I guess just making that consistent. >> Yeah, there I would suggest um students experiencing homelessness or other educational in instability. Um but in that section too, it begins with the board is committed to facilitating um that reads more like a policy statement instead of an AR. ARS are directing the administration, the district on taking action. So if since this is contained in the AR, I would change the orientation of that to the district or the administration. How about shall shall >> shall >> I I I I don't know where shall go in that sentence, but yeah, instead of focusing on the board and our commitment, the

024board's commitment, I would change the orientation to the district or administration and how this is part of their administrative regulations. >> Right. I what I'm saying, Miss Weedman, is that what we'll say is that they shall they shall be enrolled. >> Okay. >> Is that >> and just get rid of the beginning part of the household sentence? >> Yes. >> And then just a point of clarification, since this is an AR, we just commenting on it. This does not need to come back for the three reads and policy adoption, right? Because it's just the AR that can be more simply changed. That's correct. Are there any other uh questions? errors have input or considerations for policy 200, the AR associated with policy 200. And then the third policy um we're discussing tonight is policy 202

025uh which relates to the eligibility of non resident students. Um and this discussion uh is centered around both the policy and the associated AR with it. >> I just have the same comment about um under six there it says homeless students. So you should either use experiencing homelessness or to be consistent with the other. >> So if I recall from prior policy discussions we were trying to intentionally use students experiencing homelessness versus labor student. So, >> the benefit of the public, can we also get clarification on um when non-resident students are eligible because I know there are certain provisions um where we do provide an education. I just want to make sure there's not some misconception that we are um just educating any out of district student who comes to our doors. >> We can

026we can certainly take a look at that and make that Is someone prepared to share that this evening? It's >> like an example could be a student experiencing homelessness, a student whose family um maybe there's a family separation, there's a residence in one like there's there's situations that I just want us to be clear about. >> There's a number of typically right students who live within the district are residents of our district and they are enrolled should unless they choose to reside elsewhere. there are certain circumstances whether they be legal, familiar or familial whatever it may be um that may require us uh to enroll a student who is a non-resident due to that situation. I think a lot of that may speak to um you know what was mentioned tonight with students experiencing homelessness

027or potential instability uh within the household um or even within legal uh certain instances as well as um international exchange students things like that. Um, so it is not often. Um, but there are circumstances that may uh require us to do so. >> Thank you for that clarification. >> In the AR of this one, the um there is a section on and the verification of student residency. And we should be adding since it is district policy the practice of confirming ver uh verifying or confirming residency for the rising sixth and ninth graders. >> Yeah, I I was actually going to mention that too. That's a situation where we do confirm residency for students moving into sixth grade, moving into nth grade. Um those transition grades. Um so it would be beneficial um to note that

028in the policy as that is a common current well that not common it is common but it's a current practice that we employ. I had a question on the the minor student who's eligible for educational services and is combined confined to an adult local correctional institution following conviction that that paragraph does does the correctional institution have to be local or do they just have to be a resident then if they're convicted they I'm just curious about says we we shall uh they shall receive educational services from the district but we don't have any adults >> that Dr. Shelton that's that's correct. So the the intent of that and the update was it's from code. So we did add it if your situation changed it would be applicable here but it it it's not applicable here

029given that we don't have a facility >> if it's outside our boundaries. The correctional institution is outside our boundaries. It only applies if it's district boundaries. My understanding is that was the intent of this this particular edition. I'm wondering if It's the paragraph that starts if upon official action of the board towards the bottom so to speak um where the continues the students will be dropped from the district's roles instead of dropped. Are we able to use removed? >> Yeah, that's I'm good with that. >> That's fine. Yeah, that's fine. think that is >> Yeah. No, I agree. And also just um for public awareness, if there would arise a situation um where it's determined that a student isn't eligible, uh there is a fairly lengthy process that we go through to um be sensitive

030to family needs. I believe we discussed this earlier in August at one of our um meetings. lengthy progress to to verify that, be sensitive to those family or student needs um and take every possible step to make sure um that we can enroll them. There does sometimes arise a situation um where they no longer live within the district or things like that and that's essentially what that pertains to. Um, and I do think drop uh removed is a a better verbiage. >> And I think along with that, it's important to comment that when it's time for those residencies to be um reverified, there's a series of reminders and communications that's got out to the public. That way, no one is accidentally removed from the the roster just because they, you know, potentially missed the email

031or missed the notification. >> Yes, that's correct. We do individual check-ins um working with the family individually and things like that as well. Uh I don't know if there's any other discussion or input on policy 202 or 202 uh associated administrative regulation. Just if I can note um for all three policies and ARs if we can just make sure um that all of them have the most recent citations and codes associated with them um so that's updated and um accurate as well. Is there other discussion on 202 200 or 137? Okay. Um so each uh each work session uh each session will go through policy. We'll continue to revise these. I believe 137 the intent will be to come back to the next meeting with the first read. Um and then administratively work we will

032work on the ARS as well. Um and we'll continue with that policy review calendar we provided to make sure that we're reviewing is timely um and impactful to student and board and district operations. >> Personal update. >> I'm sorry. We do. Um we have a psychologist intern contract uh for approval. This relates back to the uh discussion we had I believe in August with the University of Buffalo um and making sure uh that we're able to provide services to students with that psych. Um it was also the attached appendix D um which is uh being put forth uh being recommended to be put forth for uh action at the next meeting on October 23rd. Um, so this is really just more of anformational item. Uh, just to note that it is related to the University

033of Buffalo um, psych intern contract and we were able to get further details and put that forth um, for uh, action at the next meeting. >> Thank you. We'll continue on to uh, 4B with the finance committee. Dr. Shan, >> thank you Dr. King. Uh for discussion information tonight we have u a couple of items. The first one is an asset disposal um which the information provided here we are donating textbooks to St. Andrew and St. Pas and maybe I would look to a little more context. >> Sure. Uh with the support of this wonderful board, we were able to uh purchase new replacement uh science kits for our elementary level uh as well as our middle school and uh refresh some of the textbooks at the high school. Many thanks to our teachers who

034are learning and implementing those new kits uh this year and at the elementary have been doing that for the last couple of years. Um and so we were thrilled. We always attempt to donate any materials that are no longer in use due to a refresh or replenishment. And we were just thrilled that anyone would take some of them for use. And so we have found uh that to be the case for some of these texts. And in the case where we cannot find uh somewhere to donate, we do look for responsible disposal of those items. >> Great. Thank you. I just would like to note these are 3,000 textbooks. So >> yes, lots of learning. Any discussion? Any other discussion on the textbook donation? >> Just wanted to remind the public that the new resources

035we were able to purchase for science and that we're implementing now um thanks to our teachers that um those are actually aligned to the new state standards for PA Steel. So, our students are getting the most um current state-of-the-art um standards and content in terms of science instruction. No other comments on that item. Uh the next two items are related. Um the uh basically relates to obtaining food service kitchen equipment and um a process that um in which we want to re solicit. So if I could look to the business office to provide an update on >> so um I believe what happened with the bid is that when the bid was due in on Thursday. >> Yeah, if you use your mic. >> The um the bid was due by 2 p.m. on Thursday

036and the three of the bids were received on Friday morning. And so they did, Tony decided through conversations with the solicitor that the best thing to do would be to void those and reprocess, reopen the bid and give those people who had um made the attempt to bid, give them a chance to rebid when it was reopened to let them know there would be we were reprocessing them because there wasn't um no one had replied in time. Okay. And what was this? I I guess just a point of clarification was what was the confusion over the time submission? >> I I believe that the time was um announced, but with I don't know whether it was the mail, whatever. They weren't there on Thursday at 2 p.m. They came sometime on Friday. >> So technically

037they were late and couldn't be considered. >> Okay. Thank you. comments or information >> just as you mentioned um they're connected uh the connection between the two the rejection and the resolicitation of um part of that also uh with issue throughout the conversation of um being able to deliver the bids from the prospective vendor. So just uh opening up time for people to rebid um and provide that opportunity for everyone who is interested in providing the service to do so. No other comments. I will turn it back to Dr. King. >> Great. Thank you. That takes us to item 4C, facilities. Merman, >> there are several items uh for facilities tonight. One is a construction update for Chattam Park and Coopertown. And I see our crew coming on down. the agenda. It did include uh

038several packets of information, one on Coopertown, one on Chattam Park that included pictures and updates. All right, good evening everyone. Um so we're here just to give a little update on the project. So, uh Chattam Park at this point is done. Um Oh, thank you for making that a little bigger. Um, so we got the uh certificate of occupancy right at the end of August. School started as planned. Uh, you know, there were still a few things that weren't done, but over the last uh, five or six weeks, uh, we've working diligently to try and get punchless done, any loose ends done. I'd say they're probably about 80% uh, there at this point. Um, so when the building opened, the cafeteria cafeteria opened, but the kitchen was not done. Uh so just a few weeks

039of of catering from the high school. So then the kitchen was completed and opened uh a week and a half, two weeks ago at this point. So it's fully operational. Uh the gym, as we had mentioned, they've continued working on that. It actually is moving along very well. Uh we're hoping in two weeks or less uh that the gym will be able to be open uh certainly by the end of the month at the absolute latest. Um, so that's that was kind of one of the last last things standing knowing that that wasn't going to uh get done over the summer. And then the exterior work, uh, you know, you'll you'll see here with some pictures, but getting that site cleaned up. Uh, again, they're actually going to be hydro seating tomorrow, getting that done.

040So, uh, from a punch list standpoint, as I said, you know, the architect, uh, Jeff and his team has put together the punch list, which is just all the little loose ends, you know, touch-up, paint, caulk, uh, fix fix this, uh, item that's not working. So, uh, we're working through that list. It was a few hundred items, uh, crossing it off day by day. So, uh, we are really getting down to it at this point. And then at the middle school uh that also received uh the cafeteria edition received occupancy at the end of August that was ready for the start of school. Uh so now at this point we're just trying to close out paperwork. Uh there's a lot of that to do. Uh you'll see you know obviously getting to final pay apps.

041We don't you know money's held until uh all the punch list is done and every last little paperwork is provided. Uh so and then we have a budget summary here at the end. So, we just wanted to share a few pictures. So, this is the front of the building. The big pile of dirt's gone. That's all cleaned up. Uh, and finally get that uh, as I said, seated tomorrow. Here's the new kitchen. Uh, you know, all the new equipment that's in. U, here's a new cafeteria. You got some nice graphics that the architect worked with the school on. New serving line here in the kitchen. There's a gym floor going in. It's amazing. I mean, they put three workers put that floor in in about two days. Uh so, it's really coming together quickly. Here's

042your, you know, the new grand lobby. If you haven't been there, it's really impressive. Uh, you know, Jeff and his team did a fabulous job. You have the learning stair over here on the right. Uh this is a new library. So you have kind of a classroom section here and then you have um uh the other half is is the library with housing all the books. Then this is one of those open classrooms where we ripped down the wall of an existing room. So this can be a collaborative type space used for all kinds of different teaching. And then here's a typical classroom. You know, all new floors, all new casework, the new 75 inch smartboards up front uh for the teachers. Uh so they're all new throughout the building. Just another typical classroom uh

043you know, with all new casework, etc. And then at the middle school, so one of the things, you know, spruced up the faculty lounge, which was used as part of the cafeteria. So, it got some new furniture here and a little bar sit at for the teachers for lunch. And then, you know, uh you have the 2500 square foot edition with uh you know, another 16 tables in there uh for Dan and his staff uh to really help uh spread the students out and function as needed. and kind of looks like a little little thing out there, but it's half buried in the ground. But that's the exterior view of the cafeteria getting that area cleaned up and uh just kind of shoehorning it down into that what was that old plaza, outdoor plaza. Well,

044and it's hard to see here, but uh if you could zoom in on that a little bit, please. But uh as you know, we've been presenting the project budget. Uh Ken, >> this is the same document uh members have on page 14. This is just for reference. >> The only thing was a couple pictures were added of the middle. >> Got it. That's the only thing that was missing in the previous version. So everything's the same. >> Um so the uh I mean the bottom line is as you know we've transferring contingency money from Coopertown to Cadam. Uh right now it's it's looking like you know somewhere 20 to $30,000 left of that contingency. Um, so I would, as I mentioned at the last meeting, assume it's all going to be spent probably 95% there

045auditing uh all the change orders that have been submitted all the costs to the district and just, you know, really weeding through it. But it's going to basically be right around that $400,000 at this point uh that's spent. Uh so um are there any any questions? >> Just had a comment. I Township Hford Township Day was uh was last weekend and um you know people are very impressed with the the renovation. They really the lobby is quite quite impressive. I have some comments. >> It's good to hear. >> Um and I assume there are people here that are at Chadam. So hopefully perhaps give a round of applause project. I would say also at Habford Township Day, we talked I talked to a lot of kids that were very eager for the gym to be

046finished. So that's countdown two weeks. >> One of the kids came in the first day goes, "This place is fire." >> All right. Uh well, we'll also have a update here for Coopertown. All right. Uh, so as part of Coopertown's project, there was a little renovation to the front lobby of Oakmont. Uh, sprucing up the entrance, making it a lot more welcoming. Uh, that's just about wrapping up this week. Uh, hoping to be moved in in the next week. Um, so that's just was a a little ad alternate that was accepted to the contracts. Um, so I think that really will will make Oakmont uh very very welcoming. I think everybody will be very happy with it. Then as far as uh the project itself, things are really moving along. So you have three additions

047to the building. The front edition is well underway. Uh foundations are done. Uh even all the rear uh two additions, the foundations are done. So really the biggest milestone right now is steel is coming next week. Uh so we're coordinating that with Beth and her staff and you know you'll see that go up pretty quickly over just a 3 4 day period. And then the rear additions it's really the goal is over the next six to eight weeks to get them enclosed and weathertight. Uh so they're moving along well. Uh no real concern right now. a few things as always, probably a little behind where we want them to be, but uh there's no indication and they're all good contractors that we've worked with before. Uh so things are moving along well. >> Can you

048speak to how that's being managed with school in session? >> Sure. >> Uh so the nice part actually is other than the front so there was a large cattle shoot built in the front of the building to the main entrance because the new addition encapsulates that whole front area. Uh so it's fully uh you know plywood all roofed in very well separated. Uh and the workers really uh you know are all within fenced in areas. So the bulk of the work is really in the back which is just completely separate and there's no work going on in the school right now. Uh there will potentially be some work done at night here and there similar to what was done at Chadam but really uh during the school year um there's no real in you know

049workers walking through the building. Uh that's the one Chadam was a little bit more of that. This the phasing worked a little better to for separation that way. Uh so during the steel we'll have to do a few logistical changes but that's only for a couple days. Uh so overall it's working out well. Um so then uh so here's just some pictures. This is the front. This is part of the front edition uh that you can see port here. There's the cattle shoot on the right to the main entrance. Uh to the left is the auditorium where you know windows have been cut out. They're going to be pouring the concrete floor in there. That becomes the library. And then this is one of the additions. You can see all the underground plumbing etc is

050installed. Uh all the uh and now this floor is poured already. Here they are pouring the concrete floor. Um so it is and the weather has been very helpful of course since we've had almost no rain. Uh, so they've been able to work pretty much every day. And then this is the second edition closer to Coopertown Road. So, and then um, you know, as far as contingencies concerned for Coopertown, there it is. Thank you. Um, you know, we so you've been updated here. So, the budget's been reduced by the 400,000 and uh right now you're out of the 900,000 contingency, we still have a balance of just shy of $850,000. So, um you know, we're out of the ground where we always talk about that risk. So, uh and we've caught, as we said, a

051lot of things after doing Chadam. So, we feel comfortable with where this contingencies at at this point. Any questions about Coopertown? >> Ken, just going back to Oakmont. Um, you just give a little, as my understand I was looking at it yesterday with JR. Um, that interior also is um going to improve the registration enrollment taxpayer office as well. Correct. >> Yeah. So, there'll be a tax window. You'll come into the vestibule up front and there's a tax window on the right. So, a pass through. So for those quick transactions rather than so you know I think it was what three 4 thousand people you know that can't walk through. So that will improve that a lot and then you'll have the main admin to for other you know business in the district for people

052to come in. It's a secure vestibule. Uh so it's set up a lot better than it was. any comments or questions from the board? Just want to give a shout out to our taxpayers um for the public investment that we've been able to make in our facilities um to ensure that our students have optimal learning spaces, but also that our teachers and our staff have high quality workspaces as well. Um it really is just it makes a difference when you have a space you feel comfortable in, you have the resources that you need and it's exciting just to see that we're able to um have more equity across our elementary schools in terms of getting them up to date um because some of them were quite outdated. Um yeah, so it's >> and it gets

053rid of the modular trailers. Everybody's inside. Yes. >> And everybody has a classroom. Y that was big part of it. >> Thanks for helping us get that done. Do you have a overall schedule that you could give us nothing? >> Sure. I'm sorry. So for Coopertown, so it there's some phasing similar. So the first phase is to get the additions done by spring break similar to what we were trying to accomplish at Chadam. Then there'll be a move over spring break and the whole kindergarten wing will take that over early so we have more time instead of squeezing all the work down into the all of next summer. So um then the gym will be gym work will start in May a little early. Uh the cafeteria will close down a few weeks early similar

054to Chadam. Uh and then next summer would be the balance of the existing classrooms to be done. Uh so the front administration area, they'll move into the lot new library temporarily uh from spring break through the end of the school year. So that's really the only phasing. It's not too much. We tried to really limit it to one move uh for everyone. So that, you know, the children are only moving once and admin's only moving once. Uh so it's it's pretty straightforward. Little displacement, but there's always some when you do a renovation. So, >> well, we appreciate the thoughtfulness that goes into keeping the site safe, um, but also keeping it functional and and operating as a school and hopefully not too many distractions for the students and staff at Coopertown as >> building is

055going on around them. And despite the reduction in the um or the the movement of some of the money from town to Chadam, you're comfortable with where we are with the amount of the of the state that that that we have left for Cooper Town? >> Yes. For at this point, yes. >> The underground's done. >> Underground is pretty much 100% done. Few a few few minor things, but yeah, it's done. >> So that's always the underground is always the issue. So for above ground now, it's >> Yeah. >> Okay. and and and concrete pouring and everything have to be done be by usually November November that's been >> all foundations are done just waiting on the last little bit of slab on grade to pour which will be done in the next week week

056two weeks so really all the concrete work is is pretty much done >> okay the the next item on on the agenda is for the middle school wrestling room. Is that something that you're also talking to? >> No, I don't know who's giving up. >> I think we're done. >> Okay. Well, then thank you for coming tonight and for the updates. >> Appreciate it. >> Thank you, Ken. Thanks, Jeff. Thanks, Brandon. [Applause] >> So, the um the middle school wrestling room, this is something that had been proposed and discussed at a earlier finance and facilities committee meeting. Now, looks like it's back because we'll be able to uh take action on it at the next board meeting. So, this is um just a update, a refresh of a contribution from Miller Flooring of some mats

057for our middle school gym and no charge for that. A value of $33,000 donation. And then um there's some charges here for the installation and we're going to be able to reuse and repurpose some other mats to fill out the um the walls and finish up a new and improved wrestling room. Dr. Hayes, do you have anything else to add? >> Yeah, I was just going to you captured it. Um we discussed this previously. Um at the time we discussed it, we didn't have a quote for the installation. Um, so as you mentioned, uh, large thanks, uh, to Miller for donating those mats. It is a, it would have been a 30 thou, $33,000 cost incurrence for us. So, we are receiving those, uh, donated and and like you said, no charge. Um, and it

058is um, a good update for uh, for the school, for that room. Those mats severely deteriorated. Uh, we have community groups that also use that room and those mats as well. Um so this is an ongoing thing now that we have a quote um that quote is being provided for the board to have an idea of the financial contribution uh to consider for the October 23rd action meeting. >> Any comments or questions? Then the next uh item moving on to three is some donation proposals for from a food drive and for a free outdoor library at Chester Mallal. Dr. Hayes, do you have anything to add on those? >> Yeah. Again, these are also both just uhformational uh for the board. Um as it states there, um we have uh some donations coming uh as

059it relates to a food drive. um and also to put up a free outdoor library uh for the Ches Elementary School. Um so again, we're happy to get those donations to us to help serve our students, our staff, our community members. Um and just giving the board the update on that information for upcoming action later. >> All right. And thank you to the community members who think of contributing to our schools. And that is the end of the facilities agenda. I will turn it back to Dr. King. >> Thank you, Merman. That takes us to academic and pupil services. Dr. Larson. >> Thank you, Dr. King. Um, first on our agenda for this evening, we have a federal programs overview. I'll turn it to Miss Saxa and her team for that update. >> Great. Thank

060you so much, Dr. Larson. And, uh, Miss Carter is going to come up and give us an overview of our federal programs uh, proposed spending for the year. >> Okay. Thank you. You want to put it up? No. If not, I can go ahead. I think they all have it on their computers. So, I'm happy to be able to come before you this evening with the federal program overview. I believe you should all have it on board docs if they can't get it up. I'm bringing before you the preliminary allocation. As you know from previous years, we get a preliminary allocation at the beginning and then they give us a final allocation, which is often a minor increase or decrease between the different grants. about January, February, but sometimes the timeline shifts on us, so

061we never know what's going on. But I'm glad to be able to come before you with all four of our title grants. As you know, there was a delay in the distribution of our funding, so I'm coming to you a little bit later than when I normally would. Uh the application ended up being completed, the due date was September 30th instead of the normal August 30th. So that's the delay in bringing it before you. So first for our title grants, we have a total allocation of $213,444. That's separated into two areas. So that's the school district's allocation, which we use for um salaries and benefits of our two title identified schools. So we have two schools that are identified as targeted assistance, which is Lynwood and Monoa. And we split the funds proportionately between the

062two schools based off of who is identified for free and reduced lunch which we consider our fund generators. But I always like to be clear that does not mean those are the students who receive the services. So they're not the same as the service receivers but that's how we get our funds generated. So we also use additional funding for parent and family engagement which we're required to do within our schools. The remainder goes towards what we call our set aides. Thank you. Um goes towards our set aides which we have to put aside for they use the term homeless but students who are temporarily unhoused. So we set aside for that student supplies transportation if needed and any federal program conferences or travel that has to be done. The next part is for our non-public

063allocation. We are required to set aside funds due to what is called equitable shares. So if we have students who reside within our targeted assistance school catchment area, which would be if they lived in Lynwood or Monoa and they qualify as free or reduced lunch within their non-public schools within our area, they those schools qualify for being able to utilize um our the federal dollars that come to the district because those students still do belong to us within our community. So we work with those schools. I visit them. I monitor what type of academics are occurring. They do a great job with the students, but they do get a share. So, this year we have two non-public schools and those funds are sent through the DCIU and the DCIU provides reading specialists to be able

064to come out and work with the students at the schools. Then we have our title two which is for professional development with a total of $101,752 and that is often we use it for with Miss Sax's office. She does a lot of that work. We use a lot of it for salary and benefits and stipens and a lot of it is around our strategic goals, technology mentors and other initiatives or professional developments that our teachers can utilize to further their learning for the classroom. We also have to provide for this um to our non-public schools as well. This year we have five non-public schools and they have to use it for non-secular nature of um professional learning and they reach out to us and we're keeping that in-house again in this year to save on

065cost with the IU. So it at least reduces what we have to give out for title three that is for our English language learners or multilingual learners. We go through consortium with the IU for that based off the amount which many districts do and that provides us with services throughout the year for our families of our students. They also provide some 3-week summer camp programs and any family engagement pieces that need to be done. As of right now, we don't have any identified that we know of students in non-public schools for this. And then our title four is actually transferred into our title one funds so that we're able to extend those funds to make sure that we could provide as many services as we can to the students um within our two targeted assistance

066schools. So that's a quick overview. Any questions? >> Just really quick question. Um I think I missed it when you first started talking. Um this is the funds that have been allocated for us, but when do we actually receive the funs? So we actually do that quarterly. So we actually do with the help of Mr. Ta and u Mrs. Mc Williams, we sit down quarterly and go through and look at what we've spent and then we submit for reimbursement quarterly for that due to the fact that the grant started a little bit later. We were informed that we won't get that same um quarterly reimbursement yet because your application has to be approved in the full process and it takes a little bit for that process to go through for PTE but we'll be in

067the second quarter of what they're considering where we get that reimbursement of funds and we'll get everything from the back. >> So from from the first section that we weren't re Okay. Thank you. >> Yep. No problem. question. Um, knowing that budget season is coming up in the next few months, do we have any word on the status of these funds in future years? I know there was some uncertainty this year, funds were released. Um, do we have any updates? >> Not that I can speak to now. I wish I had a crystal ball and can say we will absolutely have the funds for the future, but we always wait to see. We know that title one is governed by Congress. So we can pretty much count when our title one funds. It is our

068other area of funding which is actually up in the air which we always have to wait and because they're pass through funds from the federal government through the state. We have to wait and see what that process is and then PTE informs us when the allocation when they get their final allocation what the amount might be. Thank you. >> Just on that, could you, and I know we've talked about this, but just for the benefit of the board and the public, could you just give um any context as to how these funds have compared to years past or if we expect any potential impact due to the new free and reduced lunch um requirements? >> So, right now, we actually look pretty good when it comes to our funding. So, we are okay when it

069comes to title one funds right now. I can't say when our final allocation comes, but right now when we ran our preliminary one, we use October one count, which we just hit the October one. We look at the enrollment, who has applied for free and reduced lunch, and we use those numbers. Right now, our numbers actually look pretty strong to be consistent. So, we use the numbers from the prior year. So, this year's numbers are from the 2024 um October one count that we use for this. And so, this year's will be for the next year. So we're always working in several years in federal funds. So you just got to remember what year it is on any given day. >> You're welcome. >> Just to comment that this is a lot of programming, a

070lot of important services and appreciate that the federal government sees these as essential to the quality programs and services we offer. But $356,000 you're you really need to stretch it and work it to meet all the goals. >> We do we we get what we have, but we have the same requirements as any other district who might receive more than what we do, but we have some amazing teachers and reading specialists who do that work at our two schools and they make sure that they get as many students as they can in so that they can get the intervention. And I will tell you, we monitor their progress throughout the year. They're moving kids out and getting some more kids in and constantly going through it. So, we really have a strong team that's able

071to do this work. Thank you. Right. Thank you. >> Thank you for that update. Um, next we have the AI update. I'll just introduce them as they're coming down. We have Mrs. Meredith Hearn and uh Mr. Rob Anderson, both of whom have been taking us through our tech plan updates and now are going to be providing one specific to uh artificial intelligence. >> Thank you. Um so we're just going we're going to give you a quick update. Um we gave a couple updates last year in our progress through um implementing AI in the district. Um so today we're here to give you an update on kind of where we are now and where we're looking to go as the school year begins. Um, we just wanted to start with just kind of reminding everyone what

072our the working group came up with our core beliefs around AI. Um, and that's kind of where we start from with everything that we're doing, making sure that it's um human- centered. Um, AI is not replacing humans. It's it's enhancing education. Um, we're going to continually because AI is evolving, we're continually continuing to evaluate how we use AI um and how it can be used in our schools. Um and then we're ensuring that our students are learning uh responsible ways to use AI um as they go through Hford. >> So we've already begun implementing some trainings as we talked about last uh year I believe in the winter. Uh we spoke to you about some of the AI 101 trainings that were happening. Um all schools at this point all seven schools all the faculties

073have gone through what we call AI 101 which is where we talked about the vision and the mission of AI at Havford. Uh it's where we created the guidelines and guard rails for use of AI with teachers and where we presented that human in the loop framework that all our teachers would be used just expressing that they are ultimately responsible for any AI output that they create. Um so all schools and all staff have had that training. Then over the course of kind of the end of the school year last year and the beginning this year, I've had a chance to meet individually with content groups at the middle school and high school, a few of them already, and those will continue where I've gotten to show them how to use specific AI tools to

074assist in their particular content, how it can help them in their teaching and productivity. So, those have been um really great conversations around what that can mean for them and their students in their classrooms. and those will hopefully continue throughout the rest of the year with a few of the content areas I've not gotten to meet yet. Over the summer, I had a chance to do an AI training with um all ad admin staff at the admin summer learning. Uh we talked about again a brief overview of the AI 101 to make sure all administrative staff whether in a building or not was aware of the mis mission and vision here at Hford with AI and those guardrails and guidelines we're putting in place as well as that human in the loop framework. And then

075I went over some productivity tools with them as well that they could use again whether in the building out of a building. Gamma was a big hit. Um and we talked about magic school and Canva as well. Some tools that they could use in their jobs. So when when we've come before we've talked about this timeline as far as how we've been implementing AI and kind of where we're going as we go through this um as you can see we've kind of moved into that that fourth step now um where we're starting to look at the tools that we're using around AI and starting to try and decide if we need to pair it down to just um a few select tools or or kind of what our plan is there. Um, also a footnote

076on here, um, just as we were talking about policy earlier, uh, last summer we adopted the AR for our our acceptable use policy that was specific to AI. Um, we don't at this time feel that there's any need to make any updates or changes to that. Um, but, you know, again, with that constant uh, review, we'll we'll look at that as the year goes on to see if there's any changes needed this year or next. Um, as I mentioned, kind of where we are in our process was now um to start thinking about whether we need to uh go from just having all AI tools open for our teachers to maybe considering focusing our training and other such things on on just one or two platforms. Um, a few of the reasons we'd want to

077do that um is is again focusing professional development and communication with teachers. One of the things we heard through the CCIU instructional audit that we had a couple of springs ago um was that some teachers felt overwhelmed with the number of choices and and would prefer to have um it narrowed down to a few select tools and and better training and communication around those. Um additionally um the potential of purchasing a tool comes from um the desire to have better and stronger privacy concern uh privacy agreements um with the company. Uh for most free tools, those privacy agreements are pretty loose. Um as we start to engage with a company um and purchase and potentially purchase something from them, um we get a contract that includes privacy protections for the data that we're using. Um

078currently with free tools, you don't you don't know what they're doing with that data. Potentially they could be selling it or um using it to train their own tools. Whereas when we start to purchase something um we get those tighter privacy restrictions that everyone likes. Um and then lastly, um most of the AI tools when you uh potentially purchase them allow you to customize um prompts and and tools um specific to your organization. So we can give them details that would be specific to Havford. So content that it's generating would be uh follow our guidelines or um specific things that are important to us like strategic goals and things like that that could be implemented. um lesson plan templates, all those kinds of things that we have already in the district so that we're not

079um getting content generated that then has to be modified into the Hford formats. And now looking forward to this school year, um we want to make sure that every student that goes through Hford School District is not just AI aware, but is AI literate. So we want to roll out a series of student lessons around AI literacy. And so we're hoping to start those uh it says winter 2025. I'm thinking kind of the end of November um once classes are comfortably in session. Um we're going to start with the middle school and high school because that's where we're going to start to as we get begin to open AI tools. They would begin at the high school and kind of work their way down. So we're not looking at elementary just yet. Um, so we

080currently have five uh AI literacy lessons designed for students to receive this year at the middle school and high school level starting from what is AI, how does AI work, uh the bias and ethics in AI, the environmental impact of AI, and then of course AI at SDHT, which that's where they're going to receive that kind of AI 101 training about policies and procedures, guardrails and guidelines um of AI at Havford and specific um uh plagiarism issues. you know, we talked about the A15 AR there. Uh, so we're going to make sure all students have that kind of base knowledge of AI, what it is, and how it will be appropriately used at Havford, as well as that red, yellow, green traffic light protocol, uh, that we've talked about with faculty already. Um, we have

081a few AI tools that have been piloted or used in certain classrooms. School AI is one that we've had a couple of teachers request to use at the high school level. So, we're kind of testing out the waters there. Uh the nice thing about that tool is that teachers can monitor all of the AI interaction that the students have with the tool. Um so we really like the idea of those teachers kind of being able to see behind the curtain of the AI and make sure that the students are using it appropriately. We're also noticing more and more of our edtech providers integrating an AI agent into the edte tools our students are already using like CK CK12 and Canva um both have AI agents now. So, it just kind of reminds us of the

082importance of getting our students ready uh to use AI in the classroom because more and more of our edtech tools are introducing these AI agents and they're not going to stop and they're not going to go away. So, uh we want to get this started this winter to get our students prepared as they start to see these tools and know how to use them appropriately. >> Any questions? >> I just want to clarify um so in the slide before um you're talking about choosing a program. So what like does that mean that we're choosing something to be able to purchase into or because are the ones that we're currently using ones that are free to use? >> Yeah, currently the all the AI tools that we're using in the district are free. Um we haven't

083paid anything for any um AI tools yet and that's where we're looking, you know, the the intent with the working group was to let people kind of explore, see what tools worked and didn't work within the um the district and classes and things like that. And then um to move into a place where we would have information about what teachers want from an AI tool to allow us to maybe potentially pick one or two platforms that meets those needs. >> Okay. And you mentioned training in the guardrails and I'm assuming some of that is what you've already come to us with earlier. Um but would you mind sharing that with us again? You don't I don't need to put you on the spot right now but like just so that we're um reminded again about

084what those guard rails are whether via email or whatever. >> Yeah, absolutely. And a lot of that is that human in the loot framework about teachers having oversight over every level of kind of the input to the AI, the output of the AI um and how they kind of use that in front of the students and how that ultimately is their work in front of the students. And so I can certainly share the presentation again if you want to see the whole uh explanation of it. Um, but that's ultimately what we're talking about is making sure it is that we're not having any issues with bias or ethics, false outputs, hallucinations, um, and that it is this, in this case, the student's own creation or the teacher's own creation with assistance from the AI. It

085should be their own kind of thought content and not from the AI. And so those are kind of the guardrails and guidelines we're looking at. And I just for my own sake would really appreciate seeing the lessons um that you have especially around the environmental impact. I >> I was I was pleased to see that that is there. Um and I I know I might be a broken record but I just feel like it's important for me to continue to say >> at the higher ed level. I'm really concerned about what we're seeing coming out of students um and graduating and coming into higher ed and their inability to do research. Um, so while I I appreciate that we're doing guards, I really need us to be careful. >> Absolutely. >> Because I want all

086of our students to actually be ready to critically think at the higher level. >> And that's why we're talking about AI literacy. I feel like the students need to have instead of just an understanding of what it is and how to use it and a deeper kind of appreciation for what it can do for them versus what it should be doing for them. Right? So we're talking about an AI as an assistant and a thought partner, not as a content creator. So that's what we're trying to stress. Um, I have a question about privacy. I mean, we're using free tools to determine what may work for us. Did we talk about privacy concerns with >> Yeah. So, so part of the AI 101 that Meredith was mentioning talks about um and same with the AR

087goes into what information should not be provided into um an AI tool. Um, so privacy uh personal information is never provided. Anything that could narrow it down to even just one student is never provided. we don't provide student data into an AI tool. Um, so those are all things that were covered as part of the AI 101. Um, and then makes its way into the student lessons as well that they shouldn't be providing any of that information for themselves or sharing, you know, kind of oversharing with with the AI agent as they go through, you know, potentially working with it as well. some of these free resources that we're using, have we looked into, you know, are we providing them data, right, on how we're using these resources and, you know, what we've decided to

088use and what we've decided not to use. >> Yeah. I I think we're down we we we hear from our teachers that we're down to a small handful of tools. Um, at the end of the day, yes, of course, any any website that you're using, you're providing them some data about how you're using that tool, um, paid or not. um we're just not sure with the free ones. You know, the discussion sometimes comes down to um how are they using some of the other data like training models and things like that is usually the big one that um a lot of companies use the data we're sharing with them. So um our teachers and students are going to be instruct their teachers were instructed our students will be instructed not to share the personal information

089um but there is still some data they'll get from us about how we're using it. >> Yeah. I just you know I think about the the cookies, right? And so like every time we log in, are we giving them information about you know trends or things that are important to us? Like what are we giving away for this >> um you know resource? I see what you're saying and that and that's where the discussion comes into is is trying to narrow it down to just you know maybe one or two AI tools that kind of fit the the needs of everybody um so that we can um get those tighter data uh privacy restrictions around the tools that we are using and kind of weed out some of the ones that we're not sure how

090they're using our data. Can >> I clarify when we're talking about AI use, we're talking about large language models or >> Yeah, I mean, yeah, it's kind of made that that jump over the past, you know, probably three or four years. When people say AI, we're talking about the large large language models. Um, obviously AI's existed for for decades at this point. Um, so we're referring exclusively to um large language models right now. >> Um, I do appreciate the work that you and your team have put into this. Um, also getting teacher feedback, stakeholder input into this. I mean, it's so important that our students are becoming or learning to become responsible users of AI because if they don't have access to AI or we're just looking at it in terms of disciplinary terms ter

091terms, did you cheat or did you not? Um, they're going to leave our school system not being as prepared as some of their peers who are getting um, education around AI. So, I I know we're all kind of learning and waiting our way through this, but I appreciate the work that um you all have undertaken and how you've gotten our teachers or worked with our teachers to begin to implement this with our students. I also appreciate that we're moving toward a paid resource um just from the security um aspect and also there's some inequities terms in terms of like what a free AI resource provides versus the paid one. So, you're actually getting a different quality of information where you're paying into a resource. Um, so I just think overall that will be better for

092all of us. One other thing I did want to bring up in terms of the AI lesson topics. I really appreciate um the topics that you've outlined. I've been reading more articles about like the sycopantic um tendencies of AI be like, "Oh, you know, you're right. That's wonderful." Like coaxing people and persuading them in very disturbing ways. Um, so I just want to suggest that there's some social emotional component as it relates to AI. I don't know if it's working with the counseling team, school psychologists. um just to make sure that that piece is also addressed. >> Thank you. >> So, one of the things that I did want to note and I appreciate it um in the presentation you mentioning the policy and as of right now there's no updates that needed as you

093are presenting. I was looking at our policy currently um and there is mention relates to privacy and and you know what how AI be used within our school district and what parameters are set into place and and I would just ask that as you're continuing to explore if you do find that there's updates that's needed um with our policy I want to make sure that we're being consistent um and that we are certainly providing the protection to our students and you know our teachers and staff as well as our our own internet systems that we have in place. So, um, I appreciate you being mindful of the policy and I would just ask you to continue to keep us updated. >> Thank you. >> That's a question. Um, because we're at the end now of

094this of working group really. We're kind of at that last stage of it. At the end of the day, are we going to we sent us with a few different tools to look at? Are we going to choose like one or two for the district? Why are they going to be different based on on on both curriculum or or gotten to that point yet? So, so the next step is to start having the um to have the working group reconvene and and start to talk about that and kind of come up with the game plan there. Um probably part of that will be discussing what tools are are they're seeing themselves and peers, colleagues using um throughout the school and kind of looking at what those tools do and provide and why they're using those

095tools. That'll help us to come up with kind of some criteria to then maybe start evaluating tools and deciding whether um kind of what our next direction is. But that's that's kind of the goal of the working group is to kind of figure that out as we go along. >> Okay. Appreciate it. Yeah. I mean, uh, last last May, I believe, I attended a legislative breakfast where they had students from districts from all over the county and they had they had their own working group actually and and while I know a lot of people are very concerned about AI. I have my concerns about AI as well. One thing that and and students did as well, but one thing that that they said to a person was that we get the concerns with plagiarism with

096everything else, but we want to learn this like we have to learn this pretty much. So, um, you know, thrilled that this is happening. So, I so, so I guess we'll get a timeline then for purchasing as well and views of the quality and everything else um, in the near future. >> Yeah. Once once we talk with the working group, we'll we'll come we can uh share what a timeline looks like. If there's a way to give some some some uh demonstrations of uh of them during that time, I think it'd be great as well to really see it in action, if you will. Not to bring a lite perspective to this, but um do we really feel we need to purchase tools or >> what is the I I want to see the cost

097benefit >> and that's and like I said that's what we're going to kind of look at and and like I said the the concern just comes down to is most of the time when there is a free tool, >> right, >> they're making money somehow. The reality is like they're not doing it just out of the goodness of their heart. So, um, kind of evaluating what the benefits are and and to your point, if the cost is very high and it doesn't seem like there's going to be it's worth the the we'll continue figuring out how to work the way we have been. Um, >> okay. And is there positive feedback? I guess we we have the audience here that these tools are would be useful and they find them useful. We have we have

098a number of teachers reaching out asking about different tools. We've had good attendance at all the trainings we provided. >> Um the working group seems like they've been talking with colleagues. Um we heard that throughout the last year that that people were reaching out to them about how they were using tools. >> I just don't want to adopt AI to adopt AI and start drafting emails back and forth. >> No, understood. Agree. >> Swap. >> Yeah. >> There was a mention about uh the student lessons and including some awareness about the social and emotional implications. I think another theme or concern around AI is just the way it's changing careers and workforce opportunities. I know that's a part of our curriculum as well and um thinking about the careers that we might be familiar with

099today, how those change in the futures, what opportunities there are. I think the other side of that though is lifting up and and having a balanced focus on those things that can't at all be done by AI like what is it with the human performance, human creativity, um hands on building and things like that. So um just ask that as we are in thinking about how this is changing the world of work and the careers that our kindergarteners of today that the workforce that they'll enter um AI is important but um I think it's also leads us to consider like what are those special fields of um discipline that are outside the bounds of AI that could never be replicated and and need uh need our lessons and preparation for students to be able to

100uh work in the AI free zone of the careers. There any other questions or comments from the board? Thank you so much. Okay. And next, for information purposes, we have um four out of district placements that were are proposed action items for the 1023 um board action meeting. Miss, is there any additional information to add to those? >> There is not. Thank you for asking. >> If there are no other um comments from the board or questions on academic and people services, I'll turn it back over to Dr. King. >> Great. Thank you. So we have nothing listed under section five for other items for another nothing listed under section five for other items. Um section section six, excuse me, the report on executive session. So, the board met um before tonight's meeting to receive

101an update from council related to the negotiation of a collective bargainer agreement to discuss with council a confidential personnel related matter to discuss with council a personnel related matter related litigation matter in the court of common please of Delaware County. To discuss with council a right to know related litigation matter in the court of common please of Delaware County. and to to discuss with council a matter of agency business that if discussed in public would violate a lawful privilege or lead to the disclosure of information protected by law. Section seven that takes us to the next opportunity for public comment. Um this section of public comment is allows members of the community um to give comment on any item that is that may or may not be listed on the agenda for this evening. Um,

102I just want to remind that there's a threem minute limit. Um, at the start of your comments, the time the timer will start. At the end of that, I would ask for you to conclude your remarks. Please should state your name. Um, confirm your residency. I'm going to start with the list that I have in front of me. All right. And so for the first person I have Adam Manarol. [Applause] >> All right. So good evening Dr. King, Dr. Hayes, board members, and community members. On behalf of the HTEA and our teachers, I wanted to begin by expressing our profound gratitude to this community throughout these contract negotiations. The support that we felt from families, students, and neighbors has been deeply meaningful. When our teachers see yard signs, hear words of encouragement, and know that

103this community values their work, that matters. That recognition sustains us through the difficult moments of these negotiations. Our teachers do not enter this profession for accolades or easy paths. They do it because they believe in your children. But I'm here to tell you that recognition and being valued, genuinely valued, changes everything. It strengthens resolve. It refor It reinforces commitment. And it reminds us why we do what we do. So again, thank you. Your support has carried us through and it's mattered more than you realize. Now, as we look forward, I want to acknowledge the progress that we're making in these negotiations. We are having real substantial conversations and we see a path forward. However, I must be clear. Progress requires sustained commitment and focus from both sides. We cannot afford to lose momentum or be

104or become distracted. The work ahead demands that we stay dedicated to finding solutions that serve everyone, our teachers, our students, and our district. Here's why this matters beyond our negotiations. Great schools are built on great teachers. A school district's success is not measured solely in test scores, although we have some really good ones or facilities, right? It's matter. It's measured in the educators that we employ, the teachers who inspire critical thinking, who mentor struggling students, who stay late to help, who see potential in every child. That's what we're building here. When we have a contract that is fair, equitable, and competitive, we send a message to the best educators in the region. Come here and stay here. This district values your expertise and invests in your future. That's how we retain the experienced teachers who

105carry institutional knowledge and mentor new educators. That's how we attract talented young teachers who have options but choose to build their careers with us. A new contract just isn't about our current teachers. It's about the district's future. It's an investment in continued excellence and growth. So, as we move forward together, let us honor the support this community has given us by staying focused, staying committed, and staying determined to reach an agreement that reflects the true value of our educators and the aspirations that we all share for our students. Thank you. Okay. Right. So, so next up, next up we have Julie Meyers. Julie Meyers. Julie Myers 535 Brooklyn have had three in the district, two remain. As a parent of this generation, I tell you they are different. They are a different breed growing up

106in the unknown. If you aren't in the arena working directly with them, you don't know the extremes to which I refer. Their childhoods and adolescences are unprecedented in some pretty horrifying ways. The people you aren't negotiating fairly with are the exact adults helping this community raise those kids. In real time, they are loving, correcting, and addressing a generational phenomenon that will be studied for decades. I, for one, am outgunned, outmanned, and need all the help I can get. I don't want good enough. I want the most talented, innovative, and loving teachers as partners because no previous rule books apply. Since 2015, I have seen changes in curriculums, apps, tools, subscriptions, and pedigogy. While best practices and updated supplies are important, they are also the easiest part of education. We could have labs sponsored by NASA

107and taught by Nobelist. But if they can't break a concept down for kids to access, they aren't teaching. Baldwin himself could be upfront, but if he can't make it meaningful through the trauma and rising depression of these kids, he's useless. Education requires content experts, but even more, it demands excellence in the art of teaching. Here are dynamos. They teach theorems while signaling love to a kid who attempted suicide last night, managing triggers to four separate eating disorders, meeting 12 IEPs, addressing record anxiety disorders, and practicing surviving gunmen. I'm not being dramatic. It's not even half of it. We have a powerhouses on our payroll satisfying multifarious needs we can't fully grasp all before a second period when they'll do it again for another room full of our kids. Is this every teacher? No. But it

108is enough. And if we aren't competitive with districts within driving distance, it is not the dynamos who will stay. You know that it's basic. If you think a stellar education is expensive, you're going to be stunned by the cost of ignorance. We can't afford the communitywide consequences of this particular generation in the hands of overworked, underpaid, burnout adults. We not only need the best, we need them at their best. While we can't afford to pay these teachers what they deserve, we can afford to pay them what they are asking for. So, stop the games and find the money. Take attendance and subscription. Practice grammar without computer games. Stop giving babies iPads. Stop investing in AI tools for kindergarteners. um and give these gladiators what they are asking for because 3* 3 remains nine without the

109fanfare. But this generation compounded by your negligence will never be the community we all want. Right now this board is negatively affecting the lives of our children. So if you think that the parents of this community are going Wait. Yeah. So if you think that the parents of this community are going to get easier to ignore or more civil, you are out of your damn minds. So, next up we have Allison Singon. Allison Singon. Next we have Ryan Shant. Good evening. I'm Ryan Sh, Htown resident, parent, and chartered financial analyst. Across Pennsylvania, teacher pay hasn't kept up with inflation, while districts have built up billions in reserves. That same pattern exists here in Hford. Since 2019, district reserves have grown by 14 million, while teacher pay has barely moved. The district's financial position is strong.

110Havford's capital program was welltimed. Bonds were issued and refinanced at low interest rates. Financial reports show consistent surpluses. In 2021, Moody's investor service upgraded Havford to a double A2 credit rating, one of the best in Pennsylvania. That strength also reflects years of contracts and budgets that prioritized saving over compensation made possible by teachers who carried more than their share. The district has the means to make pay competitive. It's a question of priorities, not affordability. Year after year, the district raises taxes near the legal limit. while teacher wages grow less than half that pace. It's like collecting taxes for education, then saving the money instead of investing it in the people who make that education possible. In 2024 alone, after years of building reserves, 8.2 million was shifted from the general fund to capital projects, about

111three times the annual cost of a competitive raise. This isn't about raising more taxes. It's about using what we already have and directing it toward fair, competitive pay. I've expanded my analysis from 10 districts in our direct labor market to 31 across the region. In 2024 and 25, Havford's contracted raises ranked near the bottom, trailing 81% of peers one year and 71% the next, continuing a longunning pattern of falling behind inflation, revenue growth, and the regional labor market. Looking ahead, peers have locked in average raises of about 2 and a.5% through 2028. A benchmark Havford must exceed to reach competitive pay. Competitive pay is a strategic investment. It attracts tal talent, sustains quality, and honors the people who have built Havford's reputation. The numbers tell a clear story, but what we do with them is

112a choice. The resources are here. It's time to choose and it's time to invest in the people who make our district thrive. Thank you. So, next up we have Jillian Rogers. Jillian Rogers. >> Hi. Okay. First, can you repeat the name that was before his? I believe this might be her. >> I'm sorry. >> Um, >> Allison Singon. >> Okay, >> that's fine. Yep. So, can you just allow her to go first for me? Thank you. >> Adele Singen, Hford Township. Good evening, members of the school board. My name is Adele and I'm an eighth grader at Havford Middle School. My family has lived in the township since 2019 and I have attended Havford Township Public Schools since second grade. I attended the school board meeting two weeks ago in support of our teachers and

113to listen to all all the public comments on the matter of their contract. I'm shocked that after hearing from the public, the board has failed to negotiate an appropriate contract for the teachers. I'm the oldest of four kids and I'm here to ensure that the district continues to retain and recruit quality educators like those who have shaped the individual I am as well as future generations of Herford students. To make my point, I've outlined several of the impactful teachers who have supported my growth and the growth of my siblings over the years. In second grade, Mrs. Gray had the patience of a saint and supported an extremely sensitive seven-year-old with the challenging transition between school districts. In third grade, Miss Carney navigated the unimaginable circumstances associated associated with educating 8-year-olds through online, hybrid, and inerson

114learning during the most uncertain time of our lives. In fourth grade, Mrs. Vansky fostered our growth and appreciation for the real world by sharing the beauty and tragedy of real experiences. In fifth grade, Miss Tierney's nononsense approach made my last year at Monoa one of my best by creating an environment of safety and understanding. In sixth grade, my math teacher, Mrs. Johnson, helped me celebrate my growth at times when I was discouraged. And Mrs. Scott, my English teacher, needs a whole three minutes on her own, but continues to be a mentor and a hero of mine two years later. In seventh grade, Mr. Irvine was genuinely one of the most patient individuals I've ever met. In eighth grade, Miss Kendrickan has made science a subject I now look forward to every day. I leave her

115room each afternoon with a new fact or a new way of thinking. And finally, I cannot forget Mr. Harriet, my elementary school music teacher. He helps spark my ongoing passion for music and performing. And Miss Talvakio, aka Mrs. Donovan, my theater director. She spends countless after school hours for several months to help us craft a musical production we are proud to present to our community. These 10 educators and many I do not have time to acknowledge are not just warm bodies. They are the heartbeat. They are the foundation of our education and learning as well as our development as children, the future of this community and the world. We need our teachers. We need these teachers. So, I'm asking, no, I'm insisting that you do what you were elected to do and reach an appropriate

116contract negotiation that ensures my siblings and students to come will still have Miss Carney, Miss Gracie, Mrs. Scott, Mrs. Gerber, Mr. Clancy, Mrs. Brockby, Miss Syler, and Mr. Talon for you to come. Thank you. Yeah. Jillian Rogers. [Applause] >> Jillian Rogers. Okay. >> Good evening, members of the board. My name is Jillian Rogers and I'm a resident of Htown. Over the past few weeks, I've listened to so many stories of fellow parents um about how these teachers, these incredible teachers, have shaped their children's lives. I really wish I could do the same. But I can't. At least not yet. You see, my daughter is a brand new kindergartener, just six weeks into her educational journey here in the Hford School District. I don't have years of memories or tales of a teacher who unlocked her

117love of reading or the one who saw the potential in her that she didn't yet see in herself. I only have a glimpse. the morning greetings, the patient guidance, the calm assurance that she is safe and cared for. And in that glimpse, I already understand why these families speak so passionately about these teachers. Sorry, I think I'm nervous as a part of this. Um um so my daughter, she was born in April 2020, literally days after the world shut down from CO. For 5 years, isolation shaped our family's early experience. I'm sure a lot of other parents in this kindergarten class felt the same. That's why the school community means so much. At the kindergarten meet and greet in August, for the first time in years, I felt we belonged because of these teachers. In

118just a few short weeks, I've seen my daughter transform into a child who struggled a bit in preschool to someone who was generally excited to go to school every morning. Well, most mornings. Um, but the fact remains she is growing. She is thriving and that is thanks to these amazing teachers. Look, I know you face financial constraints. Those challenges are real. But when nearby school districts offer significantly higher top salaries, we risk the lo we run the risk of losing people who make Habford exceptional. I urge you to find a way to meet these teachers as close as possible to what they are asking for, to what they need. I hope to return to this microphone years from now with stories of how I have it for teachers have changed my daughter's life. Please do

119not put that future in jeopardy. Thank you for your time. Next up, we have Lisa Ashu. A C H U FF. I apologize if I mispron I definitely mispronounced your last name. Thanks. Um, welcome to Dr. Hayes and good evening school board. My name is Lisa Akoff and I'm a lifetime resident of Hford Township. I am the parent of two students in the district, one at the high school and one at the middle school. I'm here tonight to express my strong encouragement to the board um for you to seek a a fair and deserving contract agreement with the Havford Teachers Union immediately. This has gone on long enough and these teachers do not deserve to work another day with the additional stress hanging over their heads. I know what they are feeling right now as

120this truly hits home for my family. I missed the last board meeting because I was at my own open house. I have been a proud special education teacher for the last 25 years in the lower Maran school district and my husband is a special education teacher in Marble New Town. Despite our combined salaries, he still works a side job in the evenings job coaching young adults with disabilities as well as working ESY every summer. Over the years, I have picked up additional tutoring jobs. This is very common amongst teachers. There may be some people in this township who believe that teachers take too much or make too much and don't deserve the simple cost of living that these teachers are asking for. If that is the case, then they are very out of touch with

121what it means to live life as an educator in the year 2025. It feels like some people seem to already forget the hoops that educators had to jump through to learn how to teach kids on Zoom so that learning loss would not be have been more severe due to the global pandemic that we all had to live through just five short years ago. Last week, my school building was placed on an unexpected emergency lockdown. In that moment, the years of active shooter drills and safety trainings that we have all been through kicked into gear and keeping our building of more than 1600 students safe and calm was at the forefront of all of our minds. The lockdown was due to three armed robbers who were in the loose who were on the loose in the

122area of our building. These teachers sitting here tonight are trained have been trained to protect our babies in an emergency situation. These people are not just here to teach our children how to read, write, and learn algebra. They do so much more. And they work countless hours behind the school day, beyond the school day for our children. I can say that because I do it myself. Night after night, you will find me answering emails, writing IEPs, all while running to afterchool activities, making dinner, and helping my own children with their homework. Our oldest voter, Bella, as many teachers in this room know her as Thank you. was born with a very rare genetic disorder known as TCF20. She is intellectually disabled, has autism, ADHD, and epilepsy. My husband Ryan and I believe in our hearts

123that she was given to us for good reasons. As special education teachers, we fully believe in inclusion. And since kindergarten, this district has made has and these amazing teachers have worked collaboratively with us to provide her with the supports and services that she has needed to make incredible educational, physical, and social, and emotional gains. Uh, sorry, I just lost my track. I'm almost done. I promise. Um, it is not easy to send your child with disabilities into the hands of strangers year after year. But one thing has remained constant, and that is the caliber of the teachers that have loved, supported, and educated Bella. My youngest daughter, Belle, who's with me here tonight, had a teacher at Chestnut Wall that she would go to every morning for a hug. I could go on for hours

124about the teachers in this room, but this thing is going to cut me. It's cutting me off. Um, I got an email today from a teacher completely unsolicited. Dear Mr. and Mrs. Auff, I had to share that working with Bella is truly the highlight of my day. I absolutely adore her to pieces and I am grateful that you have entrusted her to here entrusted her to us here at Havford. She is such a love. This is just a small example of why these teachers are so incredible and why they deserve a fair contract to be settled like yesterday. Thank you. Next up, we have Sue Chandler. Sue Chandler. Hello, my name is Sue Chandler and I'm a resident of Htown. My husband and I are raising our two boys here. Our oldest just graduated from

125high school, having also participated in the DCTS medical careers program. Our youngest is a junior busy with school, athletics, and drama. Between them, they have a myriad of health issues, including life-threatening food allergies, two 504 plans, and a GIE. If you don't know what those are, please ask a teacher. They'll be happy to explain. As for me, I have 35 years as an educator, 28 as an early childhood teacher of deaf children, and I am now in my eighth year as an early intervention service coordinator with DCIU. When I started my teaching career in 1990, teaching was simpler. We wrote IEPs in pencil at the IEP meeting and wrote four or five sentences in each area of development. The PSSA test did not exist, nor did No Child Left Behind. State standards were not yet

126created, so they weren't listed on bulletin boards to help explain the lesson of the day. As you can imagine, things today are much more complicated, and the expectation and demands placed on our teachers are significantly higher. Not only are our teachers teaching our children to count and to do calculus, but they are also teaching them how to take standardized assessments, supporting their mental health through pandemics and through middle school. They support our kids through fire drills and now active shooter drills. Our teachers do more than just teach. They are not babysitters. Yes, people have actually said that to me. and they don't have quote a cushy job with their summers off. Throughout their day, our teachers act as coaches, cheerleaders, counselors, nurses, referees, parents, behavior analysts, and so much more. They inspire, motivate, guide, nurture,

127and encourage, just to name a few. They support kids with 504 plans, IEPs, difficult home lives, mental health issues, food allergies, etc. They work outside of their contracted day, spend their own money on supplies for their classrooms and their students, and struggle with their work home balance, all while finding time while trying to find time to go to the bathroom during the day. But most importantly, they love their jobs and they love our children. As parents, we are exceedingly proud of our children. We have worked hard to help them become kind, compassionate, and critical thinkers who strive to be good citizens of the world. We know that we have not done this in a vacuum, and we are eternally grateful for the amazing teachers, nurses, coaches, guidance counselors, paraprofessionals, and other school personnel who have

128helped our boys become the young men they are today. Since COVID, Pennsylvania continues to be in a huge teacher shortage. I face it every day in my own work. Please do all that you can to help the amazing staff we have stay and to entice future teachers want to work in Htown. Our kids need them. And to all of you who continue to support our children, you have my undying gratitude and appreciation. Thank you for all you do every day. Jonathan How? >> Jonathan How. >> Uh, I'm John How, 220 Pine Ridge Road. Uh, I live in Htown with my wife and our son attends Hav Middle School. Uh, and thank you school board. Thank you for having us here tonight. Uh, I wanted to address the board update about the Htea negotiation that was

129posted as a popup on the to the district's website that accuses our teachers association of spreading misleading information. This is a very serious accusation. Let's review the facts. The board announced at the public meeting on August 21st that they were seeking a cost-saving on health care benefits because of the rising health care costs. However, costs have actually fallen considerably. Health care and prescription premiums are actually 20% lower than they were in 2019. Hverford already offers one of the least generous health care benefits among members of the Delaware County Public Schools Healthc Care Trust. You also announced at that the school board had offered teachers an annual 4% increase to the average teacher salary. HDEA posted on their website that this is not true. That the board is claiming costs for employees who have already resigned

130or retired and that if the board had actually offered a 4% they would have accepted the board's offer. I imagine many members of the community are quite confused at this point. The board had then doubled down with its September negotiation update, saying that the average salary for teachers at Havford would indeed increase by exactly 4.06%. And that when it is also accused HDA of spreading misleading information. Two weeks ago, a community member named Jonathan Deise stood up here and wonderfully out loud explained how there could possibly be any confusion as to what the board salary proposal actually does. No fancy economic forecast is needed to find out if the average salary would be 4% higher this year if your proposal were accepted. You just you would just need to do the math and show your

131work. Thanks to many community members writing the board and urging them to do direct the district to show the data needed to this calculation, HDA now has it. HDA has done the math and it has shown its work on the HDA website. It is now clear for anyone to verify that the board's proposal comes nowhere close to the increase the average salary by 4% that it claims. Everyone makes mistakes. Perhaps you didn't understand that you had been claiming costs for former employees who have already resigned or retired. There is no shame in making an honest mistake. But for you to fail to correct the record after having accused HDA of spreading misleading information, that would be shameful. The board has used district resources to publicly attack its own teachers for spreading misinformation when the reverse

132is clearly the case. Thankfully, this the this notice no longer shows up on automatically every time anyone connects to the district website, but it's still posted on the schoolboard section of the district's website. I suppose it would be too much to expect a public apology for this false public information, but I respectfully request that this notice be taken down from the district's website. Thank you, >> Terra. Speaker K seeker. Good evening. Uh my name is Cara Seeker and I live at the 1600 block of Hampton Road. I grew up in Htown and I attended HHS. Shout out to class of 2008. Uh a few of my teachers are still currently working here. Some of my classmates are now teachers and faculty as well. I want to start by saying how special of a town and

133of a community uh that we live in and especially when thinking about returning to Htown and starting my own family. I will have a kindergartenner starting at Chestnut Wald next year. And I am so proud to be a parent of a student that will go through the same excellent school district that I was so fortunate to attend. It prepared me for the opportunities to have choices and to truly do whatever I dreamed of. Beyond being the beyond this being my alma mater, I am still so much involved in the high school that my backyard faces the high school faculty parking lot. I can tell you from a firsthand account how many teachers come early and stay late outside of their contracted hours to meet the needs of our children. I see and hear teachers walking

134and talking endlessly about their classes. I hear from teachers whom some of which are my neighbors and probably yours too. Have one talk with any of these fine teachers and you will see that they aren't just working. They live and breathe the success of our town. They ensure that when our kids win, we all truly win. Talk about some value added. I can relate to this feeling that a lot of the teachers have right now because I myself am also in education. Even more so, I can relate to the current teachers as I was a negotiating member for the union during my time teaching at Gerard College. I have my master's degree. I have taught science from elementary middle to AP bio in high school. So, when I saw a high school biology position open

135at Hford High School not too long ago, I thought, heck yeah, that's a short commute. I applied. I had my initial screening and I started to prepare for my demo lesson. But as I seriously considered my path here, I noticed the salary scale. If I were to take a position in my own neighborhood, I would not be able to afford my house. I would take a double-digit percentage pay cut. And now, six week six weeks without an updated contract. For me, you aren't hypothetically missing out on qualified teachers. I am one. I strongly urge the board as a homeowner, parent, and lifelong community member of Htown to pay our teachers immediately with back pay as I plan on advocating actively for my next school board vote as passionately as I am advocating for this contract

136renewal. Thank you, >> Carrie Litz. Carrie Litz. The next person, um, Rich McGlory. come to class 34 wonderful years in the school district of Philadelphia and now I'm an advocate for the best practices in public education. One of which is to pro provide a fair contract for our wonderful teachers. I cannot say it better than the people who have spoken before tonight, especially young lady from the middle school with my autistic grand. As as many of you know, I wrote a book in 2008 called Whose School is it? The democratic imperative for our schools. It was about giving students, parents, community members, and most importantly, teachers a true voice in what happens in their schools. I wrote this right after last meeting, and I have this to say to you. I was so proud of

137our community at the last school board meeting. I was proud to be part of it and you. I was also so proud of the way you, our school board, handled it. It was an awesome example of democracy in education, of democracy in our schools. It encouraged my heart. It was so inspiring to hear your voices. Democracy does not end with elections of our school leaders. It begins with elections. You all were elected to represent us, our community, all of us. Many in our at our community spoke. They spoke with their hearts and their minds. You listened. You heard you heard again from wonderful community members and wonder and a wonderful students who can speak for all the students at the middle school and our other schools. Now it is time for us to settle the

138contract. They only want basic fairness. You heard what is expected of you. But now is a time for all of us together to roll up our sleeves and get to work. To collaboratively and collegially discuss and debate what we need to do to teach all of our children. To read, write, and think. To understand the world we live in. To be able to determine fact from fiction, truth from falses falsities, which is difficult today. To be able to read life's stories, make inferences, analyze ideas and characters, recognize themes, draw conclusions, and support our d our ideas with facts and points of contention from our sto from uh our stories. It is also time to support our students and our teachers and our parents and our community. It is time for you effective leaders, effective school

139governors, listen to the people they represent and act on their collective benefit to create a collective vision, a common mission, and a commitment of all to our task. It is all of us who make up our district. We elect you to represent us. And you all know how hard I worked to get you all elected. Thank you very much. And so I do want to make a a brief comment. Um the board appreciates those that came tonight that spoke um as well as in prior evenings and the emails that we have received. Please know that we do hear your comments. We continue to remain committed to working with the association towards a contract um agreement that is feasible for all. The next regular board meeting will be held on Thursday, October the 23rd, 2025 at

1407:30 p.m. in the boardroom of the Oakmont Administration Building. Can I have a motion to accept to adjourn the meeting? >> I move to adjourn. >> Moved and second. Meeting is a journal score or score.