001Alrighty. Internet is super fast tonight. Our YouTube feed is live. Our webinar is live. Mr. Cassidy, the meeting is yours. >> All right. We'll try to keep up that uh that that speed, but just as thorough. Thank you, Mr. Gilmer. Uh this calls to order our November 2025 safe schools committee. And with that, as always, we'll rise for the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. All right, with that, we'll now move to the next item in the agenda, and that would be the approval of the minutes for October 27th, 2025. Do I have a motion? So moved. >> All right. And uh are there any comments or
002questions? >> None. >> Hearing none. Uh all those in favor say I. >> I. Or raise your hands. I'm I'm out of practice somehow. Uh uh motion passes unanimously. Uh I see that we have no action items, but we have twoformational items this evening. And with that, uh Mr. Ran, if you could start off uh this evening's uh informational uh session, we'll appreciate that. >> Sure. Appreciate the opportunity and good evening North Penn community. Uh it gives me great pleasure to bring Dr. Nicholson's uh final uh North Penn discipline discipline uh report um for the safe schools meeting uh and for the first marking period of the 2526 school year. So, Dr. Nicholson, the floor is now yours. >> All right. Thank you very much, Mr. Own. I appreciate it. I appreciate uh the option
003or the opportunity, I should say, to present this evening. So, good evening uh board of directors and good evening to the the um the folks from the community that may be uh tuning in this evening. So, as we have in the past, it's my pleasure this evening to present um our discipline year to date. Um, when I say year to date, that is through the end of the first marking period, which this year was on November 5th, which was just a few days after our uh say schools committee meeting in October. Um, so this data is just a few weeks old. Um, and before I begin, I just want to, you know, share with everybody if you haven't been paying attention, um, we have made it a practice to share discipline data, uh, each after
004each of the marking periods. Um, this year is a bit different. We've been working very hard uh M or Dr. McKenna, myself, Mr. Ran, [clears throat] Dr. Bower, and our technology department to really align different codes and to make sure that we have um PBIS uh positive behavior interventions and supports available at all of our schools, both elementary and secondary, at the the middle level. That [clears throat] caused what you will see as we move forward here a bit, uh some changing of some codes, some creation of some new codes. Um, so we've tried to align the discipline data that I'm about to share as best we can um to to kind of make sure we're more apples to apples rather than apples to oranges from the previous years and the data we've shared there.
005There will be some discrepancies which I'll talk a little bit about as I move through here. The second thing I really want to um share with you and just remind the folks that are listening maybe for the very first time um there are three definitions that I just want to make sure everybody's aware of and you'll see this as a thread throughout all of the data I'll I'll share. Number one is unique students. So that is the number of unduplicated students that have any kind of infraction or any kind of um suspension or detention. So, for instance, if there were 20 students that were suspended for cutting class, but I was suspended five times, I would only count as once. Okay? So, even if I was suspended five times, a unique student is is each
006individual student. So, there could be students there could be situations where you see there were 20 suspensions, but only 15 students were suspended, and that would account for me potentially being suspended five different times for that same offense. Percentage of population is simply just that the number of unduplicated students divided by the total number of students enrolled. Um so what percentage of the population has uh received a detention has received an insore out of suspension particular particular behavior. And then finally number of suspensions um is the number of suspensions or detentions that includes the repeat offender. So again, if we go back to the example, if I cut class and was suspended five times, I would count as one unique student but five separate suspensions. So again, just explaining some of the discrepancies we see
007in some of the numbers in the data. With that, I will roll in um and we'll start with just a year-to-ate total of where we are. [clears throat] Happy to report that so far this school year, the 2526 school year, um our detentions are much lower than they were uh last school year in 2425. You'll see that that number has dipped from 1,27 detentions to 1,8 detentions. The total percentage of the population, 3.9% of our students received detentions within the first market period last year. 3.6% of our students this year. We attribute a lot of that, most of that to a settling in of the cell phone policy. So many of you may remember that last year, I should say the summer prior to last year, uh we made some sweeping changes to our electronic
008device policy. Uh really ensuring that uh we brought u students [clears throat] into a more engaged state, less engaged in their personal devices in class, more engaged in the classroom. And we did see a huge uptick in detentions because of that. I think what we've seen as last year drew on is that students got used to that. Um the enforcement of that was very very consistent across all of our schools and the numbers of detentions dropped throughout the year and we've seen that trend this year. When we look at inschool suspensions and out of school suspensions as a total it's pretty much a flat trend there. Uh we're very very similar to what we had last year um in both in school suspensions. We're five less than we were last year and we're four more
009in out of school suspensions this year versus less. So as we dive into what uh is accounting for those, we'll start with the academic infractions. Uh there also code of conduct infractions which will be next. But out of school suspensions here, I think what we'll see as we move through most of the data are shifts more so than changes or or drastic swings in the number of out of school suspensions, in school suspensions, detentions, but more shifting. And some of that is as I I mentioned due to some of the different codes that have been created and some of the different um just changes in the way data is reporting this year. So specifically what you'll see is last year continued violation of school rules there were 12. Um most of those have rolled up
010into student code of conduct violations. So you'll see that number is 28 versus 18 but the continued violation of school rules has gone from 12 to zero. That is something that we have uh that we're we're no longer reporting on. So again, you'll see out of school suspensions for these specific academic infractions very pretty much flat from 35 out of school suspensions.25% of our our student body to 39 out of school suspensions or 0.24% of our student body. When you look at inschool suspensions again you'll see uh pretty much a shift because the numbers are pretty much right on 98 and 98. Again, you'll see cutting class is a a thread that I'll talk a bit a bit more about as we move through here. Cutting class has increased um gone from 29 individual students
011that were in school suspended for this last year to 57 uh during this school year. So you can see and we'll see in subsequent slides there's a trend in increase in class cuts which we we'll be diving into over the the coming weeks and months with our our discipline teams. I should go back here real quick. I will say that the student code of conduct violation as per always I do have a slide on on what those individual situations are later on in the slideshow. When we look at out of school suspensions, uh what we'll see again is is a dramatic shift. Um previous years, three physical aggressions, one physical aggression, 12 last year, 46 this year. We attribute this again to the shift to the different coding. Um last year, McGomery Elementary and Penrook
012Middle School uh were piloting the PBIS codes in Infinite Campus. they were using those codes where realistically the rest of the district was using at the elementary level Swiss and at the secondary level the other two middle schools and the high school were using infinite campus. This year all 18 of our buildings are using infinite campus. Everything is being put into the system. Um and we made a very concerted effort over the summer and going into this year to really focus with our principles. I know Dr. McKenna has done this. I have certainly done this with the secondary principles of really ensuring um that we are consistent across the levels acistent across the schools in coding situations that happen with students. So what constitutes a fight at one school is also a fight at another
013school. What might be more physical aggression doesn't really lead to that level, but maybe a pushing match or a shoving match. Um not necessarily a fight as you would consider, you know, two students swinging punches at each other. Um but really consistency across the buildings uh to ensure that uh we're we're showing again apples to apples here moving forward. Um again as you can see out of school suspensions for these other infractions are completely flat. We went from 121 suspensions in the 2425 year to 121 suspensions during this school year from8% of our population to 77. So very very negligible there. >> And Dr. Dr. Nicholson, I just want to make sure uh with clarity, this is apples to apples in terms of time frame that you're reporting on. So it's not all of the
014prior year and then just a quarter. This is quarter to quarter. Correct. >> Correct. That is quarter to quarter as of November 5th. So the the marking period may have changed at a bit of a different date last year just based on when holidays fell, but this was beginning of school year through November 5th, which was the end of the first marking period this year. So yes, absolutely apples to apples. This is not, you know, four times what it was last year because the 2425 and subse and prior years are are the entire year. This is the same time frame roughly the first 45 days of school. >> Dr. Nicholson, if I could just if you could go back to that last slide real quick. I just want to point out just because we've had
015some public comment lately about some of the state level data and I just want to reemphasize some of the things that you said. This has been about streamlining and making more consistent. So if you look at some of these um offenses in the lefth hand column, I will use um aggravated uh simple assault on staff. Um in years past, we're going back now three, four years. Um it it is possible that someone uh chose a code that was not really technically a simple assault on staff >> and the checks and balances weren't necessarily in place. And this is what we've worked really hard to clean up. So you could have a a a teacher in class select the uh incident type and say simple assault on staff. Well, it's not a simple assault unless the
016student is actually charged with simple assault um because then it's re it obviously um lines up with a police code. So you might have someone throw a pencil in the classroom and it hits another student. So, it's about like being consistent in what we're reporting. Um, so M. Dr. Nicholson did a really good job of pointing out the fact that we've been trying to streamline, try to get everybody on the same system. So, there are some some evolution in the data that you're seeing here over the years that we're I think what you're seeing now, Mr. Casa and committee folks, is >> a clear picture. >> Yeah. And thank you because uh and I think this is a worthwhile digression because it's staying within this conversation. I see Miss Rdnick has has a question and
017uh I just want to thank the administration because it might have even been during your assistant superintendent time, Dr. Bower, that we discussed the the importance of u developing that practice of the spot check, so to speak. And that's something that I hope continues to be codified in protocol and and that we're able to check for blind spots in the process. So, thank you, M. Rodney. >> Yeah, thank you for this uh Dr. Nicholson. I appreciate the fact that the time and effort has gone into aligning and um aligning AC across the the the schools and and with uh administrations across the school. So I have maybe one comment and one just clarifi clarification question. My clarification question is you know bullying has is uh something that we hear a lot about. So I'm surprised
018that we have no counts for bullying because we we hear a lot about that and um just so I'm curious has that then just gone also in one of is it now like dis disorderly conduct or or you know to we truly have no instances of bullying which would be a surprise to me uh across Ross the board. >> Yes, I can answer that question. So, this is just one instance on one slide. There there's a subsequent slide um that's that's not out of school suspension. So, for this year there have been no suspensions out of school suspensions for bullying. >> Yeah. So, there have been some shifts and I think what what you said is correct. Um in some cases uh there could be that you know a situation where it's severe enough that
019we call the the police in and they determine that it's harassment. um you know it's risen to a level where it is a criminal code violation and it becomes coded as harassment. Um and then there are other situations as we'll see you know where it may be that early in the school year we start with something more of an inschool suspension or even a detention for something that's on the more minor side of that bullying. Not that bullying is minor but there is progressive discipline when these things come about as well. So that's a good question. >> You you had me at the first sentence. I I totally lost the fact that it was uh suspension specific. So that's good. My second sort of comment is more general and then I I will let us
020go through the other slides is you know the effort that was done over the last few months to ensure that there's a consistent understanding um will that is there a plan therefore to ensure that we do that at some set frequency so that the goalpost doesn't shift over time and we keep coming back to the same understanding. Yeah, I mean to to answer that question, I'll I'll rely maybe more on Mr. Ran and Dr. Bower. Obviously, Dr. McKenna and myself along with Mr. Ran specifically have uh done a lot of that work. We've worked with the principles we've worked in in our elementary and secondary principal meetings as well as our instructional admin to really align those things. So, you know, the goal is to that it's not a a one-time uh situation, but it's
021an ongoing uh ongoing training, ongoing um inner reliability to make sure we we have those um where we need them to be. And you know, I'm sure whoever is sitting in in Dr. McKenzie, whoever is sitting in my will be meeting with Mr. Ron, meeting with Dr. Bower on a bi-weekly basis just as we have for the last three years and make sure that, you know, we're not, [clears throat] you know, missing that moving forward. Okay, great. Thank you. I may come back to that point, but I'll keep us moving. Thank you. >> Absolutely. >> All right, I'm going to jump to the inschool suspension and you will see Mrs. Renick here. There is one instance of bullying here. So, it's it's not that it's non-existent. Again, there could be some shifts and you'll see
022that there are shifts um within the inschool suspension. So overall, I'm happy to say our numbers are down five for this school year um from [clears throat] 66 to 61. Um you can see again that the physical aggression is has increased. Um there are others that have decreased. Uh threats are down this year as far as in school suspensions go. You also see that um some of the racial ethnic intimidation is down a bit. Um so again overall trend I would say what we've seen is some shifts in some of the behaviors. uh there's not dramatic increases, not dramatic decreases. Um but there have been some shifts in how things have been um coded and shifts in what we're seeing from students which I think we see on on a daily basis or a yearly
023basis. When we look at the tensions um what you'll see here again some more shifts but a dramatic decrease. The the largest clearly on that third line is inappropriate use of electronic devices which was at 286 last year. Almost all of the drop is accounted for in that drop to 76 this year which is a reduction about 210 which again counts for just about everything here. So I'll mention again the the class cutting we have seen an increase here and that's across the boards out of school suspension in school suspension and detention is certainly something that we're talking with the principles about that we're working with security in our secondary buildings on is where are these students going? Why are they not in class? working with uh you know our our folks to make sure
024that we're understanding the behavior why it's happening so we can address it and I know Mr. Cassie, you'll ask the question. I will speak to a little bit about the way that things are coded now that we switched everything to Infinite Campus and some of the granularity there so we can run reports on when this is happening, what periods these things are happening um and do a better job of of policing when we know that, you know, let's say fourth period class cuts are higher than any other period. Why is that happening and where are students during that time? So, I'll get into that in a little bit. So, the code of conduct and continued violations. Uh, this is a a carryover from last year. It's been the will of the board to to kind
025of see what these violations are. It's pretty nebulous. So, I do my best job on a quarterly basis to uh take those uh descriptions that are in each of the behavior referrals and throw them into a bucket of what could this look like or or maybe what is this? I've used the example in the past as to why we use this. There are situations that happen every day. They are suspension worthy. Uh for the most part, this student does something. It is certainly not the behavior we're expecting from them. It is certainly not the behavior we want from our students, but it doesn't match a suspendable offense that the state of Pennsylvania says is suspendable. Unfortunately, for the the uh benefit of the committee this time around, there is no fart spray example from this
026school year. Hopefully, there will be before the end of this school year. Somebody else can report on that. Um but for instance, if [clears throat] it was always a great example, a student set off spray in the classroom. The entire class has to be evacuated from the classroom. Facilities has to come in, set up fans, clear the air, do all those things before classes can be moved back in. Clearly, that's something that's suspendable for the student, but that's not something that you can necessarily put in a nice tidy bucket that's state reportable to Pennsylvania. So, I do my best to um put these in here. Minor altercation really in this in these terms, what I saw in this data [clears throat] does not rise to physical aggression, but it's something that certainly should not happen.
027It might be um a student that that's you [clears throat] know shoves a student but it doesn't come to the the fact where multiple students need to be spoken to but you know a student does something they shouldn't again does not necessarily warrant a police referral may be in certain circumstances youth aid panel worthy which I'll talk about on the next slide but these are the best ways that I could quantify um what are in many ways a qualitative type of of feeling on what these situations are with that. I'll move on as I mentioned to the youth aid panel. Uh this year's numbers so far as you all know we have started the middle school youth aid panels. So I've broken it down. It used to be broken down by 10th, 11th and 12th
028grade when we were only at Northcon High School. This year we've introduced and really at the end of last year we introduced it at the middle level as well. So so far this year we've had 12 students 7 through 12 that have gone through the youth aid panel. There have been 12 hearings completed, four programs completed successfully. There are six in progress and two students unfortunately did not make it through uh the youth aid panel. So, as a reminder to uh members of the board and to the public, youth aid panel is excuse me a community service that we have been able to bring into North Penn. Uh it started at the high school and this is for students that are first-time offenders. Uh you can see the offenses listed there next to or under
029the pie chart. They're first-time offenders that really want to take responsibility for their actions. This is not to be adjudicated whether they were guilty or not. It's a student saying, I'll use the first example there, um, THC vape. You know, that [clears throat] we've had three of those so far. You know, a student is found to have a vape with marijuana in it, with THC in it, and they say, "Yeah, you know what? I'm guilty. I had it on me. I shouldn't have done so." um but instead of being referred to the police, instead of being suspended from school for, you know, five days and and all of those negative consequences that come with that, they want to take responsibility for their actions. So, they meet with a panel of trained teachers, trained staff in
030their buildings and there is a a restorative piece that's put in and there's maybe some community service or there's some uh excuse [clears throat] me, there may be some research that the student needs to do on the dangers of vaping and THC and so forth and so on and they need to move through that entire process. there may be um there [clears throat] may be some counseling that they need to go to about their their drug use or what have you. So they go through that entire process and if they successfully complete that um they're not referred to the police and then if they are suspended from school their suspension is reduced. It's not the full term. So it's a good way for firsttime offenders um to excuse me to not have a a police
031contact to not be suspended from school. You know, if a student is in 11th grade, it's a bad example because we don't have anybody referred yet. But that 12th grader there, um, they've completed the program, it was their first defense, right? So, instead of calling the police in for that 17, 18 year old for that maybe that THC vape or possession of a nicotine vape, they were able to move through a diversionary program like many adults see for a first-time offense and not have for, for lack of a better term, not have a criminal record or maybe even a suspension on their school record. So, it's been very, very successful. We're very proud of the program we have and very proud to to have our middle schools launched this year and fully up and running
032at all three buildings. >> Thank you, Dr. Nicholson. Uh, Dr. Bower. >> Yeah, I just wanted to point out um agree again with everything that Dr. Nicholson said. I just think it's important to note that um he he mentioned in lie of us contacting the police, we have anou with the police departments that we can handle this ourselves. Um, so the types of offenses we agreed upon. So we might have contacted, let's say, the township police and they would send it to the county for them to go through their yap program. We now have trained professionals to run our own. So I'm not sure the outcome is different. uh but we are able to run it ourselves with you know thatou >> and and that's that as we've discussed before and when this was considered
033uh for the board comes down to that efficiency and effectiveness to not burden the juvenile justice system with cases it typically wouldn't have and yet this is done in conjunction with and the support of the Montgomery County DA's office so with that connection to juvenile court and those discuss ussions just in case anyone tries to mischaracterize or misrepresent the truth because that never happens. Uh I just want to make sure that it it's clear thatou was discussed in uh in our schoolboard meetings through the SSC uh this committee and uh it's very clear what's been established that that's in line with uh county state um standards expectations in the law. So this isn't a way to hide or minimize what has happened. that's actually about accountability, but making sure because these are youth that they
034have an opportunity to still move forward without this uh without this on their record um or to the point that Dr. Nicholson made reducing a suspension um because there's an effort and this is done of course fully informed with uh family consent. Thank you. >> Hey Dr. Bar, Mr. Cass, I appreciate the the you know going into a little bit more clarification there. That was that was excellent. Thank you. All right. So, summary and takeaways from the first marking period. Um I didn't mention this before, but students continue to be fully integrated into our C team meetings. So, our search teams are um response teams that respond to emergencies in all of our buildings. Uh they also meet regularly to discuss situations that happen in the building, plan drills, um and look to combat some
035of the discipline and some of the the incidents that are happening in our building. So we we began about a year ago instituting uh students actually maybe a year and a half ago instituting students into that um hearing from them hearing where they feel um you know maybe unsafe or less than uh with the the way things are situated in their schools um and really hearing from them at certain times of those those meetings. I mentioned a lot about the infinite campus and Swiss integration. Um it was piloted last year at McGomery and Penrook. We are districtwide now. All 13 elementaryaries, all three middle schools, North Bridge and the high school are all using the same codes. They're all using Infinite and Campus again. So, as we move forward, we're assuring that we're we're really
036in line as a district with everything that's happening. I mentioned before, it includes greater granularity. Our tech department has worked tirelessly to really in increase the reportability features of Infinite Campus so we can drill down on what's happening and when it's happening. So, as I mentioned before, our teams can sit and they can look at, okay, class cuts are a challenge. We've seen increased class cuts at each one of the last couple years. When are these happening? Maybe what types of classes are these happening in? Um, you know, in my building, what can we do? What can we look at? you know, what times of day are these happening? So, we can really respond to them in I can't say a proactive way, but in a a much more quickly than we have in the
037past. So, we're really proud of that work. We'll continue to refine that moving forward. I mentioned the uh coding changes infraction codes from last year have been realigned where we can. Um [clears throat] we and I said we we have moved full integration and it's in fractions for all the schools. So, for instance, that physical aggression major, I think we saw a number of 29 last year versus 83 this year. I think we can look at both the fact that there are 12 additional elementary, two additional middle schools that are all on board with the same coding. Um, and we've worked very hard to align and to really make sure that everything is is uh apples to apples across the district. I think that's why we're seeing those shifts. Detentions are down by 17% overall
038and I think that number is is incorrect there 320 versus 319. So I'll correct that before I post it. Um but the tensions are down 17%. ISS for cutting class is an area to explore again. You know why are why are cutting classes why is that up 40% from last year after being up last year as compared to the previous year. The cell phone policy changes, as I mentioned, our detention numbers for electronic device use were way up last year. We're now down 73% this year. Uh the the reports that we've had, the teachers I've spoken with, uh the students we've spoken with have said, you know, realistically cell phones are not seen in classes. Um it's a much more uh beneficial atmosphere in the classrooms last year and this year, and students are getting
039used to it. Um many of our students have now been in the second year of that or even the fourth or fifth year of not having cell phones. Threats of all types have decreased this school year. I didn't mention much on this. We had talked a little bit about last year. There were some rough situations elsewhere in the the country and we saw an uptick in threats being reported which you can make a a case that an increase in threats is a good thing that we're hearing about them, right? Um we're doing something about them. We have been uh fully ingrained in behavioral threat assessment training and that continues to take place. making sure that our our school teams are uh trained in not just level one, level two, but now level three behavioral threat
040assessment. Um, and that we're making sure we're updating teams as as folks retire, as folks move on or move to different buildings, ensuring that all of our behavioral threat assessment teams um are up and running and and consistent across every building. And lastly, as I said, YAP is fully implemented. um it's up and running in all three middle schools as uh as it has been at the high school and we're very proud of where that's gone and where we are with that as of now. So with that, I'm going to pull my screen down because I can't see anybody with my screen being presented and see if there are any further questions. Oh, do I have to raise my hand? I'll raise my hand. Uh so Dr. Nicholson again, love this. Very thorough. uh can't
041wait to be able to dig a little bit more into the data. My recommendation or maybe it's a question is do we have principles outlined um that can be referred to again this is to my comment before about how do we ensure that the goalpost doesn't change over time with respect to definitions and then we're no we're again going through this exercise 3 years from now because we we you know we've been deviating from the understanding uh with you and Dr. McKenna um going on to I'm sure what will be a you know great experiences for you and we will miss you. Um do we have written down though some principles that people can come back to to help them get realigned? >> I see Dr. McKenna raised his hand first so I'll let him
042chime in. Doc Mr. Ron is next and then I can add if there's anything necessary. >> Sure. I'll start. We we did work very hard with our admin tech team this summer and uh leading up to this school year to ensure that all the codes one we streamlined all of those codes to make sure there's the consistency across uh elementary and secondary. Uh but we also defined those codes so there's definitions for each code. That was actually something we needed to do anyway in the fact that making sure that when teachers and administrators enter those discipline referrals that they're entering the right code. Um um so we defined those. We ensured we reviewed that especially with our administrators this summer. Um and also we spent a lot of time um providing training developing training materials
043for staff as well to ensure some consistent implementation for the start of this school year across all the buildings. So there's definitely consistency there. Um also as Dr. Nicholson mentioned, um we have been working with our admin tech team on the drilling down and running those reports as well. Um we can run you know we can gather data on individual students of course but by time, location, day of the week. Um you can look at grade level data, you can look at building level discipline data, all that data is available to analyze and look for trends in our buildings as well. Um so that's all the work we've been doing and using one consistent system um infinite and campus has really been beneficial this year. >> Yeah. Okay. Thank you. I think this definition may
044have answered my question. The fact that you went and defined all the different categories. All right. Great. Thank you. >> Mr. Ran, did you have any any comment? >> Nope. Dr. McKenna took care of it. And uh I certainly uh would ask our our students with any questions or insights. Um you may think maybe that it's not a good question, but I guarantee it is, especially if it's coming from our student reps. So um please at any time raise your hand or jump right in. I just have a a few questions. Um especially as a some of us are are heading to different horizons. I want to thank everyone in the administration, especially Dr. McKenna, uh Dr. Nicholson, but everyone um that's here and and continues to support this committee for their work. Um I
045I want to make sure I'll get in the weeds and then back out of there. Um Swiss, could someone define that please for the board and and others in the audience? >> Yeah, I wish I knew the the letters, but I couldn't pull it out. But uh Swiss is the the data discipline data tracking system that really all schools who are implementing PBIS uh utilize for their data for their discipline referrals. Um we had been using that we really partnered with the intermediate unit. A lot of the school districts who implement PBIS use the Swiss data reporting system. So that's what our elementary uh teachers uh and staff were used to using. Um and actually a lot of the components of Swiss we we took that and moved that to Infinite Campus. All the really
046the beneficial and positive components of Swiss including the data tracking and be able to analyze and look for trends uh in addition to the reporting mechanisms that Swiss had were a lot of the things we we worked with our admin tech team to add to the infinite campus uh discipline referral system. So um as Dr. Nicholson mentioned uh Montgomery Elementary piloted Infinite Campus last year, but 12 of our 13 elementary schools moved from Swiss to Infinite Campus this year. So definitely a heavy lift, but it's definitely been very successful to start the school year. >> Yeah, really innovative. Thank you, Dr. Bower. >> I was just going to chime in with the acronym like anything else. Uh Swiss is spelled like Swiss cheese with only one S on the end and it's schoolwide information system.
047So >> given me another term I want to come up with that. So okay obvious though thank you and I I want to just ask a few questions uh just so we understand where where this information is heading. This has been seven years of development and some major leaps in this last year because the administration and and leadership and staff. Um we're no longer just getting that lowhanging fruit but starting to climb higher up that data tree so to speak. And all this relates to school safety and climate so that our students um have that best opportunity to excel. one of the the areas with infinite campus. So that's a national platform. Are we the only ones doing this because it sounds like it that have have developed this type of innovation and adding Swiss
048and now location. So I I would say um we have partnered with Infinite Campus on a number of aspects um and how it ties to the behavioral threat assessment form and the tracking within Infinite Campus. So, I'm not sure if other districts are utilizing the technology, but I am confident in saying that we have challenged Infinite Campus to do more, more and more along the way, and I'm hopeful that it is benefiting other school districts as well throughout. So, and I'm sure there have been additions to the platform from other school districts that have helped us. Um, but in this case, these specific things that Dr. Nicholson speaking to um we have definitely asked for these features to be added and Infinite Campus has done so >> and and that's you know where I'm headed
049next. This is all an effort for consistency, the clarity. Uh Dr. Nicholson, thank you for explaining that location really helps now and this ability to not just churn data once a year when it's stale. Um but there there needs to be that bravery that I'm sure will it will continue with this committee's oversight and the administration um to collect report and evaluate. And it's this ability to look at it on a quarterly basis, not just annually um that that really helps with efficiency but also accuracy in how we allocate resources that are very limited. And right it's we've said from the beginning what what is measured matters and what right what uh matters uh is measured. I'm wondering how this stacks up to most districts in the region or statewide when it comes down to
050that annual report. Is it a lot more basic and bigger buckets or does it loosely align or not at all? And this is next level. Just your opinion, Dr. Bower. Won't put it in stone. >> Yeah, I I definitely think Mr. Ran, you may want to chime in on this one, but I do think this is a higher level of detail and granularity um than Oh, sorry for the dog barking. Um higher level of granularity and specificity um compared to what is submitted to the state and what you can find on new for sure. Yeah, Dr. Bar, I will second that. It it definitely is um way more into the details and specifics. Um a lot of what you see on state reporting is buckets. Um you know, lot just kind of titles uh not
051really digging into uh some of those details. Um so definitely receiving more data uh in those reports than you would from the state level. >> And and and that's really for the community. Um if you've heard this before, it it is worth repeating. Um and for the committee as it goes forward as part of its oversight, um it's really about transparency, communication, good data, all that equals a better 360 accountability, external, internal, uh all different combinations of stakeholders. And what's really important, and this is drawn a lot from the work of Max Shaker and Safe Schools for Alex, look it up, 50 state dashboard, and they actually partnered with the Department of Justice, Bureau of Justice Assistance to further explain with the University of Florida what the data means because it could be exploited, misread,
052um, right, misrepresented. And it's really important to make sure that with the granularity, there's the ability for boards and administrations in the community to understand the information it gets. It's Max who always says at Parkland where he lost his son, Alex, in that tragedy, Parkland looked like one of the safest school districts in the country. It was all zeros year after year in the reports. he made it his goal and for Alex's legacy and those who lost their lives to make sure that that data um there's actually accountability to it and in in Florida uh salaries can be docked. I believe uh directors can lose positions or or at least people can um lose their careers if they're not reporting information accurately. That type of oversight does not come from the state of Pennsylvania. So,
053as a community, we're deciding to invest in having the best information out there. Um, that's an area in the private sector where I work as a subject matter expert in higher education. Look up the Clearary Act and Jean Clearary's legacy C L E R Y and oftentimes it's well established that those communities with higher levels of reports on incidents are safer in terms of a culture of safety and a climate because people feel comfortable to report and that there'll be a responsiveness. We don't want to politicize and exploit that information ever. Which is why this safe schools committee is uh really and this administration and all of our staff do such a great job in trying to adhere to those standards and just put out the best data so that we can have honest conversations
054about how to adjust and what we can do better and champion uh what works. So, it's a bit of a soap box, but it's very important. There's no district I know of reporting quarterly and this emanates from our our board policy to ensure that the superintendent or designate reports on these incidents and there's a dashboard that's available at any time for the community to look at this information so that it helps you ask more questions of this committee and of this administration from the district level to the school level. And now with location tracking, I doubt we'll have this public, but we're able to drill down even at at certain areas and buildings and find out uh fact patterns. So, thank you very much. Um look forward to the opportunity. We do get internally behavioral
055threat assessment um I mean title 9 reports. It's not yet a dashboard, but I think that's really good practice. It's starting to be developed so the board can see trend lines even if that's an executive session. and also for behavioral threat assessment management just to understand um you know the efficacy and the frequency of trainings and and to understand some of those trends which is where I can attest to the community we'll have occasional sessions executive sessions prior to safe schools when there's serious issues that are starting to to be identified um so at least the board is aware in this committee though certainly not getting in the weeds or micromanaging so I hope all that makes sense for those who really care to pay attention and be part of this conversation and to add
056to it. Do we have any further comments or questions from students or uh insights from anyone else? >> None for me. >> Well, thank you. Enough has been said uh has been said today. Um we can move on to the next topic, please. >> All right. I'm going to start off here and then Dr. Waters is going to going to finish. But we're going to talk a little bit about therapy dogs in the North Pen School District. Um the therapy dogs policy was uh uh adopted in August of 2022 and then administrative regulation was also u developed that aligned with that policy. Um within the policy and the administrative regulations, there's guidelines and expectations uh for the use of therapy dogs and the handler as well, which is really important. Um there's also in the
057in the policy in AR um it talks about the required documentation, the training, the certification, uh vaccinations, all the required documents that are needed uh as part of uh that process. Um there's also it talks about the responsibilities of a handler which is really important when we look at different staff members who could uh go through the process of having a therapy dog. Um, one of those responsibilities is actually as a handler holding the leash of the dog at all times. So that does limit again certain staff members who would have the ability uh to bring a therapy dog into school on a regular basis. Um, it also goes through the approval process um and also the procedures for building administrators and what their uh responsibilities would be uh as part of the therapy dog
058implementation. It does talk about guidelines for non-emp employees as well. Most of the policy is written for employees who want to bring in or go through the process of having a therapy dog, but there is also part of the process uh guidelines for non-emp employees requesting a therapy dog as well. So again, that was developed in um and we've had consistent use and Dr. W is going to talk a little bit more about some of the different staff members that have utilized uh this therapy dog policy. All right. Hi, everybody. Thank you, Dr. McKenna. So, yeah, the therapy dogs um have really um made a lot of people smile. Um especially our students, which is most important. Um right now, the most popular therapy dog I would say is Mario. And that's because uh Trish
059Pike, who is one of our counselors, she's also um a member of the TUR team. Um there's also a counselor Tracy Schaefer over at North Wales and she's also on that TUR team, but they both um their dogs I I would say probably get around the district the most. Um the dogs are you utilized for the most part for social emotional learning. So for example, if students are just having a hard day, maybe something happened in their personal life and they just need, you know, someone to talk to or just someone to kind of comfort them or soothe them in the moment. um the the therapy dogs have really been useful in that regard. In addition, I mentioned the TUR team, which is um when we have an emergency response to some trauma in our
060schools, those um therapy dogs have been able to go to other schools in the district. So, one example that I'll share, um we had a stu or staff member pass away unfortunately um a couple of years ago. And so that staff member had been beloved in the community, of course, in the school community. Um, and so this the students and staff were having a hard time naturally, and so the therapy dogs were there. Um, it really did provide that sense of comfort and calm for the students. And just knowing that they had a place to go, a dog to pet, you know, if that's what they needed, um, was was very helpful. And so the TUR team in addition to counselors who have the therapy dogs at their buildings um util utilize them like I
061said just depending on what's needed. Sometimes it's just to pop into a classroom. Um it could be lessons learning about animals um a variety of topics. Um one of the things that uh Dr. McKenna mentioned is that because part of our policy does speak to um outside or people who are not necessarily North Penn staff, we are looking to expand this and most likely we would be doing that by contracting with an agency. Um the reason is because um like Mike mentioned, if you are a handler, it's really difficult to kind of do your own job while managing your dog. The dogs still need to go out. you know, they some of the dogs need a break, they need a rest, they get tired. There's days where some of the handlers will keep their dog
062at home just because maybe they did a lot the day before and, you know, they like a nap, too, just like some of us. So, um, you know, so anyway, we're looking at contracting with an agency because that way we could make sure that we spread the love. Um, but again, we try to make sure the dogs get to other schools if they can. And, um, again, it's something that I think has really been beneficial. Thank you. Thank you, Dr. Waters. And you know, every time my my daughters get exposed to to the therapy dogs. Oh, >> they are so excited. Especially my younger one, she's 15, but she mentions it all the time. She loves them. They they make her feel. And that's sort of priceless, isn't it? Really to have Yeah, it is
063sort of it's priceless. You know, they go through so much. uh now our students do and um giving that them that little bit of additional support it's is so important. Dr. Bower, I just did JK's job there, but Dr. Bower. >> Yeah. So, um I'm going to be the the Debbie Downer here to a degree. First of all, I asked my two dogs in my household to give a guest appearance tonight, which they happily obliged and they barked while I was talking. So, I I let me be clear. I've had dogs my whole life and I love I love dogs. Um, but I will say that there's a lot of people of our roughly 2,000 employees are like, "I want to bring my dog to work." And that's not what this is, right? A therapy
064dog is a service. It's not a service animal. I want to be clear, but having therapy dogs present is a service um to support students and to help lower stress levels, improve mental health. But most of our employees are being paid to do something else. uh teach math or teach PE or uh be a tech assistant, whatever it is, work in the cafeteria. So, I think we've seen that we have a lot of employees who would like to bring their dog to work and have the dog, like Dr. McKenna said, sit in the back of the room on a dog bed. That's not what this should be. Um that's why Dr. Waters is saying, you know, we think it might be best to move more toward not to say there won't be exceptions, right? So,
065M. Pike, she's um a member of our traumatic event response team. She's a counselor. Like a counselor and a dog. That makes perfect sense. But maybe a chemistry teacher and a dog does not. Um so, we're going to uh make connections with some services, have more regular cadence of, you know, the service stopping by on Tuesdays at school where you have dog handlers come in and it's not teachers or staff members bringing their dog. So, I hate to be the bearer of bad news. because I know everybody loves the dogs and I do too, but >> I think it's really helpful and and it's a testament to the the risk management that had to occur. This was not an easy lift for the administration and somewhere Mr. Scrock is probably smiling or wondering why his
066ears are burning and and the board really wanted to see this initiative. Um, and we appreciate that there there was an ability to compromise based on the facts u at hand and and I don't know if pilot is the word but to start out right um in a way that we knew would reduce as many risks as possible with that foundation and I think it's it's a throughine to the comments um I you know there's those of us who've visited and have had time with the dogs I want to hear from the students if they have and you One of these is is at at one of the buildings and the administration's aware we do have a teacher. I don't know where else we have uh maybe some other teachers but um the ability because
067right the number one context is education. That's the [clears throat] primary um core responsibility but is there the ability which you know I've seen some studies and information brought to us and this is also with uh Ms. Mc Merry and and Miss Stole um who've also visited and asked some of these questions. Is there an opportunity for the administration with the knowledge base it has now to understand where um if if there is a teacher and and a certified uh dog that provides this service, an opportunity where um we can expand the service because in the buildings it's amazing what we hear. Um and yet it can be a burden and it's a a bit of a logistical nightmare um you know tying down our educators um you know with with some of these regulations
068which are necessary but if there's a number of years and a track record and an ability can we look elsewhere at models that have been successful maybe try to change our rules some and pilot that not change everything but to have a pilot that's something I feel um comfortable confident asking for the board um to get an update on after my time here. >> Thank you, Dr. I feel >> Can we get a commitment? That's I I would just like to hear not an answer. [laughter] Uh but can what's the exploration of what that pilot can be um for so that the safe schools committee in the future and and our student representatives um can hear if there's any variance or ability to expand this program when teachers have an opportunity. >> I don't think
069that's an unreasonable request, Mr. Casa, and I will personally send you an invite to let you know, hey, we're talking about this at this meeting. So, uh, yeah, we can certainly revisit. >> Thank you, Dr. Bower. Grace, >> you got >> I needed to let him do that. [laughter] >> Um, I just wanted to touch bases with the therapy dogs real quick. I absolutely love the therapy dogs. I think they are adorable and they bring joy to everyone around them. But I will also say the thing about the staff issue is kind of a huge thing in my I've been in North Penn High School since 9th grade because I took classes in 9th grade at North Penn and I feel like in my four years I've seen like the therapy dogs not even like
070five times. I think I can count on one hand how many times I've seen the therapy dogs. It's very hard to catch them. Um normally even if you do see them it's in like the hallway or the concourse or somewhere like where it's very busy. There's a lot of people coming in and out. It's very hard to I think also students don't really know where to find the therapy dogs because yes it is a resource for everybody but not everybody knows where to find this resource. So I think having number one an outside source would be amazing because it wouldn't be tied down to a staff member in a certain part of the building as opposed to somewhere else. I also have previously worked in St. Luke's Upper Box, which is a hospital, which is
071very different from a school, but they also have therapy dogs for obviously medical reasons. But the way they did it was they also went from an outside source. And this therapy dog had rounds to do. So, there was a specific schedule where if you looked it up on their website, you can follow the schedule, see where the therapy dog is, whether it's in their office or on the specific floor or in the specific hallway, you know where they are and where to find them. as opposed to just having them in a busy hallway in the middle of the school day where like it like the therapy dog could be there could not. I feel like it would add a lot more structure first of all and also students would get more access to it. >>
072I'd love to see like students create an application on the North Pen desktop. Like let's just pretend let's say a a therapy dog is named Kasa, you know, like where's Casa? and you can click on the application and oh, he's an in. [laughter] Yeah, that's very very cool. I like that you could uh figure out where they are. And Grace, I totally agree. Like a regular cadence, knowing where the dog's going to be on which days, I think would be helpful for people leveraging the resource. So, thanks for that feedback. That's great. >> Yeah, thank you. Any other comments or questions? >> Not from me. Okay, I think with that, let me make sure we get to the back to the agenda. Uh, that's it forformational items. Thank you everyone for the thorough explanation and
073helping to raise awareness and educate us on these important topics. Other business do we have any additional items? I think Mr. Rome might. >> Sure. Uh, thank you, Mr. Casa. Just of note, uh you will see on the FNO agenda, uh an agenda item, um changing over our visitor, I'm sorry, video management, different VMS, it's another acronym for you there, Dr. Bower. Um and our uh door access control um to uh from our current product uh to Genitech, which is on the FNO agenda. So you will see that uh in your next meeting. >> Thank you. I just uh Mr. Cas, I I do have to throw out there this being your last Safe Schools Committee meeting. Um we certainly said our fair share of kudos at the action meeting last week, but um you
074have served this committee um uh with leadership doesn't seem to sum it up. Um you've really challenged us to think how far we've come over the last eight years. um and the way in which you've owned times where um areas for growth. Um you have never claimed to be perfect. Um there are no guarantees when it comes to matters of safety. Uh but how do we mitigate and minimize risk? Um how do we challenge the thinking? How do we create systems and structures that um require continuous improvement? Um, I just really want to thank you for all you've done for this committee, for us, for myself personally. Um, it has been collaborative, collegial, and I've appreciated it. So, um, when you when you invest so much time and effort and energy into something, you you
075want to walk away knowing that it's better than you had found it and and, uh, you have done that. So, I just want to thank you for your leadership and all you've done for this group here. I'm sure I can speak on behalf of Dr. Nicholson, Dr. McKenna, Dr. waters. Um, and uh, certainly Mr. Durr before Mr. Ran and Mr. Ran, but we've all really enjoyed learning with you. So, thank you. >> Well, thank you, Dr. Bower. Thank you, everyone. I I don't want to belabor any of this. It just reminds me of um my predecessor, I believe, uh, in this chair on the committee, Mr. Frank O'Donnell. you know, there was a political debate um back before I was first elected and I remember saying to him that I have no doubt he has
076the same um commitment and dedication to make sure that my children who were in school at the time and all students were absolutely safe and I I I believe that to this day that so does everyone else because it's where uh the common sense um right Miss Rnik comes before the politics and this is the one committee that absolutely should keep that at the forefront. Um be because that's where the independent objective focus on data and what matters serves our students and our community and not just protecting our students uh when done properly um transparently. There's uh no problem with also making sure that when we're proactive and we also protect taxpayers. Um this can all fit together but needs this type of of honesty and engagement at this level. So, thank you everyone and
077um school safety will never be perfect ever um but it will always be a cycle of continuous improvement. So, um I thank you for being able to chair this this committee and um more than anything I want to thank um Mr. Ran um his predecessor as well, Mr. Durr. But um really the team that makes our schools safe, who embrace relationships and no matter what anyone says in public, whether comment or from this own board, you have served centered on students, making sure that everyone fears feels that they are treated fairly, equally, and with respect. And we see that difference when we hear from students, we hear that difference from families. And the fact that you're able to listen and adjust means that that excellence um will continue to be a standard u that you
078not only meet but exceed. And just want to thank you uh on behalf of this committee, the board, and the community for the tireless dedicated service because you don't always hear what's working. Um, and sometimes it's the quiet part that people don't want to say out loud. U, but this committee hopefully um that we have some honest conversations can also applaud uh the champions who make this all work in our hallways and our classrooms. So, thank you uh Mr. Ran and your excellent team. Um, with that, we'll move on to other business. Oh, not other business. We'll end other business. Um, and we'll move on to public comment if uh Mr. Gilmer has any hands right raised. We we do have one hand raised. >> Thank you, Mr. Gomemer. Now, I got to take up
079my disclaimer. All right, here we go. Great. Sorry, this isn't coming up as quickly as I'd prefer. All right. Individuals attending the meeting and intending to speak to the committee should be aware that they are being recorded. In order to meet the requirements of Pennsylvania Sunshine Law, it is necessary to record the names of all citizens who speak to the committee during the meeting. To assure compliance with this requirement, it is essential that those planning to address the committee raise their hand electronically and state their name and municipality. As a reminder, the public comment portion of the meeting is designed for residents and taxpayers of the district to provide comment and feedback on matters being discussed at tonight's meeting or matters that may come before the safe schools committee. Is not designed for debate or
080discussion with members of the committee. When appropriate, committee members may choose to respond to public comments that have been made or request a member of the administration follow up with the speakers after the meeting. Members of the audience are asked to limit their questions and comments to three minutes. is in reference to board policy number 9003 revised in February 2022. All yours, Mr. Gilmer. >> All righty. Up first is Jason Laneir. Jason, I've enabled your microphone. So, when you're ready to begin, please state your name and municipality for the record and begin your comments, please. Jason Laneir Lansdale. I want to um to take some time here to I I it seemed like there was sort of a Cassa was trying to make comment about saying things uh at public comment that were somehow untrue.
081Let's just I just want to kind of square the information from the state versus what was said uh today. I don't know what the discrepancy is or if this just the the state information just needs to be metered [clears throat] down or or if I don't know because it seems like you're saying incredibly different things regardless of how the granularity of the data the violence in the in the middle schools in particular is really really high and this is according to and I'm going to read that it says safechools.com pa.gov and you can drill down, you can find our district and then you can hit Penbrook, Penfield, and Penddale uh individually and you click on the radio button that says violence and it shows in Montgomery County. They do a a county comparison and a
082state comparison. We're we are at uh 16.04 incidences per 100 students. I I don't know why it's so much higher than what you guys reported, but what does it you know it's much higher than is reported at average in the county. So the county average uh is at 2.9 or excuse me 1.9 per uh 100 incident or 100 u students. So why are we so high in violence at our middle schools? They have one exception I guess in 2025 the the Hatfield is or Penfield rather is at uh one one.3 times as much violence as in in the county average. But then if you look at the OSS we're right at the county average for those violent incidences. So something doesn't make sense here. It seems like we're we're doing all this great granular data,
083but it doesn't seem like you're punishing kids for the incidences which are violent. And this is how they describe violent. So it says, uh, please note student code of conduct and academic code of conducts are not included in the incident per incident per 100 column in order to focus on the more serious infraction types and prevent skewing by the lesser data infractions. So this is this is sort of the worst of the worst and it's really high. And how how can we square this? What what is going on? I mean before we we we celebrate having granular data, maybe we need to figure out why the violence is so high in our middle schools. And I'll leave it there. I'd like to hear an answer. Thank you. >> Thank you, Miss Laneir. >> Okay. Our
084next person is Tina Gallagher. Tina, I have enabled your microphone. So, when you're ready to begin, please state your name and municipality for the record and begin your comments, please. >> Hi, Tina Gallagher. Tal Minson. Um, I'd like to thank the committee first for um all their efforts keeping students sta safe here at North Penn, especially those board members who will be leaving. Um, I'm a retired special ed teacher and a um parent of two North Penn grads. um and I uh was a special ed teacher in a neighboring school district. I volunteer with a program called BS Smart in McGomery County. It's a program that provides education and information to adults about secure storage of firearms. So, it falls into that preventative layer of school safety. Uh we have partnered with other districts here
085in McGomery County and I we've sent some information to North Penn. Um the other districts in the county that we've partnered with have had incidences with guns in their schools. Um we have attended the health and wellness fair here in North Penn for two years two years now. Um and we are trying to see if there would be any more interest um in our program. The letters smart are an acronym for the S is for secure firearms and then the other letters represent other parts of the program. Uh what we have to offer is materials. Um we can do presentations. Um any other supports that would be something specific for North Penn. Um, some school districts choose to post um our link to our website bsmartforkids.org um on the school web pages. Some give out
086materials and such at the beginning of the school year for like a back tochool type packet for parent reminders um for gun safety in their homes. Um we have uh different kind of materials again that can be found on the web pages. So just checking in to see if North Penn would be interested in um any of this program um going forward and I really appreciate the opportunity and again thank you all for working so hard to keep kids safe. >> Thank you Miss Gallagher. Any other uh raised hands, Mr. Gilmer? >> There are no more raised hands. That'll conclude public comment for tonight. >> Thank you. Um the brief response um first to Ms. Gallagher. I we thank you for your outreach. I know the board is in possession of that information. Um as
087well as uh board leaders, I mean uh administrative leadership. So I would expect someone from uh this committee and the administration from the cabinet to reach out to you with an update. Thank you for your efforts. They certainly are bipartisan and non-political. um aware of a county next to us where the Republican sheriff um was uh really supported the network of victim assistance, a nonprofit I've sat on the board for for seven or eight years in making sure that um gun locks and safes um that there was education to protect uh children in the home. So, the public knows Pennsylvania is um one of the states with no mandate um such as Colorado or Florida um that actually has uh mandates for gun owners to have u responsible control of of the weapons in their
088homes. And there lots of statistics uh people could look up um that that describe uh what those differences are in states with those types of laws and those without. It's not about gun control, but gun safety. So, um, thank you for raising that issue up and, uh, the work for the community, uh, and its children. Miss Gallagher, as far as, um, Mr. Laneir, um, I I assume he's watched the beginning of this and when we talked about, uh, some of the buckets and the information the state uses, which may actually inflate some of the numbers. But I think what's most important is always direct Mr. Laneir to um, Dr. Bower. So, you know, as always, Dr. Baron very responsive in walking through all of these details. Dr. Bower, is that a reasonable ask for you?
089>> Just to follow up with Mr. Laneir and um I I would actually offer sit down with him and I agree with him that it doesn't something sounds like it's not lining up. Um so I'd welcome the opportunity to sit down with him, pull up our data, pull up what he's looking at, see if we can find discrepancies. And quite frankly, um there have been discrepancies in state reports. Uh Dr. Nicholson found something this year with um a a data point on the future ready dashboard um that something was not like uh assimilating properly when we did our upload. So perhaps there's a mistake. Um but what I can assure you of is we are as accurate as possible. Um and we report everything. Um I I will not speak for other districts. So Mr.
090Lir, just shoot me an email or I can send you one if I don't hear from you and we can sit down and let's uh dig into it together um to make sure that what we're saying is accurate. >> Thank you, Mr. Laneir, for always looking at these details even if we don't agree. Um it's great when um there could be some consensus just looking through data and talking it through. To be clear, not a single incident of bullying, fights, any of the incidents that are reported uh by North Penn uh it should be zero. not one is acceptable. Um, but schools ultimately and school safety is a reflection of society overall. And we're going to do what we can to make sure our schools remain safe and that they're um that our students and
091staff um have that perception and feeling of safety as well. Um, it's been an honor to serve this uh board and I'll make sure that um we also uh let the public know that the facilities and operations committee will begin in the next few minutes if you join that next link. Remember the new uh practice is immediately following safe schools facilities and operations will begin. Uh there will be no um or there will be a meeting in January for safe schools. It's typically the last Monday of every month. However, until the reorganization happens on uh Monday, December 1st and following that uh then that will reaffirm by board vote what the committee structure and schedules will be. Um stay tuned u to the safe schools web page and school board uh web pages as well
092for any announcements for the next time and date of the safe schools committee. Thank you everyone. It's been a true honor. And with that, let's adjourn this meeting. Take care everyone. >> Thank you.