03-19-26 MCSD School Board Meeting

001there. Why Kaufman seventh place Reese Cubison fourth place school record. This is me relay third place with Why Ree Connor and Carter just good bunch of young men. I know they just this past weekend they were at the New Balance competition did very very well. So great for them. good representation of our school district. We need to pull out our calendars and pick some dates here. So, we have three different things to go through. So, the first one, and I did email all the board members, we Mrs. Kep, Mr. Winger are going to set up some budget meetings. U what we in the past have done, we have one meeting that's the overview of the budget process. Um, and then we have one that follows up a couple weeks later and then the third one

002that's our last budget meeting usually. So, April 13th, 14th, and 15th would be the initial meeting. That is a Monday, Tuesday, Wednesday. So, I'm just looking for some input here so we can get some dates picked and get them advertised and on everybody's calendar. I know I would personally be available the 14th or the 15th. >> 14th. I have something scheduled. >> You said the 14th. >> Yes. >> So do I. On the 14th. >> Okay. How about >> 15th. Good for everybody. >> If I can join remotely, we'll be in >> Yeah, I think I told you. >> 15th is okay for me. >> Yep. I'll send out emails tomorrow and put everybody's calendar. Okay, let's look at May 6 and May 7th. That will be a Thursday. I'm sorry. Wednesday, Thursday. Wednesday, Thursday.

003May 6th, May 7th. >> I would only be able to do the seventh. >> You got an academy. >> What time are we talking again? >> No, the academy meets the 14th. >> What time did you say again? >> Oh, we do these at 6. I'm sorry. Thank >> either for me. >> I can do either either day. My preference would be the sixth because it was a junior high soccer game on the seventh, but don't mind me. >> Well, rules to break the tie. >> I'm I We don't have sports scheduled yet, so I can't say. So, either one. >> If it starts at six, the game starts at four. So, if if it has to be a seven, take seven. I don't mind. >> Okay, we'll pick a seven. I'll break the top.

004and you heard the president presentation. >> All right, so let's look at May 18th. Um, and because we work backwards, we've already talked about this. May 21st, we have to vote on a tenative budget. So, you want to have one last day, three days before that. So, does May 18th work for everybody? >> I know I would not be able to make the 18th due to um scheduling commitments on that May. But it's not a building meeting though, right? It's just going through it. >> Either way, Mr. Herb can preside over that meeting. >> You good? That Mr. Herb that night? >> Okay. Monday. Yes. >> The 18th. >> Yes. >> All right. So, that's that. I'll get those. We'll get them after everybody. >> So, two years ago when Mr. Baker was the president

005on June 10th, 2024, we actually had a function. Um, it was in the evening. Um we started at 5:45 to 6:30 we had supper for all the board members and then we had a workshop uh it qualifies for an executive session. Um PSBA um came up and did what's called a self assessment of the board. Um it's an email that goes out May 1st policy 003 says we have to do it every two years. Okay. Um it's just a good opportunity for us to have a software together. Um, and then just go over a survey. It's Anything you want to add, Mr. Baker? I know you kind of thought >> I I thought it was a good >> Good activity for the for the whole board to be able to attend >> and it's it's

006free as everyone knows. So, >> I can we have a lot of new board members. I think it would be. >> And I'll remind everybody before we get the email sent out because you're like, why am I getting this? because I know you get so many from PSBA. So, um, we have to pick some dates. Now, we have six, I'm sorry, five dates that will work in in June. Two of these dates coincide with the athletic committee. So, the athletic committee, four members did a doodle poll and two of these dates over overlap. So let's say for I'm looking at Mr. Herp, he's on athletic committee. That's from 3:00 to 5:00, you take a break and then if we pick the same nights that very same night, then we would have supplement from 5:45. It

007just saves a trip. How long you feed me? I'm okay. >> Okay. I like that idea. So with that being said, that would be my suggestion. Does June 8th or June 15th work? I anyone have a preference? >> The eth. >> Do you and what' you say? >> The eighth. >> You want to do it on the eth? >> Yeah, that. >> Okay. >> Anyone else? >> Good for me. >> So then Mr. Arin will take care of the advertising for the athletic committee meeting 3 to 5. We'll take care of doing this one from 5:45 to 6:30. And then 6:30 I think Mr. Baker had it set up for an hour. Basically, they could do an hour or two. But we can >> Just an hour, I think. Yep. >> All right. Just make

008a light. >> Well, it's No, >> no, it's a good Italian. >> And then Well, I appreciate that. And then after tonight's meeting, we will need to have an executive session for personnel, contractual, and legal matters. And that's all I have. >> All right. Thank you, Mr. Barner. Um, our chief academic officer, Mr. McGarin. Uh, Mr. Barlo, do you want to maybe hit the lights? Should be by the banner. Yes. >> There we go. >> Thank you. I need to share this. Okay. Um, so tonight's the my every year the annual report on academic performance for uh the previous school year. are 2425. And um this year I'm going to start a little bit different. Usually I just charge into the results, but as some of you are probably aware, we had something that was

009a little different this year. Memphis County Junior High School had to send out this letter. This letter is for the opportunity scholarship tax credit program. And just read from the letter. I guess I'll use the light from the TV. The opportunity scholarship tax credit program enables eligible students residing within the boundaries of low achieving schools to apply for a scholarship to attend another public or non-public school. A low achieving school is defined as a public elementary or secondary school ranking in the bottom 15% of their designation as elementary uh or secondary school based on the combined math and reading scores on the previous school year. PSSA. Uh, Memphis County Junior High is on the list in the bottom 15% for performance on the combined math and reading test for the this dates wrong, but it

010would be the 2425 uh PSSA and or Keystone exam. So, this letter had to go out. Um I can tell you that um the way that the program works I guess is there are a list of organizations that um participate in the program. So they have scholarship money that's available. If a student wants to they can apply for the program and funds are available. There are list of schools that accept students uh based upon this scholarship program. So that letter went out. Uh I talked to Mrs. Magnus. She actually she got received two phone calls from parents that received the letter just trying to understand what the letter was saying and she explained what the letter was saying and then she didn't hear back from them. Um so that's that. But as we look at

011why how we got to this place it it's achievement on it says PSSAs and Keystone. So the it's math or ELA. We only do algebra keystone exams at the junior high. And as you can see the junior high's results versus the state average on the algebra 1 keystone exam. This was not our problem. The junior high students that took the algebra one keystone exam very much outpaced the state average. The where the issue comes is on our PSSA results and eighth grade is the only grade tested at the junior high and PSSAs because PSSA stop in 8th grade. Uh so as you can see compared to the state average in both ELA and math the junior highs uh achievement levels were so proficient advance would be achievement levels u were significantly below um the state

012averages and that's what triggered this uh letter that had to be sent. So like everything that happens in these kind of areas we you know we try to evaluate all right there's the letter how did we get here why why are we in this situation so there are a lot of things I think that could cause a significant change in performance from one year to the other. One of those is staffing. If you have a you have a a couple of key superstar teachers that are they retire and you replace them with brand new teachers, I think you could see a a sign significant dip in performance in that next year as we get new teachers up to speed. That was not the case at the junior high. The next one is curriculum or resources.

013If we change our programming, if we change our curriculum, we bring in new resources and everything is new and we're just trying to learn it, that could probably cause a dip. That was not the case at the junior high. That didn't happen. The next thing is we can look at the group of students. Um, and the if I look at the group of students in these graphs, ELA on the left, math on the right, the bar on the left is our performance at the junior high in 2024. The bar on the right is the performance that got us to this letter. And as you can see, from 2024 to 2025, there was a significant drop in performance in both ELA and mathematics. The problem with this comparison, this is what got us to the letter.

014But the problem with this comparison is that the students that took it in 2024 is an entirely different group of students than took it in 2025. So you're comparing two entirely different groups of students which tough to do. So what I did instead is this gra these graphs the left is 2024 the right bar is 2025 but these the left bar is 2024 grade 7 and the right bar is 2025 grade 8. So this is comparing the same group of kids to themselves from one year to the next. And you can see there was a dip in performance. Some of those things that there are issues with the eighth grade math PSSA test. We said that for a number of years. Um but there is a different performance for that group. But I don't for

015for me personally to look at that graph, I'm not seeing a group of students that were in the 65% proficient or advanced and then the next year they're 30%. It's not that big of a drop off. So, I don't really think that it's a a student issue either. So, I mean, I think maybe all of those things contribute, but the the thing that I came to that is the biggest difference between 2024 and 2025. We've talked about it here at the table before. This year 2526 it is mandatory in the state of Pennsylvania that all PSSAs and keystones are taken online. Paper and pencil is no longer an option. So last year in preparation for this we gave our building principles the option of do you want to do it continue to do it paper

016and pencil for this one last year? Do you want to do it online? Mrs. Magnus at the junior high said let's rip off the band-aid and do it online. So and then we see this drop in achievement and so I yeah is the online timed in the same way as the paper students have the same >> same they can and students can always ask for extended time they have they have the same question set >> correct but it's it's a new set of tools you know it's not a calculator in your hand it's a calculator on the screen it's not a ruler in your hand or any of those kind of things. It's it's now there tools that you need to to utilize. And truthfully, we we as administrators have been, you know, asking PBE,

017what what are you going to do when we we see a dip in results because we've moved to online testing. and their answer was you won't see one because we have we have districts that are already testing online behind but those districts tend to be wealthier districts that are higher achieving district so where are the proficient and advanced level set every year is that something where it's a you know a static goal every year or can that be a moving target year to year >> it's a it's a scale score there's a set number >> okay >> you have to they're just lines that you get to Um it it's it's coming to you by the the average of the districts in the state, right? Is that is that how it's set the >> the

018the No, it is just a they're >> so it's not in relation to anything else. It's independent. >> Correct. >> It in theory 100% of the students in Pennsylvania could be proficient or advanced if they all make it across the line. It's not it's not like we take you know 100% of the results and the bottom 25% are below basic and then the next 25% is basic and 25 and 25. It's not that it is this is the achievement line you make it across the line or you don't. >> But but the letter said about the bottom 15% of districts in the state. So >> correct. So that's talking about as a dis a as a school as Mifflin County Junior High School the percentage of their students that made it to proficient or advanced

019is in comparison to the other schools a lower percentage of students than the other schools >> 85% of other schools. >> Correct. But but that is also taking into consideration that how many of the other schools do we have any idea moved to purely online test versus high school test? >> I don't know. I don't have that information. But you said when you asked they said that well we have other schools that do it and they don't have a drop off basically. Correct. Is that >> correct? This is not the first time we received this letter though. >> No. Lewistown Elementary School had to send this letter >> Two years ago, I think. >> Yes. >> Has a junior high junior high ever had to send this letter? >> No. >> Is this the same

020cohort from two years ago? >> No. That would have been Louistown Elementary School. This is a junior high. Lewistown Elementary School's K to 3. This is an 89 building. So, it's >> So, where would those K to three kids be now? I think is what you're saying. that are they >> the third grade kids that they would be this year fifth graders I believe at LIS. >> So I guess the point that I'm getting to is I don't have I don't know that we can come up with an answer to this now to where how we got here. I think we're going to see when um I mean obviously everything that we're doing is try to trying to improve our results in these areas, but I don't know if if if my speculation is online

021testing, I don't know that we get an answer until this time next year when everybody has now had to go to online testing to see if that's what it was. So I Yes, sir. >> Has Keystone testing been online for years or has that also been moved over? >> Uh it will. It's mandatory to do this year like everything else. It has been an option. Okay. PSSAs have been an option. We have generally opted not to do it online. >> So the statistics you showed us from the GI early on, were those online or were those in paper? >> They the junior high took everything online last year. >> Correct. Can you look at time series from the past I don't know 3 to four years at that age level and see if it's on

022a decline or we steady I mean obviously there's here it's in here I'll get I'm sorry you're fine get ahead of me that's fine this data so right so just and this is where this is where I really struggle because I'm going to go my next slide I'm going to muddy the waters even more because this slide is you're going going to see this again at the end of my presentation but this is a slide from my presentation last year. So at the that letter that we talked about is only on based on achievement. Schools then get we based upon achievement and growth and a number of other factors. Schools can be placed on some level of school improvement. So in school improvement the most strict level of school improvement is called CSI. It is

023comprehensive support and improvement. The next level down is ATSI. So that's add additional targeted support and improvement. And then the lowest level of school improvement that you can be placed into is TSI which is targeted support and improvement. So if you look down there in the leftand corner and then on the right hand side you can see that Methlin County Junior High, the middle school and allees were all placed on school improvement. the the groups like students with disabilities, economically dis disadvantaged are called subgroups. So you get placed in the school improvement not based upon your overall results but about the results of a specific subgroup or subgroups. Um and uh Mifflin County High School is on ATSI which is that second level up. But what you're going to see, and this is where this

024entire thing really gets confusing, is that if you look at Mifflin County Junior High down there in the lefthand corner, when I get to the end of this presentation and we're talking about our schools that are on school improvement for this year, Mifflin County Junior High goes away. So Mifflin County Junior High had to send a letter to say that we were in the bottom 15% for achievement on the PSSA, but they've been removed from school improvement. So they they got themselves out of school improvement at the same time as this letter is then generated. So it becomes a very kind of contrasting a mixed message I guess is the only way to to describe. So they they write a school improvement based on information from last year. >> Correct. The same the same results.

025>> Oh say >> but it the that letter is only based upon proficient or advanced achievement. School improvement is based upon attendance and achievement and growth and a num number of other factors that all get factored into whether or not your school has to be on improvement. >> So, so the the the scores the proficient or advanced are factored into the correct >> that's one part of that decision to take us off the >> school improvement is a more comprehensive look at all of the things that are happening. >> Can you can you go back to the one before? So students with disabilities, you said it's a subgroup, >> correct? >> So you're telling us that at the junior high they fixed all of those things for students with disabilities. >> I'm not saying they

026fixed all of those things, but the the com the sum total of all of those things factored together >> made it across the line. that got them to a level that is >> they don't need approved. >> Correct. >> But the school improvement was only for students with disabilities. >> Correct. >> That was the focus of that whole plan. >> Yes. >> Yep. >> How how many uh what are all the different subgroups? Um it's it's every ethnicity when you have you have to have a certain number of um in students in that category. So um so it would be there's a whole sub a whole student group there's a white group there it could be African African-American there's like uh Pacific Islander group even to the one if you look at the last one

027on lees's list which is combined ethnicity combined ethnicity is a subgroup that was created for situations where you maybe don't have enough Hispanic or African-American students for Pacific Islander students to make be their own subgroup. >> So they put them together and make a combined ethnicity. trying to I'm trying to recall from my own experience, but with the students with disabilities with the PSSA test, those students take the exact same test that everybody else takes with the exception of a a child that has severe cognitive issues, they take the pass. Correct. >> And I we're limited on the number of students. That's where I was going because we're limited to the number to take that. So in essence, this test is unfair for a large number of children. It's grossly unfair. If I'm wrong, speak

028up. But that that was my take on it. >> 5% now it went down to two. Now >> it went to two and then now it's like one%. So does opting out of the test and opting out does that automatically put them in below basic? Is that am I understanding that right or is that incorrect? >> They are automatically count. So they're not automatically counted as >> okay >> as either basic or below basic because there is a we have a participation threshold. So we have we are required to have 95% of our students participate. If if 10% of of parents are opted out, we have 5% that other 5%. So we have 95 to 100 is okay because we're still we'd still be at 95% participation, but the 95 to 90% that also opted

029out automatically count as failures. >> So are we riding into that situation or are we within that threshold? >> No, we're below. the entire state of Pennsylvania was below the participation levels. >> So that's not helping numbers either. >> No, I mean it it is what it is. It's it's parent choice. It's there. They have the rights to do that. But as far as our numbers go, when we go below 95%, every kid that doesn't sit down to take that test below 95% automatically counts as a failure. >> What What would the numbers be if we took those out, though? Would there be any way to tell? I I don't know that I >> that's not impacting us. We have higher participation than that. >> Keep in mind they're asking >> we have typically and

030the entire state of Pennsylvania has uh recently been below 95% particip. >> So we're at 80% participation. We could take out 15 those and say okay we're not we could see where we would be if we didn't count the the ones that didn't. >> I mean you could and >> I don't know if it'll give us anything value. You could talk about it the other way as well because some of those students that are being opted out >> might be high achieving students who would pass the thing if they sat down for it. So it I think in that there's a whole lot of would a could a shouldas that I don't know that we I don't know. So like I said junior high. So I mean that's the story with the junior high. So

031now I'm going to go through the the rest of the PSSA results. So, we'll start in grade three. And the the theme that you're going to see in the graphs is going to be a recurring theme as a as a general performance uh in both math and ELA. You're going to see the Mifflin County School District total for the district generally lagging behind the uh state averages. There are some exceptions. Uh there couple of times where it's about even, but as a general rule, as you can see in this for third grade, you can see that the district was behind the state average in both ELA and math. There are a couple of other things that I want you to take note as we look at these at least these next three slides because we're

032going to have another conversation later uh in the meeting about um what we want to do with some staffing. So just we're not going to see east area ales or strokes on any of the other slides because they only test in third grade. But I just would like you to keep in the back of your mind for that later conversation kind of the disparity in achievement between um certainly Strods is here. East area is here and then lees is on another tier kind of below. So just keep that in mind. But as I said you're going to see a recurring theme as as I go through the slides. This is grade four. Once again, the uh district lags behind the state average, but here I'd ask again for that conversation later just to have keep

033in the back of your mind um the difference that you're seeing between the IB intermediate school performance and the LIS performance. In fifth grade looks very much similar. Um, you know, fifth grade, Indian Valley outpaced the state in both ELA and math. Math and fifth grade was the district as a whole was uh pretty close to the state average. We have as I've gone through this and even before I came to this position um those of you that have been on the board for a while I'm sure you know what's coming on the next slide because the next slide we go to grade six in the middle school and this has been an area in which we have struggled uh continuously remind me we're we're trying constantly to improve to change things but as you

034can see in grade six um there is a a big dip in performance in both ELA and math and that is I mean really that's echoed in seventh grade. One thing I will say is though even though there is a this significant dip as I look from the previous year to this year uh grade six especially seventh grade to an extent has started to close that gap there the gap is has narrowed slightly in grade six. So hopefully the needle is started to move in the the right direction there. And then my last slide uh for PSSA results is grade eight which we've already looked at. >> Is that grade six dip um a statewide pattern? >> Not not that I would really know of. I don't think >> years ago the dip was at

035fifth grade and it was statewide. It's a statewide battle. >> So they're 44 43. I mean the state a state did better in grade six than in grade five in I think both. But so I I mean there are a lot of things that have been kicked about about our sixth grade issue. you know, it's another transition to a different situation. I I don't know, but I I can say that Mrs. McNair and Mr. Ster are trying a lot of things. Uh when I get closer to the end, I'm actually going to mention some staffing things that we're going to ask for as we go through the budget process uh in order to try to provide some more supports at Middle County Middle School. Um so, we're working at it. This, Mr. Herb I think

036is what you were asking about earlier. So we do I do track each um graduating class as they move through the system to try to identify trends of um you know where do we have improvement where do we have our drop offs. I think if you look like at the current grade seven that that kind of typifies what we have been seeing historically where we either have level performance in grades three four five or even growth in grades three four five and then we have a drop off as we get to grade six. Um the great the fifth current fifth graders up there in the top left. That's pretty curious for me. The difference from grade three to grade four in ELA. That's not something that we typically see. Um generally in that three, four,

037five band, we we see steady progression. >> So grade six is always a change of schools, right? >> Correct. Everybody moves to the middle school. I have no idea way of proving it, but I got to wonder if that's a factor. I'll just say it because I have no way of proving it. Just I mean, we for thought it just seems that that's a critical occurrence for kids that are that young that they're now changing essentially changing their environment at that rate. have no way of proving or disproving that has an impact on the numbers. >> I don't know how you do that. I'm sorry if I'm going to talk. I know this isation. I just I just I'll just add to this too. You know, I was assistant principal and principal at LIS on

038fourth five building for a number of years and before I got there, the scores weren't so great in fourth and fifth. Mr. maidens when he was principal there. Um he worked with the schedule and all fourth graders there received an hour and a half of math and then in fifth grade they had a minimum of one hour of math and one hour is the recommendation that you'll get like when you go out and talk to Patton and some of the experts at it. Um and what happens when you come to the middle school you start losing how long how long periods 48 >> 48. Yeah. So I mean start adding up 12 minutes >> over 174 days and it it's there is some instructional time lost just and I think that's why you're talking about

039some of the interventions what are going to happen just so you have some background >> I thought you were done. >> No go ahead if you have >> No not on this slide I want to go back to something earlier. >> Okay till you're done. Well, I just was going to that I mean these are the other four grades. Again, there's there's not a whole lot pattern-wise to discern there except if you look at the 11th and 12th graders and you look at that and we all know why there's a blank space between the bars because that was, you know, that was 2020 and the devastating effect effect of shutting down school and and missing all that time. How terrible that uh made the change. So, I'm done with these. Dr. Ketchum, if you want

040to ask a question. >> No, I wanted to go back to what I asked earlier about the um the fact that we have maybe 20% of of students that aren't participating, but that affects the the the score. And you said should have, could have, would. And I take a little bit of offense to that because I think that we have no idea then if we don't have to to really understand how we're doing with the subject matter. So without being I mean that's how the the state looks at it which is important you know that's where we're getting the numbers from but if we can't look to see what it would be without the 20% of automatic zeros >> right >> I'm saying 20% cuz I don't we don't you didn't present the the actual

041um numbers that were under that 95% but if if if it's a large percentage of zeros then we really don't have any way of gauging how that performance truly is in the students that are taking the tests. It's not a large percentage of students that are not taking the test in Nevada students last year that opted out. >> But he's saying that it have to be 95% of the students and we're below that. So that means that we're at least below 5% of students not taking it. So that would be much more than three students >> students at Indian Valley only. >> But that's still 95% of students. Is that 5% is represented by three students? >> Well, 95% participation is opt. But it's also kids that just don't show up to take tests. >>

042Okay. So, you know, that that's the limit that can be ignored. Anything over 95% is then counted as an abs auto automatic zero. So, that would be And then you're saying that we're we're counting some students as automatic zero, but we don't know. It could be a significant portion. >> Should we know that? number, but the the I guess the point that I'm getting to is that's not how we're judged. It's >> not how we're judged, but like internally we can then better better assess, you know, the weak points if we can see what the number truly is. >> Dr. Ketchum's point, that's what the state department should be factoring in so you're getting true legitimate data. Going back to my earlier comment, the children with IEPs that have to take the exact same test,

043the exact same test, you know, as an administrator and a teacher what that child's grade is going to be before they take the test. It's going to be below basic. >> So, you can you can also from from the standpoint of the percentage of children in each building with IEPs, there's going to be a correlation in that score. And that's data that we should be getting from the state department. We don't get that. We just get it. This is your score. And well, we didn't get it. I don't know if we do now. But those are all things that skew the score. Those are things that should be looked at and they're not. >> Students with IEPs are not going to necessarily have bases. That was pretty sensitive. >> No, no. I was generalizing. But

044but what I'm talking about though is is a child that that has a severe cognitive issue has to take that same test unless they qualify for FASA, but they will only allow certain percentage of students to take the passive test. So in essence, that test is unfair for a percentage of children, not only in our district, but in others, which skews the data. But if we if we see that we're in the bottom 15%, we don't really know like we don't know how many we don't have the number of kids that are not are opting out and getting out of zero. So we can't really see how well we're doing like internally. We can't really make any there's no way to if we don't have accurate measures. There's no way to to to make any

045adjustments because we don't know what we're targeting. If so and I don't know if it's a small number or if it's a very large number because we don't have the number. That's the whole point. We don't have the number. So we don't know. It could be one or two people and then it wouldn't matter if we prove that >> what if we get the raw data be able to extract >> extract the get zero cuz if we're at 80% participation that means 15% >> would be counted as zeros >> or 94% take what they give us. I can get I'm sure I can get something. >> I mean, I've said it before. I don't trust the state. >> And you're you're right though. It should be provided. They're just giving us a score. It doesn't

046really help us then. >> Not particularly. >> Well, I think what you tried to do in years past was you look you look back at the at the content of um questions that your ch children did poorly on. Then you tried to refocus your instruction to address those deficiencies. Um, but yeah, it's it it's very frustrating. It really is. >> Was there the same dips in the Keystone over to the PSSA's? Sorry, I can't remember back from the beginning of the presentation. >> Say that again. >> Is the same dips like on sixth grade and seventh grade? Are they existing in the Keystone results? Like the different set of testing? >> So, I'll get to the Keystone results in a minute. >> Okay. >> Yeah. >> I'm going to say one more time. I'm still

047stuck in this whole building because grades six and seven still show all of a sudden we drop and what Clint said I'm really concerned that we lose that time when you go to middle school it does add up >> and it also doesn't help it's a completely different structure because most of the time at the elementary level they're with one teacher at one time whereas in middle school they're having to learn a new system of >> having six seven eight different teachers um to learn from. >> Here's a curveball that most people weren't on before this happened. The middle school runs on an elementary bus on an elementary schedule because of busing. >> That decision was made and it saved $35,000 at the time. It also reduced the amount of time the kids are on

048students on buses. We merged the goal was to be in an hour or less. So in theory, the middle school kids run on that schedule. And that's why like Mr. Raider has a 48 minute period. >> If if you had a high school schedule or secondary schedule, it's a little bit longer. >> Just it's a few minutes, but you know, over the year, >> it's a little longer to junior high. >> Yes. Junior high grades 8 to 12 is longer. because of transportation, you know, they they big well with the elementary kids. So, if you didn't, if they were a secondary and someone was going to Big Valley, the bus would pick up the middle, pick up the junior high, run up to the high school, and then would drive across town over to the

049middle school to pick those kids up. And that 3.3 miles is a long time travel with the dismissal of the hospital at 3:15. And yeah, so >> we ever since the merger, we've been doing the um elementary schedule for grades six and seven. >> Well, you you said last year, I think they were going to add more time to ELA. >> So ELA has always been there two periods. So ELA is a block period. >> Yeah. But that was that was something that >> you were starting, >> right? We made we met we used to have one period of English and one period of reading. >> And when I met with the ELA folks at the middle school, they said, "Can we combine them into a block?" Because >> number one, none of us are

050reading specialists. So we're all just English teachers and If you think about all the time that is lost between you come into my class, we all know there's those first couple minutes of taking attendance and housekeeping and then at the end of class there's a transition and you have you have to shut it down and you have to transition. You have to go to the next room and do the housekeeping again. And they said in addition, you know, the students are reading a novel for me. They're reading a different novel in the other class. they're doing this activity for me, they're doing this activity in another class. Can't we just have them for a longer period, get rid of some of those transition times and have add instructional minutes and have them focused on doing

051one thing? So, that's that's the transition that we've been doing. Now, we're looking at how do we um to Mr. Art's point, how do we find more time for Mac, >> right? So, that's what we're, like I said, when we get to staffing stuff in the budget, you're going to see that we're we're going to be asking for some some extra staff help in in math to try to do some interventions to some things to get more math instruction at uh the middle school. Do we think that there's a possibility of the grading structure change having an impact at all and not really truly understanding where children are falling when they're being graded with an M and P and understanding that there's M plus and then transitioning to a percentage grade? >> I think so.

052>> I mean, we started a project, right? We started down this road a year or two, three, four to move those fourth and fifth graders to a percentage based grading system and that >> is where >> because it's not in place. it's not in place and we are um it part of the reason that we haven't progressed there is there's some question about our student management system uh even whether we continue with Skyward or we because Skyward is having a change there's a whole new product so it's going to be an entire >> but Skyward wasn't having a change it was four years ago when this started >> it was it was four years ago when this project was brought up because I had a discussion not too long ago about it with Doug. >>

053Okay. >> Um so a pending change for 4 years, but then we I like that begs my question of why are we letting a software program dictate our children's education and hold like that's not a legitimate roadblocker to me at all. >> Doesn't that look like the answer for them going into sixth grade? That's what I feel. So are they saying like standards base versus percentage grades for the two grade levels up for Skyward? >> Well, there's >> Yes. Essentially, yes. >> Yeah. Is it Q like Skyward Q? Is that what we're talking about as a change here? >> Yes. >> Because also there's a you keep mentioning the building transition for sixth grade. There is also a building transition between third and fourth grade for the majority of our students. >> Correct. And that's

054what you're seeing increases there. I mean mostly there's the grading. >> Well, grading. Yeah. >> The grading even though they're changing their haven't been really graded graded >> moving into I think they should go back to grading even in elementary school. >> But that's just me. But they also have them in classrooms though, right? So the third and fourth, they they stay in one classroom. >> So do the four. They're fifth graders. >> The fourth. Yeah, I mean that's right. The fourth and fifth, but then from fifth to sixth. >> That's the that's a big that's a big change all around. >> Right. >> Mr. Barner sent out an email this afternoon. I think it was and I don't know if this is a possibility but it was a a chart showing the number of

055um emergency certified teachers within the district and the breakdown by school or number of each school and depending upon the content area in which those emergency certified teachers are teaching and not having uh training and and uh uh instruction and pedigogy that that again is something that could influence these which I think there are so many things >> that there's so many spokes to this wheel to pin it down is is quite challenging. >> Well, I did do one that made me think and I pulled the numbers 2000 um 2012 2013 we had five teachers in the district that was it that was on emergency certified permit. 17 18 5 years later 15 5 years later 22 23 30 and this year 35 for us the I asked Mrs. text. Those numbers didn't include the

056academy, but we do have two over there. So, it's actually it's 35 for us plus two in the academy. >> Is that unique to our district or are we >> we're high. >> Is that across the state too? Is that increasing or is it just >> It is increasing across the state because there's less teachers graduating, but >> you know, it does get frustrating like we've had teachers that go to Penn Valley, go to Belfont, go to State College. We just had a great teacher who was emergency certified teacher just went to Cumberland Valley. 17,000 lower pay increase, you know. So, it does kind of get a little bit we have that as an anomaly is a part of it and it keeps getting a higher percentage. >> I think six 15 or 16 years

057ago the state was graduating about 16,000 teachers from from colleges in Pennsylvania and I think it was down to about 6,000 five years ago. Um there's there's definitely work being done on the state level to encourage more people to go into education. So, we're hoping that's going back up. >> What would that take to impact us though? >> It's a kind of >> It's going to take a few years, but I mean, what is it? $10,000 to student teach. >> Correct. >> Yeah. If you if you're going to a if you live in Pennsylvania and you're going to a Pennsylvania university and you agree to teach in Pennsylvania for five years, you can the student teachers can re receive a $10,000 stipen during their student teaching experience. >> All those I think college enrollment is

058declining uh state and nationwide. If I remember correctly, >> it's 66 66% reduction since 2010 and that was what I had in 2024 reduction in colleges of Pennsylvania graduating education majors. >> So the people that are emergency certified, what what do we do as a district to help them develop the skills that Mr. Styers was talking about? when they when they come in like other new teachers, they they enter our induction program. They receive they have a mentor teacher that's assigned to them. Um we do learning uh sessions throughout the throughout the year uh on you know topics of classroom management, parent communication, um differentiating instruction. So we do that and then as part excuse me as part of the emergency certificate they're required to take the college courses like take credits to >> just

059like they did >> yes teacher >> they their first year they they have them take six credits and then each subsequent year they need nine credits to maintain their emergency permit. If they don't do that they lose their emergency permit with the school district. They could go do it with another school district, but we cannot issue or request that they be issued another emergency permit the next year if they don't get their credits in. >> Right. But now, say you have somebody that comes in on emergency certificate, how many credits do they need to take till they're off the emergency certificate >> till they they can be permanent? >> Probably I think between 30 to 40. Usually it's a master's program that they enter to get their teaching certificate >> because they've already got their

060bachelor. >> They have to have a bachelor's degree >> and some of it depends on what their initial degree was versus what they're teaching. So because all you need is a bachelor's degree, but if you have a bachelor's degree in basket weaving and you're going to teach biology, you now have a whole bunch of science classes that you have to take in addition to the actual education classes. And it may depend on the institution as well. Like at Bucknell, you can you'll get a four credit course whereas Penn State is a three credit course. But another thing to add to your your question, Mr. Aker is when you have people coming in into u your building that are emergency certified. Admin administrators if if able to would like to spend more time focusing on them

061early on in the school year to help them uh adjust rapidly rather than maybe not seeing them until the third marking period. >> And that that's what I that's you know to my point that I've said a couple weeks ago. If we want to elevate uh student performance, you got to elevate elevate supervision and evaluation. You have to make sure that people aren't overwhelmed though with the number of people that they're tasked with evaluating. >> It's a challenge. Move on. Okay. So, we also take a look at growth. um growth comes to us through PAS and the growth is is an interesting observation as well. So in this in these charts blue is positive, red is negative. This is looking at the line right down the middle of the green is meeting one year's uh

062expected growth. And as you can see fifth grade we had really good growth. Um 67 7th I guess in in math a little is positive. 678 a little different is also a tough one to interpret like the calculations that go into this are there's just a ton of data that the state uses. It also when you look at one of the challenges that you have sometimes we know we have challenges in sixth grade. So you maybe that explains some of >> such as >> what's that >> challenges such as >> the challenges we were just talking about I didn't know something else. >> No no no the challenges are okay. >> Um but if you when you see really positive growth in fifth grade uh Mr. and I were having a conversation earlier and sometimes

063when you have those years or those periods of like really high growth way at the end of the blue that kind of then changes the measure for the next year and makes it even tougher to to meet that growth standard. So that might be part of it but um it really is the similar to what we saw in the actual achievement on the growth side. >> Can I ask a question? >> Sure. What year do they start using the Chromebooks and the laptops more? Is that in sixth grade versus not relying on a computer, carrying around a computer for education like an educational tool like a computer or whatnot in a classroom? Like where is when are they introduced primarily >> to technology? >> Well, not I mean to having it with them throughout the

064day all day. So I mean in you know third, fourth, fifth grade they don't have those transitions like they do at the middle school. So the middle school will be the first time that they have their own computer that >> sixth grade though. Sixth grade. >> Maybe that's an indicator right there. >> Magic number six. >> Mhm. I mean, you're you're throwing them in front of technology full-time essentially during the day to learn rather than instructional paper. >> Yeah. >> No, I mean, they they have the technology. >> They have the technology, but they're not they're not sitting behind that. They're not using a laptop all day in sixth grade. They're toing around a laptop all day, using that all day for each one of their classes. >> I mean, they use them. I don't

065think they use them every day in every class. >> I mean, could be a correlation. >> Okay, appreciate it. So, getting out of PSSAs, now we're going to transition into Keystones. Um, so we we start here because this is PA's graduation requirement are these the act 158 pathways to graduation. In order to graduate in the state of Pennsylvania, um students have to meet local graduation requirements, but they also have to satisfy one of the pathways outlined in these um pathways to graduation. The very first pathway and truthfully the easiest way to satisfy this is to be proficient or advanced on all three keystone exams. So that would be algebra 1, literature and biology. So, this really puts I I don't know. I guess there's a little more skin in the game for the students at

066this point because the the the Keystone results mean a little bit more. There are other pathways. So, there are some students that, you know, they don't really need to worry about the Keystone exams. For example, if you go to the academy and you finish an academy program, that is a pathway that meets this. We have not since this has been instituted had a student that um missed was not able to graduate because they did not satisfy one of the pathways. Uh we do have the ability at the very end. There's a very small percentage that Mr. Barner is allowed to give a waiver to if they haven't met any of the other pathways. We don't we haven't even come close to the the maximum percentage that he's allowed to use a waiver for. But I

067say that because when we look at uh Keystone results, the Keystone results actually look a little more favorable as when comparing the district to the state averages. So here you can see in algebra 1, uh the district and the state were pretty pretty close to even in performance on the algebra 1 results. The drastic difference that you can see between the buildings uh as far as performance on the algebra 1 keystone is really driven by who is taking the algebra 1 exam and when they're taking it. So, you know, our our top more advanced students are going to be taking the um Keystone in at the junior high. They're taking algebra 1 in 8th through 9th grade. the middle school is I mean we're really talking about GIE students that have been accelerated based upon

068their gifted IEP and then so then then the the top tier is really taking the test at the junior high so you would expect more success and then students that maybe struggle a little bit more in math are uh taking it at the high school and we've made some changes in our course sequencing in order to um in order to try to give students more time to u prepare and build their math skills in order to to improve the results overall. Literature again uh literature is all taken 10th grade. So we have all of our students in 10th grade. 10th grade is our the English is our trigger course for the literature exam. And as you can see, um, the district did outpace the state as far as results on the Keystone exam and literature.

069And, uh, biology is another area where the district outpaced the state as far as the results of the biology keystone exam. And again, the the disparity between the junior high and the high school, we typically have all of our students take biology at the junior high. So students that are being picked up at the high school um a lot of times are repeating biology. So they weren't successful the first time and they're repeating the course. Uh then I'll go to AP uh test results. I have just two slides on AP test results. Um you'll see on the next slide that our performance on AP test has been um steadily improving. When you take an AP test, a score of three or higher is considered a passing score. So the graph on the left is obviously

070enrollment. That's how many students are taking each of the AP courses. The graph on the right is the actual performance. There are a couple that are really should be highlighted. calcul AP calculus AB and AP calculus BC um combined with 24 out of 25 students got a three or higher which is pretty fantastic. Uh the English courses as well so English language and composition English literature and composition those results were outstanding and certainly physics and psychology did a really nice job as well. Um, so we we continue to have a nice number of students taking AP courses and um seeing some good results. This is the slide I was talking about that kind of shows the trend in our AP um courses across the years. Uh you can see we're at our highest percentage of

071students that are getting a three or better on the AP tests. Um if you look at the the piece on the right though you can see that the number of AP tests that we have been given h has been going down. I think part of this is for me part of that is that the we had concerns about some of our results in different courses and the high school administration has really been working with the teachers to emphasize that this is an AP course. there's a level of rigor that is expected and I think some of those students that were marginal of should I be in an AP course should I not have realized that the level of rigor has gone up and maybe some students are opting not to get into the AP course

072when they maybe otherwise would have so then back to the the school improvement piece. So when we take all of those pieces and we put them back together, as I said, the junior high has been moved out of uh targeted support and improvement. So next I'm going to look at lees down here in the right hand corner. They were in school improvement last year for three different subcategories. Unfortunately, they are still in uh school improvement this year. However, it's down to one one subcategory. So, they have two subcategories that were removed from their designation for school improvement. Um, next I'm going to look at the high school up in the top left there. As I said, there are three tiers to school improvement. The high school was in the middle tier, and that was a

073three-year designation, which started three years ago. So, specifically looking at the high school, we're going to look at that three-year designation. And again, the high school is still in school improvement. However, they have moved out of the middle level and have moved to the lower level of um school improvement. So, they're still there. It's still students with disabilities. And I don't know if you saw it, but there was a career standards benchmark that that was down there that disappeared on that clip as well. So, they are still in school improvement, but they uh it's for a significantly reduced reason. And then last is Mifflin County Middle School. Unfortunately, Memphis County Middle School remains in school improvement and it actually they have the same two subgroups and then they have actually added a third subgroup as

074for their designation for school improvement which is Hispanic students for achievement and regular attendance. So then um I'm about to wrap up. So next steps, what are we doing? Trying to improve because we're constantly trying to improve. So we have a continued focus on math K to 12. This year was our first year of implementing a new math uh resource, I Ready Math, for grades K to five. As I mentioned, we've made some changes to course sequencing in math in order to give students opportunities to be better prepared for that algebra on Keystone. And as I mentioned with the staffing piece, uh especially at the middle school, we're looking for opportunities and ways to uh do some math interventions. Uh we have interventions at the elementary level. We're looking for ways to um provide that

075same level of support at the middle school and then subsequently at the the other secondary buildings as well. And that's when I mentioned you are going to see a request uh to add a teaching position at the middle school which would give us some additional staffing capabilities and mathematics to try to do this structured literacy is the next uh piece of next steps. There's act 47 of 2025 is is requiring all districts to uh implement evidence-based reading curriculum. This is a kind of a a stepped process that we have to get there. Um so I have we have to do a survey of the materials we're using now and then we have to find and implement these evidencebased reading curriculum which really what we're looking for is a core reading program. The difficulty that we've

076had in this area is we've talked to a number of other districts that have purchased a big core reading program. This is going to be our program and they're on the PTE approved list, but they've purchased them for a lot of money. They've implemented them and then they've, you know, reported to us and then we found this is a hole and we needed to get a supplement and this is a hole we need to get a supplement. So, we're we're on the lookout. We're we're actively exploring trying to find a core reading program that meets all of our needs. The problem with any of these those kind of programs is there's never a silver bullet program that meets every need that you have. If there was, everybody would know it and everybody would use it.

077So, we we're going to be looking to pilot and find a program that best meets our needs. We continue with the integration of the steel science standards at all levels. Steels is science, technology, engineering, environmental literacy, and sustainability. Uh, it really takes a different approach to how we teach science. Uh, one of the things we've been doing over the course of the year is at the at the IU, they have these PLC's, professional learning communities, where they have days to invite science teachers from multiple districts to go to the IU to really work on developing units of study. Uh it based on the steel standards, we have consistently been sending different groups from different levels from elementary all the way to secondary and getting some really nice production from there. And then a continued focus

078on MTSS. MTSS is a multi-tered system of supports. Mrs. Marsh, one of her projects is working to update the MTS handbook, MTSS handbook um for next year. really trying to just standardize interventions and supports across all grade levels in the in and buildings and ex, as I said previously, just expanding opportunities for interventions and supports at the secondary level. We we do a much better job of this at the elementary level, but trying to expand and continue those supports as we move through secondary. And then just as I did last year, I'm gonna end here because I feel like every time I do this, it's it's just doom and gloom. But I I say to Mr. Barn and Mr. Orange and and everybody that will listen, when when I think about what we do, and

079I really we want to do so much better on all these tests because I want our district to be held in the highest esteem with everything that we do. But the thing that I fall back to is at the end of every year when I sit at graduation and I watch this the next group of students walk across the field, shake Mr. Barner's hand and receive their diploma. You know, I I feel like the time that they've spent here, we've given them a a lot of good opportunities and a lot of good experiences. And I think that we we generally prepare them to to go and be successful. Um, so like I said, we want to do better in every way that we can, but I I feel like at the end of the day,

080we we turn out a good product for kids. That's all for me. Questions? >> Well, I'm glad you ended with that. I really appreciated that because, you know, the tests are the guide rails to help us get to that, right? that needs to remain the focus is that we're trying to get get educated once again. So anyway, that's needs to remain a focus because if we did poorly in all the tests and all the students were super prepared to meet life's challenges and and I mean would it matter you know I mean I mean it would matter because we we'd be in trouble with the state but I mean in so far as what's really important >> well you can't necessarily control how much effort every student puts into you know their education as well.

081I mean you're pro if we're providing opportunities cuz they need to take advantage of to their their fullest potential. Uh I question about the uh the math. uh you did the math, ninth grade math, >> and then you were looking at possibly doing something with 10th grade, >> right? >> Those guidelines, >> right? We're trying to we're trying to create a sequence where um in ninth grade and I think ninth grade is is remaining our focus because we're learning from that ninth grade experience that the what what we initially thought that ninth grade course needed to be. It needs to be a lot more to give teachers the flexibility to meet students where they are and not be restricted. So, what we're going to do this summer is to expand that curriculum to include um

082a much broader list of topics so that as students are in that math 9 course, the the teachers can assess where is this student truly and where can I take them to because we don't want it. We we're finding that maybe the way that we have it written is a little more restrictive than we want it to be. So, we're we're looking to expand that and then prepare students to go to high school. >> What was a good idea? I mean, to to start that. >> I think we're trying. >> Then you're going to expand it into 10th grade, >> right? To give the >> once you get to ninth grade to go to 10th grade to then give them another step. And then for the students that really need the time to prepare, but

083we have to give they have to take algebra 1 by 11th grade. But we want to have the opportunity that if a student's not ready for that to help to give them a better opportunity to be successful, have a path that we can delay the algebra one until maybe they they're more ready to be successful. Well, the big key to that too is what pathway what career pathway correct >> the students are, you know, focused into, >> right? >> Can I I'm sorry. Can I ask a question? You do not have a plan yet for what reading program you're going to implement. Correct. >> We've been exploring a number of different like core programs, but we don't >> you don't have anything. Okay. Why let like why take away the what they're using now when

084you don't have anything in place? Why can't they continue using what they're using? >> We're we're continuing with what we're not just like stopping. We're continuing with what we're doing now. We just have to make sure what this Act 47 is requiring us, the state is requiring us. They're saying, "Here's the list of what we say is acceptable um evidencebased or researchbased programs. Which one are you using?" So, >> so they still all the teachers still have access to all the resources. >> Correct. >> Can you just explain what you mean by exploring? What does that look like? Do you have steering committees of different teachers that you reach out to them and ask them what is working for their students? What is not? Um, I appreciate your presentation. I had a lot of data.

085Um, however, I would have liked a lot more information. You had one slide about what the future looks like, what we're going to do to fix this. And I really would have I would like to hear more about what it looks like, what our interventions are going to look like, what the plan is to improve the bottom 15% of the state that we're failing our students if we're we're okay with being there. I heard a lot of justification for why it is that way. I'd like to hear a lot more focus on on what we're doing and from the frontline staff. So So what does it mean to say we are exploring? Can you elaborate on that? How do you explore? What does that look like? >> I mean, we're we're looking for programs to

086>> Who is we? >> The elementary administration. >> So, that's like the elementary principal. Correct. Do you have like >> the teach the third grade teachers, the re reading support staff, you know, your title one teachers? Are you getting input from those folks? We have >> at this point I don't have a committee for the deal. No, >> but we typically do that. That's the next step. >> Yes. So the >> I'm not trying to put you on the spot or like a hot seat. I just don't know what that looks like. >> And it's fine. The the when this act 47 came out, it has come out with a a ser. This is one of the first times that I feel like PTE has actually not just said here this is now do it.

087it had there there's a series of they actually have a series of steps for us to follow in this process. So the first step which I'll actually fill out tomorrow is there's a there's a survey that is we just we're saying the these are all of the resources and the things that we are using. Now there's some other stuff about how kind of how we're assessing and some other pieces. So that's step one. And then step two in this process is what you're talking about, which is to um bring a committee together to evaluate the the resources that the state is saying these are okay so that we can select what it is that we want to do. >> I wrote myself a note like when we get preparing to go further into the budget

088like I know Mrs. McNair has some ideas on what these interventions going to look like. I think what Mrs. Bumbard is asking for, let's make sure we have like a very specific what it is going to look like if we had an actual staff member who, you know, she wants to do interventions. What does an intervention look like? And then you you've brought teachers here in the past. >> So, I mean, yeah, you have asked for teacher input and and value teacher, >> right? And we just I mean we just did the elementary math and we had um Mrs. Maddie actually took point and we had a a large committee of teachers at all levels of the elementary uh range. They got a number of resources. They looked through the re all of those resources.

089They decided these three are the three that we would like to pilot. We piloted them at each program at each grade level at each building so that we it wasn't like well we piloted this one at East Dairy and they loved it and we piloted a different one in Strods and they loved that. It was every program was in every building at every grade level so that they could truly evaluate all right as a whole what what do we think is the best way to go and that's where we'll go with the the core reading program. I'm just not the best. >> Okay. I'm not trying to get ahead of you or anything like that. I just want to know what it looks like. I noticed Strods Mills um elementary school really their scores were

090significantly higher. They were they were doing very well. So like they're doing something in the classroom that's working very well. We should tap into those resources for what it is. >> I mean we we have been doing that. We've been in the last couple of years I I've done a lot more of grade levels not trying to get us out of our buildings and together across the district. So instead of, you know, Strods Mills is at Strod's Mills and they're doing these great things and everybody else is saying, "What is it they're doing?" But getting all of our third grade teachers in the same classroom to say, "This is what we're doing. This is what we're using." And part of what I want to do is also I want to make sure happens. We have

091a lot of transiency in our district. We have students that move a lot. So I want to make sure that what we're doing and it might look slightly different because the needs at least are different. and then the needs at Strods. But if a kid moves from Strods to lees, it shouldn't be everything is foreign to me and I've never seen any of these programs or any I have no idea what's going on. There has to be consistency across the district. And I mean, just kind of like the STEM rover, I I want every student regardless of what your zip code is to get the same experience. So, I don't want it to be just because you live here, you're going to get something better than I want I want our students to get have

092the same experience regardless of where you live. >> Thank you. >> So, that list you mentioned for that's a list of software packages provided by the state you have to go by or every everything now everything now has some kind of software component. the days of the big fat textbooks have kind of passed us by. Um, so there'll be but at the elementary level it's more of a combination generally of but do you have to use something on the list that the state gives you that you think outside the box and what's the penalty for doing so? >> I I really don't know what the penalty would be. Um, >> I just can find out. I'm just saying I mean if you're if you're stuck to a list the state gives you and nothing works,

093you're going to have to be able to have options is all I'm saying. >> I mean, and you can supplement too with that, >> right? You haven't even started yet. So, fast forward. I mean, I hate to say that's where we're going to be, but that's where we're going to be because if if the state of Pennsylvania identified a program that checked every box and met everything that everybody needs, there wouldn't be a list. There would be this is the one, >> but we have a list because that one doesn't meet. >> Yeah. >> Right. I got you. >> Thanks. I was just going to ask about the school improvement um plans. Uh it would be really great to get more information on what exactly goes into how those pop on and pop off the

094screen because it didn't seem to didn't really understand why or how that works. You know, >> I can I can give that I can get that. It's like a multi-step. you evaluate this and if yes then this and if yes then >> and then the plans themselves you know how are they implemented to get us off because it sounds like there's there's a lot of things going on behind the scenes to >> you you'll be approving those in August got it so you'll you will have them and you'll be seeing >> and how they implemented them I mean that's the principal works with the teachers >> okay >> so but they they all of those improvement plans and we also have in addition to the the school improvement plans because our um elementary schools are

095schoolwide title one schools. They have to write a a title one schoolwide plan every year. So all of those plans then come to the board for approval before they're submitted to PD. >> So >> and that's what's happening August. >> They're they're due they're due to PTE in September. So generally we have them for approval in August. that when the when school ends, the the administration and their their teams will get together and start working on those plans. And then um typically the I asked the administrators if they want do you want to bring them in July or do you want to bring them in August and last year they they came to the committee the whole meeting in August to to walk the board through the their plans. I'll have the administrators actually come

096in and go through their individual Is there anything else for Mr. Darm? >> Um, moving on to our chief operations officer, Mr. Ar. >> Our director of building and grounds, Mr. White. >> Thank you. I can uh mirror Mr. AR sentiments. All right. Thank you, Mr. White. Uh, Mrs. Hicks is not present today. So, we will go ahead and move on to the, uh, consent agenda, which includes items A and B, public comment. I do that at least once first. Thank you, Mr. All out of sorts. So, we'll go ahead and move into the first public comment. Um, general rules for public comment is that you need to state your first and last name and the town you reside in. Uh, public comment cannot last more than 5 minutes at a time. Um, and it

097has to pertain to what is on the consent agenda. So, at this time, do we have any public comment? >> Mr. Justin Marlo Burnham I know that it a great presentation and we're going to focus a lot on the underperforming especially in math sixth and seventh grade but we also have to identify the overperforming especially mathematics students so that they can take algebra 1 in 8th grade and algebra 2 and nth grade and so that they can get to calculus. So, we had 24 out of 25 kids pass the calculus test, but if they aren't identified early enough, they're never going to get to take that calculus test. And as a parent of a kid who didn't have a collegiate option because he didn't take calculus, we have to make sure that as we're addressing

098these budget needs of, hey, what are we doing to help those top performing kids? Not just bring the status quo up, how are we challenging those top performing kids? I I I ask you guys to consider that in your budget, too. We have one GIE professional for the entire school district. She is an amazing aid and does a great thing for these students. We have one for the entire Meland County School District. And we have some amazing students in this district that you see in coral presentations and coming in here and doing um CMC cutouts and and everything that they do at the academy. make sure that we're focusing on how we can help those top reform kids as well. >> Thank you, Mr. Barla. Is there any other public comment? >> Then we will

099go ahead and move on to the consent agenda uh which includes items A and B, approval of the minutes from the committee of the whole and regular board meetings held on February 19th and February 26th. Um item C is to recommend approval of the following draft policies as a first reading to replace the board's previously adopted board policies of the same number if they exist which includes policy 204 uh pertaining to attendance. Policy 218.1 pertaining to weapons. Uh policy 626 pertaining to procurement if I can talk. uh policy 805.1 rel relating to relations with law enforcement agencies. Uh we have nothing under custodial and maintenance. So items E and F recommend approval of the following financial and cafeteria items. Mrs. Kep, is there anything you'd like to highlight for the board? >> I don't have

100anything to highlight. >> All righty. >> I have a question. >> Yes. >> Uh so I will be the first to admit I am not a finance lady. Numbers are difficult for me. When I am reading your report, are we operating under a deficit? The general fund, am I reading that right? Or is there funds that were waiting to be released somewhere? It looked like we started with a negative balance and ended with a negative balance. >> So, our we budgeted a deficit this year. Yes, our budget was in was a negative position. I mean, that doesn't mean we'll end up in a negative position, but yes, we passed a budget that was in a deficit, >> but month after month, the general fund on the financial reports always starts with a negative and ends

101with a negative. That to me is a concerning sign that we have >> I will see that every credit >> um we have at least for the past three years passed the budget with the deficit but the two that we have come back for after the audit has at least brought back a surplus. >> Yes. So we got extra funding though that we weren't counting on to help. >> Correct. But my my concern is the presentation of the general fund in the financial report always starts with a negative and ends with a negative. >> Okay. So I know what you're referring to. Um so we're cash basis but you're not talking about the financials. You're talking about the cash on the >> just the general fund. I think it's page one operating >> the operating

102cash account. That's because um we have a um trying to think what it's called. Uh we switched our investment uh for our general fund cash. It's a sweep account. It's called a sweep account. So every night um the balance sweeps out into our money market account. So, we no longer have to manually um track that, you know, whereas we would have to um determine at the end of the day, okay, or at the end of the week, how much money do I think I'm going to need um and manually move the money from the general fund checking into the uh money market account. Now, what happens every night, overnight, the bank automatically sweeps that into our money market account. So, if it's a if there's a surplus in the account, it'll move it to the

103money market account, you know, to invest it overnight. If there's a negative in the um checking account, it'll pull money from the money market overnight to cover the negative. So, it's just an onbanning thing. I don't even have to think about it. It's a service that uh Kitch Bank provides. It's a it's a phenomenal feature that we have. So the negative that's showing up on at the end of the day on the last business day of the month in essence what that is are the outstanding checks for that month. Those are the the it's the checks that have been written but have not cleared the bank yet. >> So what we owe out >> they're the outstanding checks. Yeah. Okay. >> So, I mean, you'll see the money market account. >> So, the money would

104come out of the money market account >> on the day that they were presented. Correct. >> So, we're just earning interest on that extra time. It's shown negative on the books, but it's it's just moved to another account >> overnight. It's zero. >> Okay. >> Yeah. >> So, to get a true feel, I would need to reconcile the money market account and the general fund. >> Add the money market account balance to it. Yes. >> That's why. >> Thank you for explaining that. I saw that and that answered my next question about the transfer from money market to general fund that you can >> you can see it 10511 10511 that's the sweep it's an overnight sweep >> okay thank you and I have one other question I think I asked this before and maybe

105I think it's just an update on the the finance reports the the pledges we're still showing a little bit short for 2025 on the pledges received >> that is correct yes >> is there a reason or when we'll receive those pledges or what attempt have we made to collect them? >> So, I mean, you know, they are pledges and they they're from individuals and businesses and certainly, you know, there will be some that are slow to come in. Um, so there is one $2,500 pledge that has not been collected um for 2025. So, I mean, uh, the foundation is still pursuing collection on that one. Um, but that is there's only one that has been slow to pay. We have others that are paid in toll and there's um a couple hundred thousand that is

106uh prepaid, but there is one. And what happened? Like do we do we ever have an option to a divorce collection or is that something we just have to eat if somebody says you know what I made this commitment but I'm no longer going to honor it? I mean certainly we haven't given up on that on collection. You know the person is still the person is still still around still in business. So I mean ultimately you know you can't get money from a stone. Ultimately, you know, I'm sure that there is a a chance that um you know, that there are pledges that would be uncollectible, but uh you know, we're not there. We're not there yet. >> Would that ultimately be our responsibility to collect that or would that fall solely on the foundation?

107>> It's on the foundation. It's on the foundation's books, but it would just be ultimately be um you know, a donation that the district would not receive, >> right? So money that we would have to >> Yeah. Okay. The district has already um you know already borrowed the money like the the project has been paid for. It would just be Yeah. the the district would carry that um you know that debt uh longer than you know for that for that amount of proceeds. But right now it's $2,500. >> There was some talk early on if that were to happen. If it were to be something that maybe they bought or something that could be resold, whether it be being an advertise or something like that, there could be that chance that that you know that

108right could be rescended and resold unless it's just a straight up pledge. I don't know who it is personally, right? >> We had talked about that. So it might be something that might be able to be, you know, resold or whatever, you know, reauthored to somebody else. >> Are you able to share who that is? >> I cannot. >> No. Okay. Mr. Why you're talk you're more talking about like the naming sponsors. >> Well, I don't know what the pledge is for. It could be for any if it were something like that, it could be possibly reoffered if you know if it would fall through or whatever. >> Right. >> What was the total amount that the district put out for that project? So, um, trying to see if that's evident on the reports. Um,

109oh, I'm trying to think of the numbers off the top of my head. I mean, our borrowing is it's less than $5 million at this point. Um, I can get the numbers for you. I can have this a summary ready for for next week. I mean, it it was like a $19 million >> y >> project. So, you had what a grant for3 million, >> correct? >> And you had your fundraising which came in what? A little over four million. >> Four and a half. >> And then the difference between that and the total would be what the district would be. >> That's correct. Like roughly 11. Yeah. >> 11 or 12 million, right? >> Cost the district, >> right? And that doesn't necessarily include um interest. >> No, it would not include interest. It

110would not include interesting, >> right? So, we borrowed initially. We thought we were going to have to borrow eight. We ended up not even having to borrow eight. Um and the uh foundation has already uh reimbursed the district, donated to the district 2.2 million. So, our borrowing is less than five million at this point. We're ahead of the game as far as uh the debt on that project, >> right? But we've spent the district's basically spent over 12 million on it. >> That was our share. >> It would be >> plus interest. >> Uh certainly plus interest. Yeah, the soft costs aren't included on the on the report. Yeah, I can put a summary together of that and exactly where you know all of the the different buckets for that project came from. >> Okay.

111Thank you. >> Is there anything else for Mrs. Kette? >> All right. Uh moving on to transportation which includes recommending drivers manuela uh and Brett Decker for Christ transportation uh respectfully retroactively starting on March 23rd and March 19th. We have nothing under student related. So item I recommend approval of all personnel items listed below and on the attached personnel sheet which includes an updated job description for the accountant position um with nothing under athletics and activities. >> Can we I have a question on the personnel sheet and I want to ask questions now. >> Um yeah we can ask questions and is there anything that board members would like to pull in the consent agenda? I don't necessarily want to pull it. I just would like someone to explain to me like I see the

112speech pathologist from Indian Valley is moving to ALES. So, is there going to be another speech pathologist at Indian Valley or is Indian Valley just going to be left without and how do these I'm sorry, my question is do these do the teachers like bid on those or are they just told they're being reassigned? So like with this teacher that was at Indian Valley, would she have wanted to go to al she did I think there were two that moved in district to different buildings. I believe these area strokes and the one I think there were two within the valley. >> Um one wanted to go to lees. Okay. >> So we had some retirements. So there were open positions and we're open to build those. >> Thank you. >> Yeah. It's kind of domino.

113Okay. Yeah. All right. Um, any other discussion on the consent agenda? All right. Moving on to roll call items which includes item A, recommend approval of the following plans for the Min County High School 2026 graduation which includes that pending no additional cancellations. The Mifflin County High School class of 2026 commencement ceremony will be scheduled for Friday, May 29th, 2026 at 6:00 p.m. on Kishbank Field at Chapman Stadium. In the event of inclement weather on Friday evening, the ceremony will be postponed to Saturday, May 30th, 2026 at 6 pm at the same location. In the event that um inclement weather continues on to Saturday, the commencement ceremony will be moved indoors to the Milan County High School gymnasium beginning at 6:00 p.m. in which families will receive notification of any schedule changes through Skyler. Um,

114is there any discussion on item A? >> I just have a question. Yes, been it's been a year, but prior to that, I hadn't had experience. Has graduation ever been held on a Saturday? That just kind of was a surprise to me. Has it? Okay. >> Once I think, Mr. tomorrow. Um unfortunately or or fortunately because we have it half of our graduations have been moved which is kind of scary because they would be this is back in the IB Louis town inside >> and we are limited >> with tickets on the inside. You could be at three or four tickets on the inside. So, it's that's it's nice. And I will say this cuz this is the prime example of people are here from Pittsburgh. Oh, now we're going to have it Monday. Well,

115they're already here. Yeah. So, because we did it one time, someone says, "Well, why are you doing this?" Well, we talked to the board and we kind of like throw it in there and try to be as transparent as possible and just get it out there. We'll get it approved now and then all the parents of the high school seniors will start getting notifications of it and plan A and plan B. We just don't want to be inside for commencement. >> We try everything we can do to not be inside. I get asked this question well not every year but more recently with the new um facility but tickets are not required for outside like there are no tickets correct >> and only if inside >> yes >> that's what I thought but I I

116get asked that question the past couple years >> every single year we ask that and there's it's nice so I mean we um Mr. White Mr. Kagny's already Mr. All right. Talking about, you know, the graduation, we got the special feet or cleats on the chairs. So, they go through the turf and there's a lot of unique things we have to do here. So, we're excited. Get a lot more room, you know, especially with the standing room. It's going to be nice to stand if you want to do in the in the plaza area for graduation. Have the jumbo screen going as well. So, >> but we just want to have that opportunity so everybody knows if we do have bad weather Friday, we're going to go to Saturday, make it work. Any other discussion

117on item A? So, we'll go ahead and move on to item B, which um is to recommend approval for the Midland County High School marching band in Canari spring trip to Baltimore, Maryland on Saturday, May 23rd and Sunday, May 24th. Uh the entire trip will be funded by the Mifflin County uh music booster program. Is there any discussion on item B? I received an email from a parent of a of a student, I guess, in the marching band or um questioning the dates that were selected because it's a holiday weekend. >> Do do we know the booster club picked that and submitted it on their own? Is that how that works or >> would that be the booster club or Mr. Kaylee? >> They be a part of that. Mr. Ber, I have no idea.

118I mean, I could ask. I assume that everybody received the email. >> I if I didn't junk for some reason like something >> today. Do you just want to take the name off and send it to me? Maybe I get you to answer. >> I sure will. >> Thank you. >> I'll ask Mr. Kelly and Mr. >> Okay. Um is there any other discussion on item B? All right, moving on to item C. Recommend approval of the Tuscore inter intermediate unit budget in the amount of uh 3,891,669 for the fiscal year of July 1st, 2026 to June 30th, 2027. Do we have any discussion on item C? All right. Then item D is to recommend approval of the active STS guest teachers list with an attachment. Um is there any discussion on item D? >>

119Can you explain what they're talking about when you say yes teacher? >> I mean compared to STS has all kinds of people in their system. >> So these are the people that aren't certified. Yeah. So we have these are not your traditional fouryear education majors. These are the individuals have BS degrees. >> Okay. >> And then um STS is kind of allowed to give them emergency certification to be a substitute teacher for the year. They have to do that every so often. They have to get this listed. >> They get us to approve. >> Yes. the people that they're these people are applying to STS to be substitutes >> and and SDS is processing their emergency certification to they have to have that to be a substitute, >> right? >> Yeah. There's like a a

120two-day training they have to go through. >> That's all we've got just for spring or is that the whole year? >> We do a couple times a year, I think. >> But I mean, how many do we need substitutes in a given? more than their >> but there's more there are >> if anybody's out there watching and has a bachelor's degree would like to substitute call my office I would be glad to get you connected with STS and help you to you know obviously there are every single day in the school year there are classrooms and there are positions that are not filled and we're we're doing coverage so when you see my letters I I always mention it as well >> seems very small >> especially with I don't think we building that you

121can write down. >> It's not the whole list. >> Yeah, there's more. Okay. That's why I'm asking >> might be some new ones now. >> Okay. >> Right. Um any other discussion on item D? All right. So, we'll go ahead and move into other business which includes a discussion um of the opening for the federal programs coordinator and Strode Mills Elementary Principal um positions. Um, would you like to lead us again? >> You want the lights on or off? >> Mr. You see or not? This pretty bright. So, >> should I wait for Mr. >> Yes. playback if necessary. >> It'll be available tonight on the >> exact >> so I think we're rolling. >> Okay. So the board asked us to come back with more uh options as to you know what in this

122discussion about staffing at the elementary administration. Um I have nine to present. I I'm presenting the the original three from last week or last month and then there's an additional six. So uh we'll start with option number one. From each of these I tried to indicate whether it would increase the budget, decrease the budget or remain neutral. So option one remember from last month it would be a budget increase because the idea was to take the shared LIS and East Dair folks let them be at East or at LIS replace the SC principal and then add a principal East Dair in the picture that we did look like this. Right? So that was option one. Option two is a budgetary decreasing. I think three of the options had this little asterisk up there. I put

123the asterisk up there because we would anticipate that this would be a decrease to the budget, but only because we're replacing veteran principles that have been here for a while with new principles. So, we would just anticipate that there would be a decrease in the salary in that position. There's no changes to positions or eliminating position or adding a position. That's one of the asterisks. So option number two was to uh replace both the Strods and LIS East area principles, but then do a reshuffle of the the staff that we have to maybe try to balance things a little more. So we would have the Strods principal be the shared principle between Strods and East Dairy. Um the LIS, East current shared principle would be just an LIS. The IV principal would stay just at

124IB, but then we would share the assistant principles of LIS and East Dair with the small schools and that picture looked like that. So the the Stro PR and East Dair principal is shared back and forth and then they are sharing assistant principles with um IV and LIS. Option number three uh was budget neutral and option number three was to do option number one but to make it budget neutral by eliminating the principal position that's at the academy. Um and it looked like that and now we go into the new ones. So option number four is a bud a decrease to the budget. The way that this is a decrease to the budget is that first bullet point which would be do not replace the strokes mills principle at all. Replace the LIS East area

125principle exactly as they are and then have the way that LIS covers East Dairy have Indian Valley covers mills in the exact same fashion. It would look like that. So that would be a decrease to the budget because we would not be replacing one of the principal's positions for retirement. >> You're moving IVC across the county. >> Correct. So the idea is that considering LE to be a different story having the other two large elementary schools cover each cover one of the small elementary schools. So that's option number four. Option number five is also a budgetary decrease. Um there's there's a lot going on in this one. The the um key is bullet point number two and number three there. And that would be to take the two retiring principal positions and replace them but

126replace them as assistant principles instead of print head principles. And then to shuffle our the assistant principles, we would then have five of them. So we would have an assistant principal in every building. And then we take our two remaining principal positions, the one from IB and the one from lees. And we make turn them into districtwide principles at different grade BS. So have one of them cover in this case I said the IV principal becomes the districtwide grades four five principal and the lees principal becomes the districtwide K through three principle that picture looks like that and if anybody's questions along the way feel free to ask or not shy >> I'm struggling with the last bullet point on this slide I guess Well, the last two bullet items. >> Okay, >> I'll just

127say what's running through my head here. So, IC principal becomes and just let me read it for my own purpose, nothing else. IC principal becomes MCSD principal 42 through5. So, the principal moves around the elementary schools as does the IVC principal. Is that what we're saying for all those grades? Correct. We Indian Valley Elementary Center technically is two schools. >> Yep. Everybody knows that, right? It is Indian Valley Elementary School which is K through three and it is Indian Valley Intermediate School which is 4 through 5. It's technically two schools in one building. So in this in this example the the MCSD principal 4 through 5 would be the principal of Indian Valley Intermediate School and Lewistown Intermediate School. The MCSD principal K to3 would be the principal of East Strodes Lees and Indian Valley

128Elementary. So what does this do for like evaluations supervisions? Um do those numbers drastically go up? Then >> um I'm assuming they do. Yes. >> When in in option number one when we look at the um supervision evaluation piece, option number one actually balances that across all of the administrative positions in that case. Um in in the other options, it it creates an imbalance. So the reality is to to go obviously I'm going to advocate for option one. I think that's the best way to balance our administration and to provide the support to our students and our staff and our um parents every other option really you have to make a decision of who do we want to benefit and who do we want to take away from and then I I hate saying it

129that way but it's the reality of what it is. So how for the Indian Valley then? So is there something structural that is they require that? So you're doing it by grade bands. Is there a structural reason for that or was that just >> I'm doing it by grade bands just because that's how we that's how we are established. So the principal for the fourth and fifth grade in Indian Valley, there's not anything different qualifications for that person as opposed to the principal for the for the K through third grade at India Valley. >> Now principal certifications are >> okay. So so so there's not really any reason other than we chose to basically just do my grade dance that that there's two principles at Indian Valley versus just one principle taking care of all

130of Indian Valley. Well, the reason that I did it I have it this way is because of the way that we physically are structured in Mifflin County School District. We have elementary schools which are K through three and we have two intermediate schools which are four and five. So that's why I broke it down that way. But the the actual curriculum, the testing, everything, I mean, is it drastically different between K through three in the same building as uh fourth and fifth grade or is it I mean, from the student's perspective, it's just going from one grade to the next. I didn't know if it was something else that I'm not I'm missing that there would be required to have two principles in the same building. >> No, I just did it because we have

131intermediate. >> It's just how we think about things, >> right? We have elementary level, we have intermediate level in the Memphis County School District. We're talking about using two principles to try to cover all of elementary. It I I don't disagree with you. It's one building and it would be very >> Is it fair to say that those two are traveling principles quote unquote? >> Absolutely. I have a concern about cohesion. >> The the principal in in this example, the principal in K3 would have four buildings. So they would be >> I mean over time their staff sorry. >> Yeah, they would. I mean, we would have an assistant principal in active voting every day, but the principles would be all over the place. I have a concern about cohesion with the staff. If you

132have principles traveling across different schools, how how >> and that's where you run into option one is the best way to stop that or eliminate that. And like Mrs. Barbara said earlier about when you have emergency certified teachers and about supervision numbers and stuff that's also number one is another reason we talk about the best student or the best teacher ratio numbers administrators every school knows who the principal is >> and we he asked the board asked for options >> so that's good options >> well the collision would be the assistant principles would be staying at those schools all the time. So they wouldn't be bouncing around. So that would be and the principal would be almost it would be take on a different character than what we're used to completely. It would almost be

133like more of a supervis higher level supervisor role because you wouldn't be able to the one that's traveling between three or four as it's listed right now. I mean that would be um a lot less time to really build any type of rapport and relationships in each school. Mhm. >> Could you see at all that assistant principal even though are they supposed to be building wide are they also limiting you know K to three or four and five? Uh, I mean, for me, they're building wide. >> So, I think they're going to be taking the brunt of, you know, a lot of the discipline and all those issues coming up, but >> they they absolutely would and they would run the dayto-day and they would do the the downside to to having a system in

134which the assistant principal is the person that's in the building all the time is they can handle most of the day-to-day stuff, but there are things assistant principles don't do. They don't do the budget. So, they don't really have the ability if you come to me and say, "I want to buy this or do this," it's going to have to be, "Well, hold on. Let me let me kick this up the chain." So, there there are difficulties there. >> The Yeah, the job description for principal in this would be very different than what it is today. >> So, it would almost be as principal and principal as we know them would be very different job descriptions in the very important. >> Um, so option number six is very similar to option number five personnel wise,

135but I think there was a question maybe from Mrs. One Garner about the connection with LIS and the schools that feed LIS, the strokes and East area connection. So personnel wise, it it's very similar in um on the wrong one. Hold on. I I think you're wrong. Nope, wrong one. Next one. >> So, uh, in this one again, we're replace strobes with an assistant principal, adding an assistant principal at for East Dair, uh, replacing the LIS principal as is. This one looks a lot like one of the previous ones where we had the option where we had the assistant principal and principal at IB covering Strods and LIS covering east area and they were both moving. In this one, we're adding an assistant principal. So again, the assistant principles can stay home and be in

136the buildings all the time, but there are uh two principles that are shared between a principal that's in charge of IB and Strods with two assistants and a principal that's in charge of LIS and East Dair that also has two assistants, one in each building who would stay in that building. So in this instance, they wouldn't be trading back and forth all the time. There would be that system principal present at IVLIS East area and stros but the principles will be gone back and forth. It's just me but here we go with the don't just understand this comment but here we go with the IBC themes move again that's a lot of time lost because they're going across county and back and forth that's my concern with this one. >> Well I mean I guess

137you're assuming they're going back and forth in the middle of the day instead of just allocating a day. >> True. I mean I still think they're right. >> No, you're right. That was my assumption. But it's I got a problem with that. >> I've done that. And basically what I tried to do was I just alternated days. >> Yeah. >> But there there are things that come up that you just got to pick up and go, >> right? But it's >> it's interruptive though. >> Well, it is. >> Yeah, for sure. >> Okay. So, uh option seven, I think, is the one I was I think I jumped the gun. So this is where we have that idea that East area strobes and LIS are kind of tied together. So it would be the same

138thing of adding an assistant principal, replacing the Strods with an assistant principal. So we have an assistant principal in every building, but then using the the other PR the LIS and East area principal since all those kids are going to come to them, have them be in charge of LIS, East and Strods Mill. So they would be the principal of all those buildings and it would look something like that. Again, it's a budget increase because we would be adding an assistant principal to get have enough assistant principles to have an assistant principal in every building every day. And then the the last two that I have for you, this one is one of those asterisks budgetary decrease because we're replacing higher salary people with more introductional salaries. And that really this one is just to

139put it back the way that it is. Replace the LIC stair principal. Replace the Strod Mills principal. tell that person that you are the federal programs coordinator and it looks exactly like what we look like today, which is why we started this discussion in the first place because it it's it's not equitable to all of our students. And then option number nine is to do replace those positions as they were, but take federal programs and bring federal programs in here. And I guess I should have said at the beginning, all of those other options assume federal programs is coming to central administration. Everything except option 8. Uh so we would place those people and that picture would look like that. And once again, we're these are the situations where you're picking and choosing which schools

140you want to benefit and which schools you don't. So those are the nine options. There they are. Can we have a couple more? There were 17. Which one? >> Can Can you share these? Send these to us. Sure. Email them or >> so I have I have a comment. I And I know that obviously you guys look at things different, but there's only one of those options that essentially interrupts lees. And that auction has that interruption at 1.25 FTE full-time equivalent employee. So I look at things a little bit differently and we currently have 7.5 FTEES for our district and these schools. Just talking about these five schools I have a suggestion or proposal that remains at 7.5 FTEES. I assume that there will be a budget decrease because you are taking more tenure um

141people positions and replacing them with less tenure positions but it does not it does not leave allees at that position. Um so basically what I would propose is no change at Indian Valley and this is this proposal is based on students in the building. So any buildings under 300 students has one FTE principal. Um any any building with 3 to 500 students has 1.5 FTE. So you have a principal and a shared um assistant principal. And any building with 500 students has 2.0 FTEES. So essentially in we'll call it the 10th option. Um IVEC no change. You retain your principal and your assistant principal. L you have a principal and an assistant principal. Um one and a half FTEES. LEAS would have one and a half FTEES principal and assistant principal. And I would propose

142that LIS and LE share the assistant principal. They're closed in proximity. Um, Strods Mills and East Dairy each have one FTE as a full-time principal. >> Can you >> I'll send that. >> Okay. >> Can I give him guys some more information? And this is something so everything you said is just based on numbers number of students in the building. >> Correct. And I understand that there's a demographic challenge with lees, but I also think that we have other support administration that can be utilized as resources to help offset any of the half FTE reduction. >> And and that's this is a board decision. This is not an US decision. It's ultimately a you decision, but I do want you to have all the facts. And this is this is what I don't think people

143understand. Um, so I pulled and I had this last month. I just wanted people to understand this. I pulled the safe and drug-free school reports for the last 10 years. And really I I should do I I I'm going to give you the last six because that's when we did a boundary change and Stro's Mills picked up a slightly different demographic. So I'll give you the last six. If you want the last 10, I'll give give them to you. In the last six years at Stro Mills, we've had I'm gonna hit this with nicotine weapons violations and drug violations. East Dairy, one nicotine violation, no weapons, no drugs. There have been 96 SAP referrals for student assistance program. At Strods, we've had zero nicotine, zero weapons violations, zero drug violations. We've had 95 SAP referrals.

144At least we've had zero nicotine, zero weapons, zero drugs, 159 staff referrals. At IV, this includes K to five. I don't want to. So, we have two nicotine, one weapon, no drug, 99 sack referrals. At LIS, we've had 19 nicotine violations, five weapons violations, three drug violations, and 247 sack referrals at that building last month through Clear Concepts. This is just some information. It was pro provided us by them, but their SAP report at our elementary schools. Uh Clear Concepts, those are drug and alcohol counseling. It's Trods Mills. They service three students in three sessions at East Dair. three students in seven sessions at LE four students in five sessions at India Valley one student in two sessions and at LIS eight students in 29 sessions so I just want everybody to keep in mind

145it's not just number of students it's also needs at the different buildings and these are just some of the things that have happened over the last you know I'm going to say six years I mean I can give you 10 um it doesn't really change a whole lot Can we talk about truency? >> Well, can I ask a question? >> Where are the the school resource officers? I mean, they're not dedicated to the elementary schools full-time, are they? Is there a full-time resource officer at Lis? >> It's shared with middle school. >> And what about the other schools? We haven't even talked about the the middle school or the junior high. And like there was no options that would have any impact at those levels. presented and maybe that's because of the principal certification. >>

146No, >> principal certifications K to 12. >> Okay. >> I have a question to follow up with kind of that. Can can you guys explain this is something that I've had on my mind for a while but why do why does the middle school function okay with a principal an assistant principal and a part-time SRO back and forth and the junior high we have a principal then we have to have two assistants and I believe they have a full-time SRO to junior high. So why you you've got two grade levels at the middle school, you've got two grade levels at the junior high, and if I'm if I'm correct, I think you have pretty close to the same amount of teachers at each of those schools. I mean, maybe I'm wrong about that, but I

147think it's fairly close. But but why do we need two assistants at the junior high level? We at one time we didn't and we had a halftime that traveled. We had one full-time assistant and then Jen McNair traveled back and forth to high school and junior high. It just didn't work. So, uh, the principal, an assistant principal, and a resource officer won't work at the junior high. >> Resource officer is not a principal. I mean, >> no, but I mean to help keep things >> correct, >> under control. >> They I remember because I had a conversation a couple years ago about the junior high school and it definitely the the amount of discipline referrals came down. It is love all the kids. The worst grade levels for discipline is grade eight and grade nine.

148And the way we merge schools and it was it was survival mode. You put them both in the same building. It's it's the age group. And when we went from we surveyed the staff um at the junior high school and it was 57 teachers that were surveyed and 56 of the 57 said that we needed two assistant principles there. That's when we went from one and one and a half to two and it just discipline went down. I think we've been with that a lot since two years ago was discussion. Yeah. >> Um the SRO is there. I mean if if H anymore the one the high schools off they share that one back and forth but you know they help with the with the bus duties help with lunch duties. be there do a

149counel or whatever, but at the end of the day, they're not going to be helping with the, you know, with the suspensions, giving detentions, um, doing the drug and alcohols, the police are not involved with that. That would just be the >> No, I know that. >> You mentioned that when the junior high was kind of created, we were survival mode. Is there any chance that that ever goes away? That ninth grade goes back to the high school and eighth grade goes back to the middle school because then we have three administrators and I think you would alleviate a lot of the problems that you have in the junior high by hitting those two age groups away from each other like that. Yes, >> I would personally think that district enrollment would have to keep

150going down in order to succeed that mainly because of the capacity at the high school because I don't I think the capacity is no more than uh 1,200 students. >> We can't fit all four grades in the high school right now. Um there was some discussion a while ago. I mean, if we had to build on another wing >> and that was kind of designed that way to have that as an option down the road. Um, cafeteria s will have to be changed. Um, if enrollment would keep going down, Mrs. Bard, that might be an option. Seven to 10 years right now. And we did look I mean, we looked at before Mr. step because I wish eighth and ninth graders were out together. >> The root cause of that problem was that building was

151built to be Indian Valley High School and then the bottom fell out and then the whole everything had to be reorganized. >> Yeah. >> I mean some Oh, it was a black and red gymnasium floor. People weren't into school. I mean, I saw it. It was Indian Valley High School. So, you know, Mr. Eep came, you know, the board had discussions. Remember sitting here, the elephant, they call it the grill in the room and then all of a sudden it started going and it was like $5.4 million. We reduced from the budget that year when we merged. We eliminated so many staff members. It was it was when I say survival mode, it's because the board did not raise taxes for extended period of time. Costs were going up and then this is one way

152to combat that and we were having enrollment drop just like I said Mr. going to learn maybe in seven years. Um definitely not in the next three or four we still won't have enough. >> And during that period of time we also did not um maintain our facilities adequately. We constantly kept cutting and kept cutting and we just didn't take care of our properties. I did I gave you the wrong I looked up the the survey was it 56 teachers were surveyed 55 of the 56 said we need to have two assistant principles full time at the junior high school >> what was on the survey was it just the question of yes or no or was it I mean >> well that was for that question was yeah question two question one is like

153having an additional administrator their team member or having three has increased improving has improved the following at the high school and the biggest response was um visibility. Number two was turnaround time on referrals, student accountability, keeping discipline, um school climate and the lease which is still have a like scale it was still over four. it was um 4.32. It improved the instructional quality. >> Has anybody thought about doing that under I mean if we can boil this down to a couple options, would it be worthwhile surveying the teachers to see what their perception of the need at each school might be? >> Or is that too much in the >> I think they will all tell you at their school that they're they have great need. Like I don't think you're going to like and

154like so like India Valley several years ago wants to split school. They split with East Dairy. >> So nobody likes to be >> I don't I don't think any I I think I'll tell you we would want somebody I mean we could certainly do that if that's what the board wants us to do. I mean I don't have a problem doing that. But I will I will think I would think right now Indian Valley teachers would tell you us having a principal and an assistant principal has made our school better. And I I can see that like I I think it has I think they were asking for it and you know that was at that time I mean Mr. Do you care if I just tell like it was it was my choice. I

155was the principal at Lewistown Intermediate. He gave me the choice. I could go to Indian Valley and be the head principal with an assistant full-time because we felt like they needed consistency there or I could take on another building. And I being the more experienced person here, I took on the other building because I knew I could handle that. And you know, I gave everything I could and I think Mr. Beer and Mrs. Maddie do that with LIS and there as much as they can. I mean, Paul, your daughter came through LIS and she'd probably tell you she saw me more in fourth grade than in fifth grade. We were very split up, but I think we were still out there trying to be as physical as we lost. we had. But um you know

156that that was basically how this kind of came about. We've always had a split building. Prior to that, I think Mr. Styers was split between uh East Arian >> Strods and and you know that was that was a split at one time. >> So I'm not allowed to say her name right now. Just the assistant principal at LA. Is she does she have the option to what would she have to do to become like the head principal or like >> you have to apply for a job when >> she could do that? Will she do that or is that >> I don't know that I can really say that in a >> we there's going to be an opening if she's interested. She can express interest and apply for the job. There there isn't there's

157going to be two openings, right? >> Yes. Okay. >> There there's no difference in certification for what I was getting. Is there a difference? Okay. >> It's the same. >> Well, my age group, yes, just so you know. I mean, I maybe Mr. Reer might >> I don't in my age group it was elementary principal and secondary principal. Now, everyone recently coming through is K to 12 principal. >> But I meant like assistant principal. There's not an assistant principal certification and a principal certification. It's just principal. >> Sorry. >> That's what that's what I was asking. Does she have to do anything further to become? >> No. >> So, we just went through a lengthy presentation on the academic process and then you look at all these options here and I think we look at

158it we had a lot of confusion by moving principles around. We we had a lot of confusion about splitting buildings. when we're trying to do better, we're trying to support our staff, you know, do better by our students. I think everything other than option one pretty much, you know, hurt hurts that progress. Um, but I think we need to keep that in mind as we're looking at this. Option one gives the best support. That adds a cost. And we heard that they're going to request additional teaching staff and the teaching staff directly impacts those test results more than an administrator. >> We're also looking at some possible funding to help cover these positions as well. We don't know when we'll get that or not. I'm still hung up on option three mainly because if you

159look at the aortionment of administrators with um the academy for students and teachers >> even if you leave uh Mrs. Hicks without Mr. cross and she doesn't have the same um load capacity um for teachers or students as a lot of the other um principles and assistant principles across the district. I >> think you're comparing apples and oranges though when you look at the needs of kids at the academy and what they're doing there. >> I understand like they're they're learning trades. They're working with employers in the community. I think there's a lot of things that are going on. I believe Miss Hicks does her own grant research. Is that correct? Like >> she writes in her own grants and everything. >> Yeah, she does that all herself. So, >> but then but then the

160question I would ask is what is the discipline intrucy issues that we see at the academy and whether or not that would overwhelm uh Mrs. text from her uh current responsibilities. >> Keep in mind and and and I I agree that I would like to see both um Mrs. Hicks and Mr. Cross to do the cabinet. >> I'm clear about that. Okay. However, however, they've got in a neighborhood of 300 children. >> Mhm. >> Okay. Split in half. So, so there's about approximately 150 children in that building in the morning and 150 children in the afternoon. There are children that are on co-op that are not in the building. So, I think when you start talking about trying to get uh administrator, students, and teacher ratio, we have to include the academy in that conversation

161whether we like it or not. But then I ask what position is more important the principal or a true administrator? Do you keep the principal who is dealing with the students and the disciplinary actions or do you keep somebody that's writing grants? >> I I'm not >> legally speaking if something is to happen at the academy um would disciplinary still be able to fall under high school administration >> conceivably. Yeah. is when you have multiple school districts contributing to a to a vocational technical school, the home school district can handle the discipline. It doesn't necessarily have to come through the uh vocational. >> Okay? >> And and the other thing is when you're talking about splitting principles and so forth, one thing to keep in mind is what are your demographics of your students in

162in those buildings? If you're saying IV gets principal and assistant principal, uh you need to look at your special education population. You need to look at your minority population. And then you're splitting a principal and assistant principal between LIS and LEES. You have to look at your minority population, your special ed population. Because if somebody files a report to the OCR saying, "Hey, you've got two buildings that have a number of uh uh special education students andor uh minority students and they're getting less administrators to deal with the problems than a school that has marketkedly less OCR is going to be uh up your butt about all that because the fact that we've had that issue once before where somebody made that complaint. wasn't true, but it's something to be mindful of because the Office

163of Civil Rights in Philadelphia will just take it at face value and say, "Okay, we're going to have to come in and make sure that uh and and at that time, Indian Valley was a model school that the rest of the state was coming in and looking at how how things were being done there. But the report was is that Indian Valley was being deliberately made liy white with no special education students. and we still had to deal with it as a district and we had to deal with council from Philadelphia coming up and doing actual physical inspections of the school and looking at the student population and student records. So that's that's a whole other aspect. You want to make sure that how your student population is distributed amongst those schools and do you

164have enough administrators to deal with those students with special needs? >> But that's going to have to flow from year to year. Not if you're warehousing certain kids of certain uh with special education andor uh minority students. You look at where the demographics are. Where are the minority students in the district living? Where are they attending school? And if it looks like they're all being fed into one school, you you're going to have a problem with OCR. They're going to say you're using that as a warehouse for for students with disabilities and minorities. >> Can you go to option 10 again? I'm sorry. >> Option which? >> No. We have a quick drawing. So make me understand what's the difference between one and nine like you're keeping okay nine you keep as is we we

165hire a principal >> for l and ed >> the difference between option one and option nine >> what yeah why the increase with one and a decrease with >> because in option one we add a principal so that there is a dedicated principal in east area just like there is in strokes in this picture and that principal and assistant principal that's shared are at LIS just like they are at IB and L >> there's an extra body on option one. >> So the concern with this one is what you said Mard about L that report you gave >> that's how it is >> this is status quo I mean that's what I'm that's what we're saying like you're going to have a principal traveling back and forth you're going to have an assistant principal traveling

166back and forth and there's going to be some date where they have to work together as Mr. more problems than >> according to the report there there are >> no >> yes I mean that it's it is I mean there were eight students that got SAP services clear concepts last month and 29 sessions and Indian valley had one student in two sessions and there were 99 staff referrals over the last six years at IB and Stro and East Derry each had 95 96 L had 247 I mean there's needs >> there's needs in the buildings in the burrow I the only thing I would ask for I would prefer to see status quo over trying to share an assistant principal between L and LE. I think that would be >> that would spend a lot

167of time with the academy. I like this. >> And I can tell you I I worked there when there was one person in charge and I worked there when there were two people and things function much better whenever there were two people. The school moved forward when you had two people. And I am pretty plain as far as I'm not going to support taking Mr. Crossson out of there because things are working well there now and I don't think we should be messing with that. Um, Mrs. Hicks, if you want to go back to, you know, costing the district more money and the fact that maybe she's not able to have the opportunity to do the things like uh Jess said as far as writing grants and things and she has to focus all of

168her time on student related issues and teacher related issues and things, you know, I I think it's a big mistake to take Mr. Crossing out of there. Um, and that's just my opinion as I think in order for that school to keep moving forward and we're getting more and more students going there or showing interest or if you want to see any growth at that school in additional programs or whatever. I mean, one person can't can't handle all that in my opinion. Well, >> I think the goal of this board is for all schools to move forward. I think that's the goal. And I've said from the getgo, I agree with what you said, but when we're talking about moving people and reducing people, they have to be factored into that. We have to look

169at that. I don't like it, but it's, you know, I don't believe in sacrificing too many for the few. And I hope we don't do that when it's all said and done. That's that's why I personally was looking at option three in that sense because yes, I do agree that ideally speaking, two administrators at the academy would be better than one. looking at it especially with majority of the board desiring a budget neutral option. Um and in my personal opinion believing that the best success that we would set ourselves up for as a district entirely would to be would be to make sure that at the elementary level there's continuity. Therefore, um being able to show consistent growth um at the elementary levels, making sure that the kids are getting their foundational education before they

170move on to the secondary level. That's why I'm leaning option three in my person. >> If you would put that back up, option three, please. >> Will you put the one like all all of them? >> No. >> All right. What would it look like if we shared one of the vice principles from the junior high with and like we kind of like worked that way down a little bit instead of just focusing on just the elementary school. So we know that obviously there was a request to have two vice principles. What would it look like potentially with one and a half if we use that per that one of those is just a halftime person to go to L is a is a halftime person into junior high is one half of one of

171those assistant principles going to have a huge negative impact >> I'm going to say yes just because Jen McNair said that herself >> and she felt >> that she was never really connected by the time she cuz she tried to go back and forth each day. She didn't do like here one day because it was going back and forth like she finally got into something and she would leave. I just remember her saying that when we present it to the board you it's a tough decision. I mean we either the board it's option one or you are picking which one's going to go backwards just like Mr. Baker said about the academy. I will say in the because I was secondary especially all these years that junior high is going to go backwards if you

172add it at this point. So >> I just go ahead finish. >> I just think even going from two assistants to one or one and a half I just believe the junior high is going to go backwards if we go that direction. >> So I'm struggling with that because of what Mr. Baker mentioned about middle school. middle school is doing something right in terms of discipline. Disclaimer, I know teenagers. I've got some of my own. So, I know the 8th to 9th grade, the lack of any kind of it just struggle to get any kind of order out of chaos. I'll say that up front because of the age. Um, however, and to repeat, the middle school is doing something right. What can we do at the junior high and can we do it quickly

173I guess would be my other question in my head and then alleviate that second vice principle and have them able to go somewhere else kind of what Mr. was saying something's going right at the middle school. Can we transplant a copy paste? The the reality of the situation if you want my >> how many I'm sorry I forgot to ask please. Uh how many were at the junior high? What's the population junior high? >> Um go ahead. Thank you. >> 680. >> Yeah. I mean, if you want my opinion, the reality of the situation is >> if I was making this pres presentation to to ask for what I think we truly need, I'd be asking for a second assistant principal at the middle school as well. Just being perfectly honest, I I the middle

174school needs more help as well, but I think that sorting out the elementary school, I mean, I realize the the situation that like I try to understand the situation that we're in. Sorting out the elementary school seemed to be like the right discussion to have at this time because we have two retirements and we have now is the time to make a change. But that would be the reality of the situation. I think if you ask the middle school administration, they would say the same. >> True. >> What see the big difference for junior high versus middle school? I think you start finding some students are getting to the age where you know non-performance. They don't want to >> go to school. It's I hate to say it >> rebellious or >> y >> and

175then you know that's when we see more of a truency which now you have to go you know the court for those and have the saci sic hearings. >> What would be the chance of of finding another Mr. crossing but like at East Dair someone that's over someone that's retired that we we could put in there. >> Well, I don't think you can advertise for that >> where you would >> as far as like a retired teacher. We have already we can't advertise for that. And so let's do it. We would have to advertise for a full-time principal because we're still advertising for the academy principal position, right? >> No. >> And that's why I brought up the last meeting. I I said you want to be above going be transparent. Mark Cross's job should

176be posted now. And then if if you're going to keep the position, don't think of Mark And Stephen, you were in the room when I brought this up in in September. I think the position should be posted. If there is nobody, that's what happened last time. There was nobody that the interview committee felt comfortable with and then Mark Crossson inter came in while he was over here helping with busing. We asked him, "Is there any chance you want to do this to fill in?" We reopened it. No one came across. So, we did that. We're probably October, November of the first year. Laura went to the OC and said, "Hey," she said, "You help me advance." We said, "Yeah, is there any chance you just go ahead and make more crossing here next year?" So,

177I get my feet wet stable. Yes. But in September, we're in a supervision meeting. I said, I think you should post a job, see who's out there, and then if there isn't somebody, then you get back to a more pro. If this was a union position, we couldn't do what we're doing. >> I'm just going to say I don't like option three. I I really my my gut tells me that the academy is on the right track. If we detract from that, I I just got the the instinct that something's going to go back. You know, I express >> I agree with you and I think at the meeting last month, the two teachers from the academy that spoke during public comment, I thought they spoke very well about the support that they're receiving. And

178the reality of the situation is I I would like I would advocate for option one because I want to provide that same level of support for all of >> Can I ask a question then? If you're going to advocate for option one, >> could you go back to that please? How you're also going to advocate then for additional teaching staff. >> Correct. >> If you had to choose between an administrator and teaching staff, what would you prioritize as your number one? >> If I had to choose between the teaching positions that were advocated that we're going to ask for and this, I would pick that. I would pick the administrative change first. >> Okay. Can I ask why? Like, and I don't know all the information on the teaching staff that you're going to ask

179for, right? Like you just said, we're going to come to you with >> Can can you share why? Because I think that that's something that we would need to like this isn't an individual decision, right? Like this has a dollar on other things you may ask for. >> Certainly. >> So, >> great. I I mean, for me, the it's it is that support. It's the the adding a teaching position has an impact. the teacher I don't know they they interact with 100 students provide it you know I guess at the elementary level it's less at the secondary level 100 150 students in a day that you have that impact it's kind of the discussion that we probably have all had with ourselves when we decided to move into administration and for me it was in

180the classroom I have the ability to have a positive influence on the 150 kids that come into my classroom every day in an administrative position I'm And I'm in a position where I have the ability to have a positive impact on all 500 kids that are in the building every day. And I think that having the stability and administration and the support for teachers has the potential to raise the level of all of those teachers, which I think would have a bigger impact than what one teacher could do in whatever position. that that's why I think this because I think when you're talking about if we're going to benefit significantly LI and East area I think in this scenario because they're not sharing administrators and having a positive influence on Strods what are we talking

181about nearly a thousand students that that potentially impacts versus the 150 that a secondary teacher might impact >> okay can I ask a follow-up question about this so we have a budgetary increase by adding the additional headc count there. But in none of these discussions have we talked about and I hate to point out you specifically, but you're going to be taking on additional responsibilities. And I anticipate at some point it's only natural that anybody that does that there will be a request for an increased salary for the additional responsibilities. So we're getting hit with a budget increase here potentially. Again, >> it's already in the budget. Frank Miller already gets paid the extraction for federal federal programs coordinator. >> Correct. But we were also counting on some of that to us at some of

182the principal position, right? Like I think >> No, I thought that that's what we discussed for >> some of his position like that was >> for taking over those responsibilities. >> No, there's a federal program stipen that's in the budget that Mr. Miller gets um every year. So, whoever our federal programs coordinator would be would just get that stipen, >> just the stipen, nothing more. Correct. So, when we come to do annual valuations and salary increases, there's not going to be >> that person does not get like a three point like a 3% raise every year. >> No, it's a flat it's a flat stipen. Federal programs coordinator. >> It's been like that for exactly 10 years. The same salary for 10 years, the same stipen for 10 years. And there's no additional increase given

183on top of that for the annual valuations. >> No. >> Okay. >> It's a flat >> 10 years 100% locked in. >> Okay. >> How much of an increase would this be >> approximately? What was it again? >> Well, I said 160. It would probably be closer to 170. >> 170. >> And that's subtract the federal program money. Was that like can you sub can you subtract the >> Well, right now 50% of Mr. Miller's salary is funded with um title one federal program. Yeah. >> And that's all figured into the 160, right? That's >> no. So we would say um you know half of that roughly half of that half the salary >> half of the salary we could take from federal programs. >> So probably a third total compensation. >> Well no half

184of that. So like 85,000. >> Okay. But but that would be used somewhere else if it wasn't for that salary. It wouldn't just disappear. So it's not disappear. >> All right. Try not to open a can of worms, but I'm going to follow up Paula's comment. Explain please what's the concern with option n >> because it's essentially the same thing as it is right now. >> Yeah, that is the issue. >> Right. Explain it time, please. Well, my my concern with option nine is this. Strokes Mills and East Derry are very very similar schools, almost identical schools. And in this scenario, you're going to give Strokes Mills a dedicated principal that's there all the time and have East Dair having a shuffle of principles. >> But that's how it's done right now. >> Correct. >>

185It's done that way right now, >> which is why we why we started this conversation because I don't know the way that it is right now for me is not accurate >> with Mr. reader retiring. If you're going to make a change, now's the time to make a change. >> Could you tell me why option five is not going to work? Because I I I kind of like the idea that we're talking about consistency. One, you have a system principles and principles and they're all principles, right? They're just different functions. So, the job descriptions will be changed from what we have right now. >> Um, but then you have one that is dedicated to each school. There's no bouncing around. So, there's going to be consistency there as well. and you have a budgetary decrease

186and how could you use that money elsewhere that would be a you know kind of a better return than >> the oversight of the principles the the number of direct reports that they have to manage is going to >> well I don't like I don't I think that one principal should have it get valley there should be principles two mainly to keep student count consistent um to have IV and LIS put together and that one principle being K through three at IB and then the other K through three principal taking all the other schools. That would be my only >> But then you're impacting the demographics again. >> But everybody has the same assistant principal. So they all have a dedicated day-to-day operator. >> I'm stuck on >> is our goal for student is our

187goal student achievement. Well, that'll free up more money to be used somewhere else to promote student achievement and we don't really have options around that. >> Well, if our goal is student achievement, the super division and evaluation plays directly into that. And again, I strongly believe that we need to keep two people at the academy. But I it's hard for me to justify doing that if we went with a model like that. >> Could you go back to option three? Sorry. >> Sure. disrupting. >> Go ahead. So my question is with option n does the federal program still move to the advanced version >> under all of >> you did answer that >> like with that one it's like option nine there is very little work that stro principal is going to have on his

188or her plate >> but it was a budget decrease and that federal program pays part of his salary or it's a statement. It's a statement, right? In addition to his salary. >> Mr. Barner, wasn't there a uh research that was done down in Texas um pertaining to um third grade student reading levels and jail time? >> Oh, yeah. You're right. That is why I'm getting so stuck on option three because that I want to make sure that we are at least setting the foundation at the elementary level and setting that consistency for student achievement which would which should naturally follow up to the secondary level. I get your I get everybody's concerns about um the reduction of an administrator at the academy and how they are progressing now. But I feel like with as strong

189of an administrator as Mrs. Hicks is, we would still be able to have that um success with the academy and if we were to move say disciplinary issues over to the high school with uh compagna, ruble u and durn, could one of the assistant principles from the high school spend some time at the academy? If we were to select this option, would there be an impact to the high school? >> I don't like any of those ideas. Sorry. >> I'm I'm just asking. But overall, I personally feel bound to an option that gives consistency at the elementary level because how else are we going to be building that foundational um educational standard that we need to put and see that growth in whenever we get them into the secondary level, whenever we get them to

190figuring out what career path they want to take and if they go into vote whenever we finally get them um onto Chapman Stadium walking and getting their diplomas. How are we going to set that foundation especially if we are going to stay budget conscious? I think I have the concerns from when they're getting to Chapman Stadium and how they transition outside for that. And I think that this will impact that which will have another effect on not only the academy but the community. >> Can you go back to the one I'm sure you're tired of going back. Can you go back to the one that had an assistant principal at every school? >> Option five. I think >> there were there were a couple of those. That was one. >> That was one. >> Option

191five. >> Well, yeah. Either of them. Now, what what would the Well, I know you got a principal. >> You have a principal and an assistant at LA. >> Yeah, he's going to option five. uh >> you're talking about a budget. You're talking about budget neutral with each assistant with an assistant principal at each building. >> What would what would happen here if you took you got a person in each building all all the time? >> Correct. >> In there. >> What would be the problem with uh and they're all elementary? >> Correct. Why couldn't you just have one person supervise all those assistant principles? You mean just have one principle >> and then you've got you've got every building covered with a person there and then somebody that that supervised those principles. >> So

192more so an elementary director. >> Well, yeah, I guess. But that you know that person would be the need to be apparently the go-to person like if you want to order something you know that the that assistant principal you know feeds that information to >> is this going to increase the need for substitutes this position because you have one person you don't really have a backup when somebody's out of the office. Well, I mean, my concern with that that idea is that almost every day of the school year, you would have three 450 to 500 student elementary schools that have one administrator at them. >> Well, I mean, like for today, this I think we have one person that substitutes some they don't know how long she's been continuing like Mark Crossson was being a

193substitute when he became at the academy we only have that and she right now does four days but she's also has family commitments and that could always end at any given time I I don't know if any the the two principles retiring want to sub I I don't I know Mr. Miller might most likely will start a company, a corporation cuz he's so versed in federal programs. I don't know what Mr. Reer is going to do if he go get a >> I'm just saying like there's an opportunity here where people have you a lot of money in substitutes to cover this >> vacation time. >> Yeah, like vacation time if they're going to trainings additional like you're going to >> not mention it's what one every four days you could be in that building

194as the principal. A lot of lost coverage, too. >> It was nice today. Mr. Arin and I were on with the IV situation. Mr. Porson could stay in his office and be on the phone with us for two hours straight, working everything through, getting the communication right for the parents, getting the plans in place for Friday afternoon, just doing things like that. And then Mr. Zilk was there to go do what he had to do in the building. the center you get the and luckily they both were there today like what Miss Barup said not someone on a vacation or someone >> this is getting in the less maybe probably too much and this is a little off topic but I I keep thinking though you know we're losing teachers to neighboring school districts for

195$17,000 here $10,000 there right you know it's all I know there's a lot more to it but but to be more competitive right? You know, if we can save money in different ways, can't we use that and and try to retain talent? >> That's probably there's probably a lot more into it than just that simple. Here's some money. That's where you have to pay for it, but I appreciate the effort, >> you know, >> Mr. Road number two. >> Please don't. That's an eyesore. >> All right, I'm done. >> I think they're all getting right. >> Yeah, >> we're robbing Peter to pay Paul. That's what we're doing. >> I'm still very stuck on option three, especially if we're looking at being budget conscious. Like if the board is if the board is willing to

196eat what would be the extra $85,000 option one in my opinion would be the go-to. I personally don't want to eat that which is why I'm which is why I'm personally clinging so hard to option three especially because of my belief on the importance of the foundation of the elementary level education. >> There's 160,000 though. I mean even though it's it's still money sitting there that we're using one way or the other. Right. So >> Right. But I'm looking at what's still what cuz what is it? Half of it would be covered by it was title one and you said closer to $170,000 for salary and benefits. So that would be $85,000 on our part, >> right? But it's still money that we have access to. It's just not in our pocket. So it's still

197$170,000 one way or the other. But the I was is this something that if you went with option three um that there could be a period where we could always hire somebody else for the academy. Um if if if if we're seeing that there's any regression at all because I think to the point of everybody the academy is doing so well we don't want to get in the way of that. >> You could but you lose continuity. >> Yeah. And that's what they got going for. >> and we would be creating more of a reactionary response if we do see a rapid decrease in productivity at the academy. >> Um, >> but I I personally feel like that we wouldn't see that cuz I I personally feel very strongly that Mrs. Hicks, even without Mr.

198Crossing would be able to make would be able to hold that school together and not only hold it together but help it progress to the lengths we wanted to see. >> That's the problem I have with that option. I don't I don't think they can hold status quo and grow if we take a person away from there. My thought, >> have we kicked this idea down to the principles and asked them if they had any input or any ideas on what would work? I mean, they live this every day, right? They know what it is. Like, do they have I mean, everybody thinks differently. I think Miller did say at least pertaining to option two that it would be impossible to do STS and East area at the same time. Correct me if I'm wrong.

199>> By yourself. >> Yeah. >> Right. >> I think Mr. Pagn also referred to that. >> Yeah. I was going to say you did it. >> Yeah. That was that was 14 years ago. >> So I three years ago is when I started four years ago I split buildings. I'll tell you something that I mean it it's going to be a budgetary increase so it's still going to sting but if you want to lessen the sting give this give east dairy an assistant principal and let the l principal have an assistant at l and assistant at east dairy I can I I could have made that work and I could have I could have provided better supervision to the teachers because I wasn't tied up with discipline at east dair when I'm at east dair

200I can be an educational leader for 700 100 some students and like 100 staff members a lot easier if I'm not tied up with discipline issues, bus referrals, um the truency issues, take taking the phone calls, the assistant principal. Their job is to take that dayto-day drudge of being a principal off the table and allow the head principal to be the educational leader of the building. It's still a budgetary increase. It's going to be less of a sting That is not that's not one of these options. >> That can be I mean we are saying no option. I'm not sure. >> Are you saying option n but add an assistant at uh east? >> I think I think I know you. >> Yes. >> P at l do an assistant in east area. Let the

201principal at LIS cover both and be the educational leader in that situation. >> Already decreased. Sorry to interrupt you, but that would equal things out is what? No, because that is an addition. >> It would be like a half time increase. A half of an FTE increase. >> What is the I mean, >> can you put that in as an option? >> I didn't mean to exact. Well, I'd like to see that put in the talk. >> Okay. I mean that to me I could be an educational leader principal. I'm not handling the discipline of 481 kids. It was 500 at the time at LIS and you know splitting it up with >> I like that. I would do that. >> It's going to give support. It's not I would still say I option one

202is going to be the fairest best thing but at least locking down an assistant at East Dair is going to ensure that those teachers those students and the families know who's in the building on that day and going to give them a sport level similar to what Strods is getting. >> That's my building. What is the difference in pay between a principal and a system? >> I'm sorry, but it's because like it depends how long you've been here. Well, like hiring like how much going to a principal assistant principal that's the additional step >> is that >> well we can get there but the the other piece about the 170,000 doesn't that 170,000 is just the principal position of a new principal. It doesn't factor in what is going to be realized savings by replacing

203two retiring veteran principles with entry level principal salaries as well. So that's going to be >> you you two mentioned something I didn't hear but it caught my attention. I didn't get all it. Could you repeat? >> Oh no. Earlier we're talking about you know equity between the buildings >> and you know LIS has you know higher referral rates and everything. So in this situation, we're still sharing a principle, you know, between the two buildings. Is there any issues from an equity point of view? >> There's an equity point of view because the academy is not on that chart. The academy is only on one chart. And that's where I get hung up on that. Got two administrators. Again, I agree with it. Well, I'm just generally speaking, okay? two administrators for 150 kids, half

204time, half and 12 teachers. That's a piece of cake compared to what we're asking these other people to do. They they I think and to be fair to be fair to everybody in the school district and all students, we got to we got to include them in every conversation, in every scenario. >> And we've only we've only got them up there on one, >> right? Didn't we try >> we try? Didn't we try having one at the academy and it was a disaster? >> Well, yeah. I mean, things work much better, but something too that I think gets lost in in a lot of this is her role at the academy. I think is different than the role of a principal in in any of the academic buildings. She's she's not considered a principal. She's

205the director of the academy. >> Well, she is what this district says she is. Well, I'm just telling you the way it's set up. She may say, "This isn't what I signed up for." >> The way it's set up, the academy, even though we own it, is an independent functioning organization >> and we're not only affecting our students when we make that decision, we're affecting students from Juniad County as well. >> I want to add that option. I think I've said on more than one occasion, right now we need to keep two people there, >> but we need to look at the fairness of everything across the board. And again, the front the front end of our agenda should be student achievement. And that's driven by supervision and evaluation. And anything that we do that

206waters supervision and evaluation down is going to adversely affect student achievement. >> So it's you're damned if you do and damned if you don't. >> So it listens to the user. I mean, it's just what my nature the nature of my particular job. I'm listening to a user. He just said option 10. I' I'd like to see option 10 anyway. >> So So what options are we considering? Yeah. >> Let's go around the board and see what options you guys want on the agenda. So go ahead and start with Mr. Baker. What option are you preferring? I don't know because I'm not ready to make this decision yet without more thought and I I would like to see the option 10 that Clint suggest. >> Maybe we should take away the options that we really

207are not comfortable with. Maybe start from that perspective. >> That's kind of what I'm trying to do with it. Like I'm trying to go around the board and see like okay what options are we leaning towards therefore we can eliminate these options. >> Option seven is not what >> no because there would because the principal would only be at LI and East Derry. It would be it would be a dedicated principal at Stro Mills. >> Okay. Okay. But they would still share. So okay. So essentially we would just swap what's in the box for Strods Mills and the principal that's shared essentially and remove the one line. >> Mhm. Okay. >> That would be option 10. >> Okay. >> So looking at the options again we'll go back to Mr. Baker then. Mrs. Barlo, what

208are you feeling? >> I'm feeling a lot of confusion right now. >> Should we move on to Dr. Catchum? I mean, I would say for me, I do not like option five and I do not like option two. >> Mhm. >> We'll move on to Dr. Catch. >> No, I just I just think that from even from the conversation we've had, option one, um option three should be considered still, but I think there's a lot of debate around that one. >> And then option nine and and are we calling 9 a 10? Yeah, we would call we'll call that a separate option >> and that's the one where there's an assistant at LIS and an assistant at East Principal. >> Yes, that would be option. >> So that would be that would be budget a

209small budget increase compared to >> option one. Option three is neutral. So we have a small budget increase, larger budget increase and a neutral one. I I think that those are the ones that >> So one, three and 10. Mrs. Dixon, how are you feeling? >> One and 10. Mr. Fine. >> I'm option one. >> Option one. Mr. Skyers. >> I'm looking for fairness and equity and number one's the only one that gives you that. >> Mrs. Bumgardner, >> I have no idea. >> Mr. Honesty, >> 10 91. >> 10 9 and one. So why don't we put on the agenda those four options 1 3 9 and 10 and go through the list. Whichever passes first is the option that we go with. >> I don't like that. Whatever passes first, we >> get

210a majority of one. >> At the end of the day, >> a lot of people are going to not like what we're doing. >> Yeah. Okay. So, you end up and you try to go. >> And I I'll say I love that Mr. He kind of said exactly what I was thinking. You referenced the academy. It's not so much they can't do it with less. they just can't move forward then either. If you don't do option one, that's going to be at one of the schools no matter what. The only way to not have that is if you do option one. So then the other one's going to be what is the lesser evil? However, like option 10 is better than we have right now. It is the best case scenario is option one. So,

211is the board okay with how I presented that and having that as the roll call item? basically presenting it the same way as we did the last meeting where it was only options one and three table it that item will be killed since it's this is technically a new opt new item and making it where the options are now option one option three option nine option 10 >> option 10 will be second on time >> okay I'm looking at number two only because I'm a little bit familiar with that if you leave the the assistant principles at LIS and at Indian Valley and you do have a principal that travels between Strods and each dairy and that principal has no federal program responsibility. >> Mhm. >> Okay. The the help the East Dair and Stro

212Mill would the supplemental help would be uh building leaders and they're still in place. >> That's my question. is is that is that um and again I'm only pulling on my own experiences and that was a long time ago that basically if you left the assistant principles right where they were and just have a principal travel between those two elementary schools I did that but I don't know if that would work today >> I think your building leader at Stroads had actually talked to me during a safety meeting and said that is a terrible idea >> okay >> she did after the board meeting when we first presented this. >> Okay. >> She she had concerns >> and I think it's also what the split would be per administrator. You would be the principal a

213proposed principal of sharing Stro's Mills and East Dair would have a lot more student responsibilities um than a principal and assistant principal team at the major schools. Well, keep in mind though, your assistant principles sharing them sounds good in theory. >> Oh, yeah. >> But they're going to end up being in the building where they where there's the greatest need. >> So, if if you're thinking about there's going to be an even split, not necessarily true. >> That's why I personally don't like the idea of sharing administrators. >> Well, I'm still one's an investment in our staff, our students. Instead of uh you use the word eating the cost, it's investing it. Just a different play on words. >> I understand. >> So is that how the board wants to present it as a roll

214call item? Options 1, 3, 9, and 10. >> And then the majority, if we get a majority, that would be the one that goes. >> Yes. >> If we don't get a majority, >> it would be 1 10. I'm the agenda is going to be one is the first option. That's the biggest increase. >> And we say yes or no to that. >> Yes. Then number >> 10, >> then three, then nine. >> Okay. >> We go. >> We can roll with it for now. Subject to change next week. >> I just want to get tonight moving along. >> Okay. Is there any other >> Is there any other discussion on this? >> Oh, not on this? No. >> Do we have any other business? Mrs. Barla, >> I would like to add to the

215agenda the recording >> updating or modifying changing the reporting lines of the athletic director to the COO. Say that. Say that again. >> Modifying the reporting lines of the athletic director to report to our COO instead of the high school principal. >> You want the motion? >> Yes. I mean, I think that it goes back to we have more oversight, more support. I want at least one other board member to say that they want that on the agenda. >> I would like to see that. >> Okay. Then that gives us at least our first and second at the next meeting so we can actually have that discussion. >> And and I I talked with you the other day about um uh getting uh like a a committee or work group. >> Yes. um to work

216on because it'd be nice to be able to go out and brainstorm amongst a couple of us about the uh the the uh evaluation evaluation options that we could um uh come up with for um for the athletic department. >> Yeah. More so an evaluation workshop rather than just having that evaluation process >> to the athletic committee. >> Right. Well, >> I can fill you in after the athletic committee meeting that we had. I don't know if that help. >> Oh, no. I wasn't here. I was down yet. >> But but having being able to just sit there and brainstorm, not actually making everything, but but basically outlining >> outlining some things uh that we wanted to bring bring to your attention and present to the whole board. >> And you said you wanted to

217create a new committee. >> I think that's the right way, right? To to make a committee or to it would be like a work group, but it would be a workshop type. So, it would be I think that would fall under it would be an ad hoc committee where we would have to put a time limit on how long that committee would stand. >> Um, and it would be up to the board in the future to figure out whether or not we want to extend that committee meeting committee or let it die whenever they feel it's completed its goal. >> Right. >> So, do I have at least another board member that wants to add that to the agenda? >> Sure. >> All right. >> What What should we call it? the evaluation ad hoc

218committee >> or athletics. >> No, general. Generally speaking, >> oh I thought it was athletics >> because general but I think what we'll be talking about that's been >> our evaluation process from athletics but now we want but we want to look at it now at the general sense um for like teachers making sure our principles are I I believe having >> yeah I think that I think it could start in the athletics. I think that's something that's really uh is what brought up the idea. So focusing in that area and um and then >> you know see where it goes from there after we get to meet >> I don't think you're going to be able to do teachers like that state but >> everything else >> well this isn't about actually doing doing

219the event. It's more of a an opportunity set some time aside to work on >> conveying ideas >> coming up with ideas. I mean ultimately anything that could be created I would think would be from the administration. >> This is I think this is a >> well the administration is the executor of these things right and we got to keep that in perspective. So I feel like the best way to approach that is if we were to add it to the agenda obviously um making sure that it's distinguished as an advoc committee and I think we should put a set >> end date which in my opinion ought to be let's say November 30th of 27 cuz that gives us basically a year and a half to go over this. >> Okay. And that's if

220the board wants to go through with it, >> right? Can I come back to you? >> Sure. Yes. >> So, in in theory, I was thinking if it was going to pass, the easy way to do it is to change the job description. >> If the if the director, the manager is listed in the job description, >> then yes. >> Okay. Just thinking this through. And then effective because it matters how you word it. I think it would I think it should be the start of a new school year. >> I agree with that. >> You okay with that? >> Yeah. I don't think that it's >> See, because I know we're Yeah. Okay. >> So, it'll be effective July 1st going forward. >> Yes. >> So, Mr. >> Go ahead. Sorry. Something that I

221I found out at the athletic committee >> meeting was that uh the athletic department handles event staff for everything that goes on in the district. Mhm. >> And I didn't know if there was some way of taking that extra burden and somebody else picking up that, you know, they're not they're not dealing with event staff for like the play or event staff for, you know, only they would take care of event staff for athletics. So I I'm just I'm just asking. I'm not >> I feel like if there were to be anything that would fall under the operations, >> which is which is what I was just going to say in that regard, my thought along those lines is exactly what we're proposing to move the department over to the CO >> is what we're

222doing now. Is it not working with the gun staff? >> I don't think that it's as efficient as it can be. >> Well, she said they had so much >> on them already. I didn't I thought somebody else took care of the event staff for the other activities that went on. I didn't realize that fell under I thought athletics is athletics and that's it. >> Well, if you if we do that then we're going to be paying somebody else to do that. >> I don't know if we gain anything. Well, I don't efficiencies in my mind. >> We gain more efficiencies because I can't understand. >> Well, I I don't >> I just didn't realize that that >> was an additional, you know, I don't know if you I don't think you have to pay

223someone if you shift or change someone's job description, you know. I don't know. And you can leave it the same. That's fine. I just, you know, >> I'd like to have it. >> I hear, you know, >> do you at least want to do you want it like other under business? >> Well, it's appropriate >> because we're only having a discussion over it rather than making a motion to vote on it. Then we would have to have it under other business um rather than a roll call vote. No, >> I think we're looking to do a vote to move. >> You think you got to have some input from the athletic department? Wait, are we talking about the transition of the change of the job description or are we talking about the event staff? >>

224Event I'm asking >> I'm going back to your original comment about the organization. >> Correct. And that would be the job description modification for this purpose after hand >> but I don't think well no I don't think so. I think if we made the if we voted to change the job description, which is the reporting lines, the event staff would move with >> that. I think that the event staff being removed would be a separate discussion and a separate vote. Right. >> And I feel like we would I personally feel like we ought to have that >> um discussion with um >> with Miss McCle and Mr. Le, >> the removing of the event staff for everything. Yeah. So I think that there's two separate things. >> You have an athletic committee. That's that's where

225that should originate. >> So let's have that discussion at the next athletics committee. >> I think when you're talking about reorgan reorganizing the cabinet, I think those ideas are coming from our cabinet. they know how how our people are are utilized u most efficiently because if we move something um and you're moving it to Mr. Orange I think he's got enough to do at this point I do see your point Mr. Styers at least on the event staff level but we have keep in mind we have had discussions at least with the supervision of the principal over the AD that even Mr. compact has admitted that he doesn't really um >> invest the time. He doesn't have the time to invest the committee and have discuss. That's all I'm saying. >> Listen, I think we

226can committee ourselves to that at some point. You know, do do we want a math committee and an English committee and a science committee? Well, I think that's why we're bringing it to the vote instead of taking it back to back to the board. >> I mean, we can micromanage the hell out of here. Mr. >> Well, let's vote on it then. I >> we but I think that having every, you know, the right voices in the room to have that conversation to see because there's a lot we don't know, but that's part of the process, right? >> They've got they've got a lens and a view that none of us have, >> right? And that's that will be the conversation. >> Yeah. But sometimes that's not a great view because it's very narrow. >>

227Well then then then we deal with them, >> right? But I think that this is a conversation that probably needs to continue in executive session. >> Maybe. >> Do you agree? Do you agree or >> Yeah. If you're if you're going to be talking about taking responsibilities and talking about employees by name, >> that's that needs to be discussed in the executive session. So with that being said, do we have any other business? >> Yes. >> I got two items. Hopefully the first person will go quick. So part of the athletics committee, we touched on the topic of reinstating student fee >> for sporting events. >> Um what prices >> ticket prices for students, what do we need to do to reinstate that? If I remember correctly, that falls under the athletic regulations because we

228took that out of the athletic regulations this past year. >> What are we going to get back in? We have a discussion to put it back in. >> We can that's a discussion for the whole board since the athletic Well, >> no, it's going to be on the suggestion for Mr. AR, Mr. Pagan and I are all admit want to back in >> cuz we cuz we were that was a discussion that we did have um I believe it was sometime during or after the football season of reinstating student admission fees for sporting events. >> So and then reicking up the Renaissance program. >> Okay. So that's going to be a specification. >> Luckily it hasn't been a new discussion >> that is going to be approved. change the athletic price. It' be a red

229line and >> it'll be written in the athletic regulations, >> but that would fall under the athletic regulations on student admissions. >> Okay. Uh second item that uh I'm going to say this way, we kind of lost track of it after the building and grounds committee what we're going to do initial field. There were some ideas thrown about and I I get the feeling that that was that topic left hanging. I think doesn't that isn't that supposed to come from the building and grounds committee? >> Well, we came back with some ideas but nothing was a recommendation made. >> Well, I don't know. What does Mr. White have to say? >> Well, we didn't we didn't have a recommendation. I mean, we had options on there looking for input from everybody. Uh I mean I

230I mean I there's lots of angles to look at that. >> I'm fine with selling it. You're going to get a kick back or that one. Oh, it is nice. It's one of the options on there. I mean, it's it's a possibility. It's whatever the board wishes. I mean, we have the options on there. Um, >> you make a chart like Mr. Bear. >> It's on the right. >> Can I not? >> How about we put that on the agenda for the next building and grounds committee and kick it around and come back? >> I mean, I haven't obviously got bigger fish to fry right now. I mean, it's on there for people to think about. If you have any suggestions aside from what's listed on there, certainly we can look for suggestions and you

231we can talk about at our level then. So, >> well, you did you did tell us that you could take a crew in there in a couple of days to do a lot of demolishing and sort of get some site preparation done in the event that there's a long range plan to to put a a building there for storage or whatever the case might be. The big conversation was access in and out of there. >> Yeah. >> Okay. >> Yeah. One of the things we talked about, you guys had asked about was the alleyway that comes in at the corner. What I didn't remember when we had a conversation, it's a oneway house >> and it's pretty much landlocked. Therefore, you're not going to get much for it if you put it on your market.

232I don't think unless there's something underground that we don't know about. >> It's five acres. The worst thing is the access to start a great place. >> And I I don't mean to put Mrs. Dexum on spot, but she she works in the trucking industry and she knows where Mitchell how Mitchell Fields, then she could possibly give us >> if she can make an access from like coming from Ashers >> from Main Street. >> MCIC owns it. Now, I don't know if they completed the sale or if they're going to sell attachers, but from was that Fleming Avenue? They own all the way up to us. They had sold seven the ideal access would have been the seventh word school property that they sold the legs. If you come up that that's the widest street,

233>> well, you have to make the turn, you come down that street where the legs parked both sides and then you have to try to get an access into the property. I mean, certainly you could get in out of there. It's not going to be ideal, but I haven't put any leg work into I mean, I wasn't going to do a bunch of research, get numbers in there, and have everybody sit here and say, "We want to sell the property," >> right? >> So, I mean, I'm on board right now. So, uh, we got a lot going on. And, I mean, if if they have any kind of direction, I'll certainly put research any you guys want to look at or, you know, want me to put into it. >> Can a tractor trailer make

234that turn between Lakes and Ashers? That right turn, >> it'll be tight depending on what's parked. Well, I mean, >> then if you eliminate fence, >> you eliminate fence so they don't have to go down to that hair bin. >> I mean, you could get trucks in and out of as long as people might have to ask for a post park on one side of the street. There is the alleyway that comes up beside their lot beside their building. It's a narrow alleyway. There's a telephone pole right on maybe 12 feet off the corner of their building. That's where the ticket booth is. You could have put an opening in the fence, you know, request a curb cut from the bird and you could come straight in there. You could turn trucks around, try to

235get them back out. Getting turned back on the main street might be the other the other issue there. >> I mean, I've seen places that we have delivered have delivered. It can be done. >> It'll be difficult, but it can be done. >> I agree. >> You've seen those trucks on main street just >> Yeah. >> So, do we have any other business? >> I just wanted to bring that up so nobody forgets about it. that you have you have a good driver or not hung up on the telephone. You'll have your lot about it, but I just wanted to be clear where we ended up and it just seems like it was hanging. So, I appreciate why I went to bring it up. >> Thank you. >> Do we have any other business? >>

236All right. So, we will go ahead and move into the second public comment period. Uh same rules as last time. first, last name, uh, town of residence, 5 minute time limit. Uh, this time can it can pertain to any district function. So, at this time, do we have any additional comment? >> I'll make it quick for you guys. Justin Barlo. So last week there was a proposal to add girls junior high wrestling varsity wrestling or or at the athletic committee >> was $46,000 was the cost to add these sports. Been coming to the meetings now for about 7 years. Anytime this room is full co masking sports and an elementary school band music teacher replacement. If you guys don't have the 5060 grand to add a principal for option one, then you don't have $46,000

237to add three sports. >> Any public comment? >> Public session is adjourned and we will go ahead and move into executive session.