001Ladies and gentlemen, like to call to order tonight's Pen Manor School Board board directors committee the whole meeting for Monday, February 2nd, 2026. We are 1 month into 2026. The next scheduled meeting of the Pen Manor School Board will be held on Tuesday, February 17th, 2026 at 700 p.m. in the large group instruction room of Penn Manor High School. An executive session was held prior to the committee of the whole meeting for the purpose of discussing the superintendent midyear review personnel legal and student matters as detailed above. Mrs. Rhodess, may we have roll call, please? >> Sure. Mr. Beaks >> here. >> Mr. Her >> here. >> Mrs. Hope >> here. >> Mrs. Kek >> here. >> Mr. Lombardo >> here. >> Mr. Warfl >> here. >> Ms. Wart >> here. >> Mrs. Niger >>
002here. >> Dr. Fullerton >> here. >> Nine board members present. >> May I have a motion to approve the minutes of our committee the whole meeting from January 20th, 2026? >> So move. >> Second. >> Thank you. Thank you. Any further comment or question? All those in favor. >> Nine affirmative votes. >> Board [clears throat] development opportunities and reports. Do we have any board reports? Are you covering the new board orientation in superintendent report? >> I can. >> Well, I can do it now. >> Go right ahead. >> Okay. >> Uh, I'd like to uh thank Mr. Warfl, uh, Mrs. Kek, Mrs. Hope for attending the new board orientation at the Lancaster 11 and IU13 last Thursday night. Hopefully uh you had a wonderful session of uh with your panel. Um you were not on
003my panel, so it probably wasn't as good as >> Yeah, we definitely missed out. >> Yeah. >> Um we did hear from Mr. Jeffrey Sultanic, who is a labor relations attorney who is always entertaining >> um in his presentations. Um so uh thank you for attending that. Any other reports? Mrs. Napsinger? >> Yes, that's I'm up, right? And I clicked it out out of it right as you called my name. >> Of course you did. >> I did. And >> And it's >> It's not opening up. >> It's not There we go. So, I believe the only thing that we have is our breakfast at the high school next Tuesday at 7 a.m. >> That is correct. >> Other than that, we're smooth sailing till March. >> Yep. >> So, >> perfect. Well done. Good
004cover. >> Yeah. Know. >> Okay. Let's move on to item number one. Property tax rebate program. Mr. Fory. >> Yes. >> So for uh many of you are aware, maybe some of the new board members not aware. We're going to take a look tonight at the property tax rebate program that we have as a district. Um there are multiple in the area. I think ours is a little unique and we'll talk about that. Um, so really we're we're >> more focused on the community through this, not necessarily the students. [snorts] >> How's that? It's better, Keith. Excellent. 4%. Um, so the current tax rebate program was set up back in uh 2020 or 2006 and 07. So we'll uh next year be celebrating uh 20 years with the program. Um it really uh is modeled
005after the state tax rebate program. Uh same qualifications and really the same process. And and I mentioned as I uh have been at other places that had a tax rebate, tax volunteer tax ownership, however they wanted to do it. I I think this is really one of the things that makes this work well is um all potential applicants are screened through the state rebate system. We don't need to screen anyone. You just provide your proof that you applied and that you were approved by the state and then we take it from there. So it takes a lot of that well who's qualified who you know it really helps that. Um, we did last year raise the rebate from the pen manner side to $1,000. And so we'll see what some of that looks like. Um,
006and right now our eligibility is capped at $35,000 a year. So what does the how does this different from what the state looks at? And so as I mentioned, we are capped at $35,000 a year. Um, it really is targeted those lowincome senior taxpayers. um you know their their residents. The state has its independent program. Um it has an escalator that it applies to the income level and for uh next year they're at $48,110. Um it does follow and the link if you're interested click there. It takes you to the actual state uh system. Um it takes you right to the PA uh PTE explains it. It sets the thresholds. It starts the application. How do they apply? And so, um, it directs folks there. They go ahead. And so, what will happen then is
007they apply to the state. Uh, they get a combination of so they can get up to a uh $1,500 back from the state. It's scaled based upon their income levels. Um, last year uh well, this current year, so they really wrapped up in December. Uh this current year we had 194 rebates. Um this that's down from the high two years ago and even last year was down a little bit too. So um it seemed to have dropped over the last two years. We did have eight taxpayers that received a 100% rebate from the district and the state. So they got $2,500 off of their property tax. Um we had 12 that qualified. So, of that eight, there was four more that qualified for the $1,000 from us, but their tax bill wasn't $2,500. So, we
008don't we we rebate and give back what you've paid. So, if you pay less than that, then that restricts that. And so, we did have uh you know, 12 that were qualified for the full thousand. Uh only eight of the 12 had a tax bill that was over the $2,500. Um you can see historically uh and it makes sense our high claims was in that 23 24 time that was also our high payout. Um it we were wondering when we went this last year to the $1,000 I think it was $600 before that. You know what would that do? So we did see even though there less applicants than there were there was a little bit more paid out. Um, and right now I'm I'm budgeting 80,000 for next year just to sort of see
009where that's at. Um, you can see sort of the breakdown of where they were paid. And so [clears throat] the way it works is the tax rebate for our 2025 bill, the one that everybody received in July is based upon your application in 2024. So you get through the process, you do your income taxes, you file it with the state, and then it follows behind. And so uh based on the the 2024 tax year, you can see that in at the bottom of the slide impacts R2526 uh real estate tax year. You can see the different categories that folks were in from an income threshold and then how much how many folks were there and then how much we paid out. So, um, as we said, we did drop down, uh, from the number of
010from the previous year, but we did pay out a slightly more, uh, based upon the that average or that increase to $1,000 on the re program. Um, so you just sort of see how the distribution falls out. Um, and in this case, it did help 194 seniors. Um, some of them, uh, you know, almost all of them got something from the state as well as something from the district. Um, we did make the change last year to the thousand dollars. My recommendation at this point is is that we would hold the program for another year where we're at. Uh, see where things are and and continue on and determine at that point if we want to make an adjustment or not. Um, that's my recommendation, but obviously it's up for discussion. Yes. >> Does the
011state's escalation of income cap, does that automatically increase every year? Yes. So we just are getting further and further behind that if we are to do something >> and that's that's some of the challenge in that I don't have any data to know who's in that 35 to I guess it's 48 >> right like are there 10 people in there are there 400 people in there I don't you know >> would it Just throwing this out because if next so next year when we have this presentation in theory the cap could be 50,000 and now we're 15,000 behind the cap. Would it make sense to go somewhere in the middle this year and move the cap to 40,000 42,000 so that we're not playing catchup next year of 15,000 and we're going to have a
012large I mean we're It's going to increase. It's just a matter of do we want to double the program next year or do we want to spread that out? >> I mean, >> is the states based on a formula? >> Uh, I think there's a cost of living in increase that goes off of it. It it it is there are different bands. Um, and the same thing we have different bands that apply. >> Right. Right. Right. It just concerns me that we're getting further and further behind the states allowance and some of us committed to making sure that our seniors were seeing as much tax relief as possible. So, um I want to make sure we're doing that and not causing harm to the district either. But I I feel like meeting somewhere in the
013middle might be at least reasonable and kind of hedging our >> Isn't [snorts] it better though to have a lower maximum than a higher maximum? Aren't we being more generous in the state? >> No. >> Okay. My apologies. >> The state would give a rebate to people making between 35,000 and 48,000 and we're not giving anybody a ban. >> Gotcha. Okay. Thank you, Nikki. >> You're welcome. So, I mean >> that makes sense. >> I don't I mean 48,000 doesn't get you very far at the grocery store anymore. >> Agreed. Yeah. >> If I may, [clears throat] if if I understand this, I think for a taxpayer between 35,000 and 48,000 where the state limit is the max rebate is $380. >> Correct. >> So, right. Even if it is a large number, the impact
014of that really can only be so big. >> So for me, I don't I have trouble understanding why we have a limit that's lower than the state index. Why wouldn't we just mirror the state formula? >> That's a question. And and would that be the states would be based maybe on the cost of living in particular areas of the state which would vary depending on where you live in the state >> but it probably shouldn't be the vast difference that we're looking at. >> No. And I think if if we continue to um apply a right so right now from 25 um to 35,000 they would be eligible for a $100 from us. >> Yeah. Right. >> So if we stayed at that same if we expand that band it it makes some change but
015it you know hopefully there's not a thousand people that are in that area. >> Right. >> I mean I'm fine with going to the 48. I just was trying to look out a way to step it in, but I don't know that it matters. >> Yeah, >> I would definitely be in favor of increasing it whether it's the 48,000 or not. >> So, um I'm hearing we want to change the recommendation. >> Yes. >> Do we want to take it to the state income level? I I don't want us to get into this 42 versus 48, you know, type thing. So, um, if we want to do this, I I would concur with uh Mr. Warfl to the 4810. >> When Yeah. When do we when do we have to make the actual decision for
016this? Um, and could we I know there's a lot of demographics out there on the different incomes. I mean, I could I look at them all the time. So I'm sure we can find out how roughly how many and see what the impact to the budget would be for the it might be a countywide but it might be >> yeah I think the challenge is is that you can find income but when you look at the criteria like it's harder to find out you know are they are they 65 are they a widowerower are they like if you look at those categories ories that the state qualifies you in. I think it's a little harder to say, okay, and they earn it. >> That's the >> and their property, >> right? And they're a property
017owner. >> But we could come back and say there are another 100 people within this border. Worst case scenario, it would cost us this knowing that it would be no, you know, we know there's 100 people between 35 and 48. We assume not all of them are going to meet that criteria, >> right? So, we're going to do some statistics to at least give us a >> I mean, I can >> Yeah, >> in two weeks I can bring back the try and pull some numbers and bring back what I would recommend that percentage looks like >> as we split it. Like I said, right now the high band is 10% um of the of the thousand. >> Yeah, I think remember I when we approached this last year, did I think you did that
018like you showed us like if it were this, we're looking at that like >> maybe a chart like that. >> Yeah, I'd be up for a little more information before we voted on that. We are about to borrow massive amounts of money. And while I like to be generous, I also kind of want to be uh >> and and this shows you sort of like, okay, right now there was 41 in that 30 to 35 band. >> Right. >> I mean, it's interesting when you look at it statistically really every band from 10, you know, those last six bands are pretty close, >> right? 29 to 41. >> Yeah. in the band. So, >> so when when do you need a a firm decision? Like, could we postpone your recommendation for two weeks and then
019vote on it in March? >> Yeah, if we get at the first meeting in March, it gives us enough time to get the [clears throat] form updated and posted so that it's ready to go when the tax bills go out. >> Okay. Is that is that the will of the board? >> Wait, I think so. >> Okay. So Dan, I think you're hearing either your current recommendation or I think you're hearing hopefully not any iteration in between it like >> No, I agree with what you're saying. You might as well just go if we're going to go just go to the state. >> Yeah. Yes. >> Yeah. >> So >> I think I think part of we talked about this last year like just not knowing >> particularly when we went to a thousand like
020hey let's do this in some increment. >> Sure. Agreed. Yeah. I mean, I think we were hedging our >> bets last year. >> Yeah. >> Okay. Thank you. [cough] And thank you for the discussion. So, we'll go to item number two, the school calendar for 2026 2027. And Dr. Egan, welcome back. >> It's great to be back, Dr. F. [laughter] Thank you. [cough] >> [clears throat] >> So uh historically [snorts] we started the school year I do not have any [clears throat] start start the school year the first student day is the week before Labor Day. Uh well the 2627 calendar posed some interesting uh trends. Uh the Labor Day is the latest it possibly could be and Memorial Day for 2027 is the latest that it possibly could be. So, uh, the the calendar
021that the draft calendar that that we're presenting has an earlier start than usual. We'd actually be looking to start on August 24th, uh, which is actually one day earlier than uh where we started this year, but it's two weeks before Labor Day. So, that that's that's the big change uh that we're presenting. We are looking to end the last student day on June 3rd, uh which is two days earlier than than this current school year. In the calendar, you'll see two act 80 days on October 9th and November 25th. There are seven early dismissals sprinkled throughout the calendar. We have four weather makeup days, two in March and two in April, which uh years prior we weren't using, but this year presented uh differently. So we we certainly value them. Uh so after some discussion
022uh Dr. Fitton, we're seeking placement uh for this calendar on the February 17th meeting. >> Any questions for Dr. Egan? you usually get some faculty input. Yeah, I'm assuming [clears throat] >> with the with the later Labor Day, it seems like we're starting earlier, but we're actually just starting one day earlier. >> And most of the schools around the county uh are starting at a similar time, which impacts the CTC and the IU services. So trying to stay consistent with with what we've done in the past, but also with other districts throughout the county >> for those shared shared positions or shared services for our students. >> The other part that adds a little bit is that Easter is as early as it can be. >> They got late early late. >> Which is why
023we build in the two weather makeup days in April that if we didn't need those, that could be a long weekend in April to break up >> what could potentially be a very long stretch of Two months, month and a half, I guess. Two months. Yeah. All the way to all of April and all of May. >> Let's hope we don't have snow next year. >> Well, I'm convinced we got all the snow this year. Cold this year. >> Don't jinx it. >> Yeah, I feel [clears throat] something just happened in the universe that isn't going to serve us well, >> right? >> I'm thinking 75 and sunny all winter long next year. >> I'll take it. One ground home. We don't care what a We don't care what a groundhog has to say. >>
024Although it is a phenomenon. Punksaton, if you ever been there. >> I have. >> It today, this weekend, few days before Groundhog Day will allow that town to survive for another year. It's just amazing. >> Amazing. >> So, I need a motion to put this on our February 17th board voting agenda. Thank you. A [snorts] second. >> Second. >> Thank you. Any further comment or question? All those in favor. >> Nine affirmative votes. >> Item number three. Dr. Gale. Miss Gayler. Take three. >> Yeah, take three. Just want to [clears throat] um check to see if there are any questions or any further points of discussion as we continue to talk about uh taking back to classrooms for autistic support services from the district. The presentation is there uh if anyone has any questions or
025needs clarification about any of the information that we have shared uh during our previous two discussions. questions for Dr. Gail, Miss Galen. >> So maybe I remember wrong. I thought there was going to be a presentation two or three years out about what the annualized cost and savings were projected. >> Yeah. I I thought so too with at the end of the last week's presentation or the last meeting's presentation, you know, he's kind of and this is underneath the three-year fiscal goals. Um we kind of said that we're going to have some more upfront costs and then but we'd have a break even point and when we could because I'm still I'm still trying to wrap my head around What are our actual costs? What are the benefits to the students? And you know, what
026are the things that we go back [clears throat] on if you know we're not able to able to to meet the requirements. So I guess I have those are still three lingering questions out there and I'm still not sure we have what the actual total costs are with you know some of the questions that I had sent four or five weeks ago. [clears throat] So if we look at the cost, this is again the the cost of what we are looking at for two classrooms. Again the IU cost is a range because we don't know the perdeium the ADMs of what we would have in those classrooms. But what we can say is that if all 16 positions or places in those dis in those positions are filled, it would be between those two amounts.
027As we look at staffing for the future in the first year, we would be looking at this amount. Okay. So there is the the cost more or less costneutral or a cost savings to the district if we have all those positions in place moving forward. If we would be looking at this growing each year, we would have I apologize for not putting this on one slide, but we would be looking at that amount that the IU would cost as trending and it could be anywhere between those amounts or increasing. But what we would be adding would be the two teachers. The other positions that we would be putting out there for this for the start of the program would continue through the program and service additional classrooms as we would work. Mr. Ford, you have
028those numbers correct? >> Yeah. So, and there's a lot of variability. So, What we had laid out was is that if we took two years two classrooms in year one, three more classrooms, right? So we have a total of seven right now. If we took three more, this is a starting point. Maybe it's four. Who knows? If we took three more, which I think Miss Galen and I based upon our experience, I think three is should be easily achievable, but we try not to over promise. Is that accurate, Miss Gil? >> And and the three was that would be then the elementary classes. That's what we looked at. >> So if you did those three based upon needing two three more teachers, needing a speech and needing a psych in all likelihood with the added
029case load now of these five classes, there's at least $360,000 savings in year two. If you went into year three and took two more classes back, well then at that point we need the two teachers, um maybe we need one other support staff. And so then you're looking at nearly a half million dollars in year three of what does that look like? And that's three million on or half a million on top of the 360. So, you know, now you're talking $860,000 in year three based upon year zero. >> Do we I'm sorry. Go ahead. >> So, I don't see that in here. And I go back to what is this page eight? No, page seven. The actual cost per student from the IU [clears throat] the last two years was roughly 56,000 and 55,900.
030I know that you showed us the graph on page six which shows a range between 53 and 96 but in reality the last two years they've only come in 3% 4% higher than that minimum rate. So when you tell us tell us that we're going to save $360,000 in year two, what are the numbers that you're using? Like what is Pen Manor's actual per student or estimated per student cost going to be in those five classrooms? And and then the the the followup to that is >> 40,000. >> The followup to that is if we at Pen Manor can spread out our consultant, correct? And our BCBA and maybe our speech therapist over multiple classrooms. What is the IU's experience with those same positions? Do they have a BCBA covering five classrooms? >> Multiple classrooms.
031Yes. >> And we can do the same, but it will be how will it be less expensive for Pen Manor to do that if we're paying the same compensation? >> So, the IU puts a calculation. Um, so we pay a portion of their senior leadership, we pay a portion of their expenses, right? It's not just we're not adding a principal, we're not adding an assistant superintendent, right? Those are all costs that are baked into their per student cost. So, and and to your point about using the BCBA other places, we're in this model not taking credit for that. We're saying all of the time is cost to these students. So, there could be even more savings if we're covering other places beyond. >> So, can one BCBA cover five elementary as classes? >> Yes. And
032then Mr. Beaks, to your questions about us assuming the the cost of not providing services, it doesn't matter if the student is considered an IU student at another placement. If those services are not provided, it comes back to the district. As long as the student is [clears throat] a resident of this district, we are responsible for those services. So if that agency that we would partner with for that student does not provide that, we have to find that placement. We have to provide those services. No cost. It's not a failure on their part. It's not a failure on any other agency. It comes back to us as being responsible for that. which is part of the reason why we are saying that we would like to do this because it's a cost control but it's
033also a control of services for our students. >> Dr. Fullerton, this may be a Dr. Fullerton question as the president of the IU board. Mhm. >> Um, one of my concerns and concerns I've heard from this board is that if we remove over the next three years five classes from the IU, um, but the IU does not shrink their administrative costs, then our cost per student in theory will go up. That stays with the IU. And so I guess my question is how likely is in your opinion is that like is that to happen especially if other districts are also doing what we're doing? Um does the IU have a plan to downsize those overhead costs or are we just going to be absorbing them with a higher cost per student three years from now?
034That is a great question and one that I would not be prepared to even provide any insight on right this second. Um but you you think about it the you know and again this is just in general you're talking about general business. If you start removing services that you have to provide a good business model means you have to rightsize your your force that you have. But um quite frankly, we have not spoken about any districts taking classes back uh from the IU. So we have this isn't even >> um something on our radar. Now next week we start diving into our budget um and maybe there'll be some conversation uh at that point, but >> but there's been no conversation. >> No conversation. Fair, very fair question, but I don't have a >> Okay.
035Thank you. That was a very long- winded answer to say I don't have an answer for you. So, >> is there any precedent because haven't other schools taken their classrooms back? >> It it's it's happened uh it's happened both at Lancaster, Lebanon, and IU and other IUs across the Commonwealth. Um but IUs are a small business. Um they don't receive any tax dollars or anything of that nature. So, um, and they have the same costs that we do, personnel costs, administrative costs, >> things of that nature. >> So, Dan, if if uh so our savings in year two would be assuming we we move to five classes and then spread out like the speech therapist and uh well, a couple questions. one I'm looking at where we have these would you know two at central
036manner two at Mic one at Konesoga you think one person can handle all that >> that's significantly smaller than the geographic region that they're currently covering >> okay okay >> right when you think you may have I mean you might have a BCA that's covering classes in Pen Manor in Hempfield and in Seleno >> okay >> is is that the [clears throat] staffing model or is that just reality because it's a very difficult position to fill and recruit for >> because they're not my employee? I can't answer that question in in in fairness. I I don't know what their staffing honestly. >> Is it is it fair for me to ask what is a reasonable case load, if that's the right word, for a BCBA? I know previous experience. Um, multiple special education classrooms throughout
037a large district. Not more than five. I can speak to that for BCBA. >> So, not more than five meaning >> no more than five. >> Oh, more than five. >> More than five. Yes. >> I I'll give you for instance. We have one BCBA in one of our school buildings at where I work and it's uh 18 classrooms. Well, one BCBA >> in one building. in one building, but 18 classrooms >> and they're all special ed, right? >> How large are those classrooms? >> Uh anywhere from we'll say six to 10 students, highly highly uh behavioral >> every student is >> not every student. No, >> in that case load >> no >> but I would like to say they were all well behaved, mannered and everything like that. So they end up they
038end up assuming more than what their case load may be. >> Is is that >> keeping in mind that the BCBA doesn't have a case load and isn't working one-on-one with students. They're actually working with the teachers and with the staff to support the students. So that's why they can spread their their wealth. [clears throat] >> And I guess the one question um I'm assuming the consultant would be the same way, but with with what you you'd said, Dan, one might be covering Hempfield, Pen Manor, and Soleno. So that cost would then be divided amongst those three different districts as opposed to we're pulling that cost in as a whole. >> So I think as Miss Galen said, I don't have the details of how they got to it, but I can tell you that
039they're charging us $55,000 a year per student. And I think in year two we're down to $40,000 per student. So, it doesn't matter what it makeup is, it's still a $15,000 per student savings. >> And did we say in year two and three as we pull the more classes in, would we still need additional paras? Was that was because I didn't hear [snorts] >> Yes, correct. Teachers and pairs. >> Teachers. >> Yeah, I heard teachers. I I I didn't necessarily hear Paris. So, >> yes. >> Dr. Fullerton, are your students ES and AS or are they mostly all ES? >> Uh AS um intellectually disabled. >> Oh, learning support you're saying? Or >> no, >> multiple. >> So if in year two we have five classrooms and we're spreading out some of these people. I
040guess in year one we're probably pretty over over staffed maybe. I think as Miss Galen explained we are but we're intentionally so that the program succeeds there's a lot you want to talk to the development of the whole building the >> correct and that that's why as I had shared previously for the success of developing the classrooms and the program um it's providing that support not just to each of those classrooms but the building itself health. Um, and then taking that model and then the following year being able to use that in potentially two more schools. But that's why it's so important that first year is having that opportunity to again not just support the teacher and the staff staff in each of those classes but also that build the the building and I was
041having at this point in the conversation I lost you all my during the last meeting but I was watching online so I just want to verify both Miss Galen and Mr. for have experience in doing this in a previous district. >> Correct. >> And it was successful. >> It was successful and it reduced cost. >> Okay. My other question I have that I've been getting from taxpayers is the and I think I know the answer, but I want to make sure I'm understanding correctly. Um moving these classrooms from the IU to I mean they're still in they're already in the schools. So there's minimal impact there's no impact on class like class availability um currently like are our principles social workers or guidance counselors having any interactions with the students? >> No. >> Okay. So
042it would add a little bit more burden to those individuals. >> I shouldn't say no there I mean there are >> casual but as far as having responsibility. >> No. So that piece would and that's that's again right why the consultant and the BCBA are important especially the consultant and and I had shared that before that's that liaison between the classroom and then the the building leadership. >> Okay. >> So there would be supports in place for all of those individuals especially as we're transitioning. >> Absolutely. >> Okay. >> Absolutely. >> Okay. As we look at this list of staff [clears throat] on on this list, we are looking at five full-time employees and the professional. If we do not bring this program into the district, these would continue to be IU positions with the
043exception of the speech therapist. We do have a need with the number of students who are receiving speech. our case load is not u doable by the number of speech therapists that we currently have on staff. So my only position that I would be recommending to the board for next year as an additional position would be a speech therapist. Currently right now we have an agreement with the with the association that we are outsourcing that but in future years we would need to hire at least one speech therapist. I'm not looking to add any other positions uh for the upcoming years for the upcoming year >> and that's why I say we tried to model the work right so I could say that only 60,000 of this speech therapist is for this program right but
044we we are assigning all the cost to this program so that we're trying to say okay worst case scenario here's what the cost is we we could save $50,000 in the first year because we're using those other places and I don't have contracted services. >> I just don't want to take credit for that >> question. Um in your previous experience was were those savings like maintained were those classes maintained in the in your in the class like in the schools? >> Yes. >> Okay. They didn't get reabsorbed back into the IU later. >> No, they're actually taking more classes back, >> taking more. And so that first year with one speech therapist with a very low case load, could that speech therapist take on regular ed students and then kind of quote pass them on
045to another a previous speech therapist or whatever as we would take on more classes back. Correct. >> Okay. >> Or students not not in autistic support classroom, but they're identified as having a speech and language disability. >> Right. Right. Yeah, I just I just I'm having trouble believing that we can replace the same infrastructure of professionals, benefits, cost, and everything [snorts] and deliver it that much more efficiently than our partner in the IU. The IU is maybe a small business, but is set up with an infrastructure and they're doing this today. And it seems pretty drastic to think that we can deliver it. I can't do the percentage in my head, but [clears throat] go from a $55,000 a year cost down to a $40,000 a year cost in two years. Um, if if that
046could be realized, every one of our peers in the IU would be doing that and the rest of the districts would be left just simply playing the salaries for the administrative staff and there' be no students in an extreme example at the IU left. >> We and we are behind anyway, right? Most of the other districts have already pulled these classes back. >> Yes, we are one of one of the only districts that hasn't taken some autistic. >> So, has enrollment at the IU declined? >> And how much? [clears throat] >> No, I don't I don't think you want to look at it that way. I think that this is one particular classroom service that the IU offers amongst a 100 or 200 type of different service offerings. So, I think that when you talk
047about this classroom and and now I'm starting to get a little bit out of my area of expertise, but it's the the least difficult one to bring back to a district. Am I saying that somewhat correctly that you would understand? So the districts are not pulling back the the classes that there are severe severe needs for because and I'd be the first one jumping up on the table saying absolutely not if if >> looks like that was Miss Galen agrees agree. Um but in this case, this particular service is probably the easiest for districts to pull back on. >> And on the as you can see in this chart, the number of students that we have in the district that we are servicing through the IU with autism has drastically increased. So while we are
048going to pull back two classrooms that will service 16 students, we will have we will continue to have other students that are continuing to be serviced through the IU. So that's often that that is the model that other districts are showing as well in addition to those other programs where we may not have enough students that would warrant us having our own program of service in the district. >> And I still maintain my concern um that I mentioned the first time we heard this presentation is being able to staff these classrooms. That's my >> That's my chief concern here. I I don't worry about the level of of service that we'll provide these students if we did it ourselves. It's a matter of being able to staff the positions. That gives me great pause just
049by being in the business. Uh I know it's going to be difficult. >> That means so, but wouldn't it wouldn't it just be the status quo what we're doing right now though? We can't hire them. That's what we would be doing anyway, right? >> Yes. >> Because and even to the point where when we take back a classroom, the teacher that is currently an IU employee has the right of first refusal to stay within that classroom. So they could make the choice, I want to stay with the IU, which would mean that they would be assigned to another place. or they could say, "No, I'd like to become an employee of Pen Manor." And we would keep them in that classroom. >> And to M Mr. Lombardo's point, if the IU can't provide a teacher
050for a given classroom, it is our responsibility anyway. >> That is correct. >> Is correct. >> Either way you look at it. So like we're worried about hiring, but we don't think we can do it. We can't hire somebody. We have to do it anyway. Uh as we're doing it. >> Well, to be clear, it's not the teachers that I'm worried about. It's that eight pair of professionals that I'm worried about. It's a BCBA that is a highly, you know, trained position and I don't know if they still if they have the right of first refusal. >> No. So, >> because they're they're they would be considering IU employee. They would continue that. >> I think it happens anytime we have an opening, we run the risk of being able to fill it or not
051being able to fill it. >> Sure. Do the paras also have the right of first refusal or just the educator? >> Just the teachers. Okay. >> And in your experience with both of you have done this in the past [clears throat] and and it sounds like we're one of the last school districts to even consider this or do this. Uh so I'm assuming they all had to hire [clears throat] these types of positions. Correct. And and they are they are doing this in some sort of fashion. >> Yeah. I I mean so right now I I don't know that we have openings in our pair of professionals. Do we have a posting out there right now? One that you're looking for? >> I think we have two part-time. >> Right. So we have >> they
052just happened because of Millersville students. We have two part-time openings in all the classes that we're running right now. >> The IU would love to have that situation. >> Agreed. >> So, I think there is value as we have found as a district. There are people that desire to work in the district and I think that if we can get this moving and get it committed to, we can start recruiting and Any other questions for the team? So, special education tends to also have a higher burnout [snorts] rate and with and I'm again I'm concerned about the paras um what would be what's our estimated turnover rate? What is it cost to hire? What is the cost to on board? What is the cost to, you know, get that individual up to our standards and
053how often would we be having to do that and how easy would that be? >> So, what do we do now for pair of professionals? >> So, our special education pair of professionals are contracted through SDS, >> right? We have some of them that have been there since they were Pen Matter employees that went to STS. >> I don't know how many years ago was that? >> A long time ago. >> Long time ago, >> right? They've been here 20 plus years, right? Um, I think one of the awesome things that we have going on right now and and have worked I, you know, Miss Galen's department with our STS employee is we have a number of Millersville students >> that work a day or two a week for us and our scheduler works with
054them and it is incredible because it gives those students inclassroom exposure as juniors, as sophomores, as seniors. We've Dr. Egan has hired a number of former aids that came to pen matter because they spent the last two to three years in our classrooms in the special ed understanding what the needs of that is. >> There is no additional onboarding costs because that all happens through Miss Galen's department. So the assistant super the assistant directors Miss Gail and herself >> the consultant and the BCBA will be part of that. >> They do the training with the pair of professionals. I I want to make sure that I give the board enough time because this is already on our agenda for voting tonight. So if there are any are there any more questions? >> Ju just a
055comment and you know me with metrics. >> Sure. >> You know we're in two years we're saying 800 and some thousand dollar. I would like to track that, see where we're at over the next, you know, you know, obviously we may be 700,000, fantastic. We might be 900,000 even better. But I'd like to see us track that cost savings if we're going to be announcing, you know, whatever percent and a quarter or two of savings on equivalent of a tax savings. I would I really would like to see that if this gets approved tonight and >> and track those costs. I mean, >> I would from personal perspective as a parent of a student who's in an AS classroom at the IU, my family's experience has been better. So, I hope that when we put
056this together that we really are not only saving a few pennies, but we are really enhancing and being able to deliver what these students that will be in our buildings need effectively. >> And I hope we can do better by the students than they're receiving today. >> Agreed. >> That's our goal all the time. I I I know um the IU to me the IU exists for a reason and in some cases at least in one case it's done a better job than the district was able to do. So that's that gives me pause that we talk about bringing back an infrastructure of $800,000 in salaries, bringing back classrooms with some of the most fragile students in our student population. And we're going to do it better and we're going to do it at a
05730% cost savings. Um it's that sounds like we're really reaching just it we're reaching for the stars. >> Well, I think you mentioned a key word there, infrastructure by bringing back this program. >> It provides us with an infrastructure to provide those services to students within the district. We have not had that infrastructure in place prior to. So those students may not have been served in a way that fully met their needs which creates some issues and which is why we've had to look for outside sources for that. >> But yes, I agree with you. Our goal is to provide the best services for our students in the least restrictive environment that we possibly can and having this infrastructure will help us approach some of these students. And we're we're talking about bringing back classrooms
058that are currently already housed in the district. Correct. We're not talking about bringing students that are in outside placements. >> Correct. >> Back into Pen Manor. We're talking about kids that are already coming to school here. >> And are in our buildings. >> But to that point, we we turned these classrooms over to the IU. Somebody made a decision to turn these classes over to the IU because we didn't have >> what we needed. Right. Correct. I I would >> they weren't turned over. They were opened. It wasn't as if we were operating them and turned them over. It was they opened because the need was there. So >> yeah, like when you go back to 201920, right? That's not that long ago. There was just over 12 kids, >> right? That would have been
059a classroom. >> That's a class and a half. >> It didn't make sense to run it then. Correct. Right. To hire all of the support staff >> and [clears throat] the BC, right? All the infrastructure as Dr. Gail mentioned. >> Maybe support staff isn't the right word, but the >> supporting staff, >> right? Yeah. >> Correct. >> And while while Miss Galen has done this in other district, there were there have been times when we as Pennor have done a similar situation and and we've hired the supporting staff with that program. The one example here at the high school during my tenure as principal and assistant principal was our emotional support program that we brought back from the IU along with our life skills program that we brought back and that's when we made the
060decision as a district to hire a social worker for the first time to work with that program. In addition, at that time, we had three assistant principles and one that was shared between high school and Marticville and that person became full-time here at the high school. So, you do you have you have to build the infrastructure, you have to build the supports around programs like this. But at the same time as we look at the the cost of this essentially we're it's a cost containment because we are spending that money servicing the students through the IU at this time. >> And to Mr. Warfl's point um about in some cases I'm sure it makes sense where where a child can do much better say the IU versus here. >> This is autistic support I imagine
061and I'm I'm partially asking when I say these things. Um it's a very individualized thing with the family. Correct. If if the family is uh adamantly against their child's not getting what they need at Penn Manor, they have the option to have them go to the IU. Correct. The the district cannot be like we're bringing back classes. Your child must come to Penn Manor. That we cannot do that. >> It's part of the it's part of the IEP process. >> Correct. Yeah. We would determine the students needs and then determine the placement. And it's a it's a >> it's a team decision. >> Yeah, that's what I thought. >> Anything further? Colleagues, I'd like to thank you for your time and your diligence on this. uh the administration. Thank you. You know, this was uh
062some pretty hefty discussion. Certainly not an easy easy decision one way or the other. We'll move on to item four, creation of an athletics ad hoc committee. Something we talked about at our uh retreat and and certainly um I know Mr. her you had brought it up. So I think you should be a key role in in said committee like chairperson of said committee >> like that. Thank you. >> Perfect. Um and Mr. Lombardo I'd like to ask you to be part of that committee. >> Yeah. [laughter] >> The other Mr. Lombardo. >> I mean that's fine. Uh I Mr. Mr. Warfl expressed interest, but I mean >> well I was heading to Mr. Warfl as well. >> Okay, >> cuz he did express an interest uh at the at the >> Happy. >> Wonderful.
063Wonderful. And I would also uh to not be maledominated. Mrs. Kek, I'd like you to be part of that committee as well. >> Okay. >> Fantastic. >> Dr. forward. I would just ask as when the committee meets that uh in addition to myself being present that we also have Mr. Tossi while not a member of the committee obviously he's the one that is responsible for our athletic program that he be he be present for those meetings >> outstanding >> he doesn't know that yet but >> he doesn't know it but you know if you're not here you get nominated that's the rule right even if you are here you're nominated that's the rule >> he he always says how much he likes talking to us so >> that's right sure I'm sure >> now he
064gets to talk to Mr. her as part of the athletics ad hoc committee. Thank you all. And then item number five, Mr. Her, we had a topic from the retreat that we just didn't get to that day and we said we would bring it up here to discuss. >> Well, since it's technically a retreat topic, I wonder if we get a little dessert from Mr. [laughter] [cough] [clears throat] >> Those brownies were good. Uh anyway, I just wanted a sort of a conversation starter here. Um I've had kids in elementary school for the last eight years signing homework, talking to teachers, and I've sort of noticed that it's gotten maybe a little less rigorous ac academically. I mean, we can point to they almost never have homework anymore. And I know there's time in class
065to do your homework, but I guess I just was raised with doing homework. I never liked it, but I just thought it was maybe character building. I mean, just little things like they had reading folders, which was a big deal. And you sign up. I'm going to read 600 minutes. Every single night I'm signing. I'm like literally with a stopwatch. How many did you read? Um that now that's optional. And of course that's well known spelling test. We don't do that anymore. It feels a little bit like because we don't want anyone to do poorly that I'm just afraid that we're lowering everybody maybe a little bit like a least common denominator we're teaching to. So, I have a couple of um with that said, I have a couple of maybe suggestions, maybe things to
066talk about. Maybe the curriculum committee can talk about it. But I want, you know, Herk used to always say if something like if you put in the effort, Pen Manor will take you to wherever you want to go. And I'm just not sure with elementary kids. And and I care about 10 year olds, too. I I want them to be great, too. Um no and the one thing uh with compliments to administration is this. I got a paper that at at central manner they're splitting the math and and ELA into I I assume it doesn't say here different levels. I assume that's what it is which I think is a move. >> Let me out here splitting. >> He's been okay. Okay. that they're departmentalizing. >> Yeah. So, I think that's a good a good
067start. So, a couple like if if there's a kid and you're you're doing like say a unit on multiplying fractions and he or she like pretests like an A, I hate to just make him sit through that and be bored. I mean, I talked about gifted a while back and as far as I can tell, there's only one fifth grader that like about a hundred fifth graders at Central Matter and there's I think there's only one gifted. I wouldn't mind seeing sort of a quasi gifted advanced like okay maybe you can't put together a puzzle but you're really good at multiplying fractions and if there was a way to these are the well- behaved kids to say look you can go to the library and work on you know teachers could have them work on
068whatever you know a project maybe like read a book you know quietly in the back of the room just I hate to have like a smart kid be really bored. So, so just if the teachers were given like a little bit of leeway that if a kid pre-esters obviously has mastered the subject that they just don't have to sit there for an hour and listen to it. Uh so that's that's one thing. This was one thing and and lastly um [clears throat] is just with the way technology is going I think it's worth looking at again you know there's these open-source customized exercises that are like based on your mastery level. I don't know if we use anything like that but it motivates kids. It reduces teacher workloads. This was in the the Langster paper.
069I'll just read it real quickly and then I'm done. um it's interviewing a teacher and she said that they're using AI tools to differentiate instruction in ways that were previously too time consuming. They use AI to adjust reading passages to appropriate complexity levels, generate simplified vocabulary definitions with visuals if need be, create additional practice exercises tailored to specific skills. These are all things that teachers tried to do in the past, but it was very labor intensive. Now it's much quicker. You see students for an hour, hour and a half. She said it's hard to get all the needs. AI can help stretch yourself a little bit further. Other teachers have used AI to help students improve writing skills. She said students once had to wait days for feedback from teachers. Now AI tools can provide
070comments in seconds, flagging unclear thesis statements, highlighting unsupported claims, and suggesting stronger transitions, giving students the opportunity to make revisions before their teacher ever sees a draft. Um, anyway, that's about all I have, but uh I think it's just an exciting time and uh I just don't know if we can maybe try working a little bit of this in. >> We could certainly Mr. Her to answer some of your questions, but also to describe what we are doing, we can set up a series of presentations from different folks in the district that are a part of some of the different things that you've mentioned. I think it would be beneficial for for all of us to learn. >> Okay. >> I clearly remember coming home from school and having the you have to read for
071so long. It was called Book It. >> I was just going to say Pizza Hut on Sunday. >> Got pizza. >> Yeah. Pizza Hut. >> Donna, did you have Book It when you were in school? >> They didn't have Book It for uh stone tablets, you know. >> Just a question. They had stone tablets. >> I don't hear what he said. >> You didn't hear what I said. >> I didn't hear I was >> I said stone tablets didn't have book it, you know. >> Thank you, ladies and gentlemen. We'll be here all night. So >> that's on record too, Donna. >> That's on record. >> We can we can watch that on YouTube over and over again for the next year. Donna, >> anything else for the committee of the whole? And thank you,
072Mr. Her. Anything else for Mr. Her? I think you bring up some great points, Fred, and uh thank you uh for bringing that to light. And thank you, Dr. Gail, in advance for what you and the team are going to do to show off what we're doing around the district. Anything else for the committee of the whole? If not, I'll adjourn the committee of the whole. I'd like to call to order the Monday, February 2nd, Penmanor School director's vote board voting agenda. Would you please join me in a moment of silence and the flag salute? [snorts] Thank you. I pledge algiance 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. The next scheduled meeting of the
073Penmanor School Board will be held on Tuesday, February 17th, 2026 following the committee of the whole meeting. An executive session was held prior to the committee of the whole meeting for the purpose of discussing the superintendent midyear review personnel, legal, and student matters as detailed on the committee of the whole agenda. Mrs. Rhodess, may we have a roll call, please? >> Sure. Mr. Beaks, >> here. >> Mr. Her, >> here. Mrs. Hope >> here. >> Mrs. Kek here. >> Mr. Lombardo >> here. >> Mr. Warfl >> here. >> Ms. Wart >> here. >> Mrs. Napsiger >> here. Dr. [clears throat] Fullerton >> here. >> Nine board members present. >> Thank you. Mrs. Rhodess. At all of our voting agenda meetings, we offer our citizens two opportunities to make comments. We have arrived at our first
074citizens comment, and these are pertaining to action items on the board voting agenda. If you have a comment, we would ask you to come to the podium, state your name and municipality, and remember that it is limited to five minutes. Do we have any citizens comments? Well, good evening. >> Hi, Jod Staer, Mic Township. And for those of you that don't know me, but I am a school counselor, and I'm you guys have spent a lot of time talking about bringing those classrooms back. And so I just kind of wanted to talk about it from a different viewpoint. And I know Mr. Beaks had asked what was the benefit for the kids? What's the benefit for the community? And so that's what I'm going to kind of talk about because I'm not the money person,
075right? But having worked in a school that had IU classrooms and as a school counselor, it was often tricky as a school counselor to work with that that area and especially in a high school. And when we when the district that I worked for brought back our school classrooms, the IU classrooms back into our building, they brought back all of our all the classrooms from the IU. It made things a bigger community, a better community. The kids in the rooms felt like they were more part of a community. the counselors felt like they had a say in helping those kids and a say in helping choose classes and doing all of that and not just being said here this is what this kid needs right so we were able to build a better community when
076my school district brought back those classrooms we had a 100% retainment of the teachers and the paras and the professionals that were all in those classrooms, they all remained and stayed. So if you're worried about continuation of service, there was a continuation of service. There was not no hiccup. No parents were upset. They actually were appreciative because their kids felt like true members of that school community. Okay? and we were able to create that better community which makes the students feel like they're in a better more home community. I know you ask about um what would the IU do if all the classrooms started to come back. the IU12 at that point in time because many of the schools were pulling back their classrooms. The IU12 was actually able to revamp their processing and the
077way that they introduced services into schools and bring training. That was amazing. amazing trainings and amazing things that they brought to us because we had alleviated one of those other focuses that they had to put in place, right? So, they were able to revamp and refocus their their whole processing. And if you talk to the IU12, they would tell you that. And I have friends who work at the IU12 and they now like love how the process works with their and they get to go out to schools and do training and do all that fantastic things. And I can't speak of how much money they saved, but I can tell you that after three years of us bringing back those classrooms, we were able to hire an additional BSBA so that there was one in
078each building. Both the senior high and the middle school both had their own, which allowed that BCBA to then help other things, other classrooms. So the school counselors could come and say to the BSBA, "Hey, I need a little bit of advice. Could you consult with me on this?" And they were available to us. And it was amazing and it was so helpful. The one classroom was actually able to hire its own school counselor that worked and coincide with the other school counselors. So that meant that every kid in that emotional support classroom not only had a BSBA, BSBCA, but they also had a school counselor in their classroom and then they also had a school counselor that was accessible to them because the money that was saved, they were able to put back into
079additional staff. So that's what I would say to you is that it and the teachers and the paras they loved it. They were so happy to join that school community. So there's more than just I know that Miss Gall Galen Galen has done it at Hempfield. I know Mr. Fory >> but I think that you should really consider it. Any other citizens comments? >> Hi, Leah Bacon. Um, Manor Township. Um, my comment this evening is unscripted. um it was unplanned when I came here today. But um and at the very beginning, I want to make the caveat that the questions I'm going to raise are not to question whether or not this step should be taken because I do think that um Miss Gail and and Dr. Gail have presented and and Mr. Fory have
080presented a strong case for why the district should take these classrooms back. Um but in the course of the discussions uh about these classrooms and what services the IU provides and what services Ben Pen Manor provides to what are essentially Pen Manor students but are sometimes in IU classrooms in all this discussion I think what's apparent um and I'm definitely not trying to shame anyone in saying this uh is that there's a a big difference in the experience level and the knowledge level amongst different board members in terms of what they know about the IU's role in our school. And so I know some board members uh whether through personal experience or through um their time on the board have learned a lot about what the IU does in our schools and others don't don't
081have that background. So, one thing I know that I would still want to understand more about if I were on the board at this time, um, would not really impact the decision that you're making tonight exactly, but having to do with what is the IU's role versus our role with some of these students is the distinction between the IU classrooms, which I think all the ones we're talking about are this, where the students are full-time in those classrooms, I think that's what we're talking about. Um, versus the autistic support that we definitely offer through our school district, um, that the IU often provides that is itenerate autistic support to kids who are mainstreamed in other classrooms. And, um, I don't know that that's any part of of tonight's decision, but it is another big [snorts]
082part of what the IU does with us in addition to speech therapists. and I'm not sure what all else they do um with us. And so um I think it would be helpful probably for the board's edification to continue to have um presentations where we get to learn a little bit more about our partnership with the IU and uh sort of how those things go. I am privileged enough to have had a great team with uh my son um that is composed of so many people some of whom are Pen Manor [clears throat] staff and some of whom are IU staff and who work well together. Um, and so I would hope that every Penmanor uh family that is that is working through special education has that good of an experience as I did. So,
083thank you. >> Thank you. >> Seeing no other citizens comments, I would love to entertain a motion to approve our minutes from our January 20th, 2026 board voting agenda meeting. So moved. >> Thank you. A second. >> Second. >> Thank you. Any further comment or question? >> All those in favor. >> Nine affirmative [snorts] votes. >> Dr. Gail, superintendent report. >> Thank you, Dr. Fullerton. I'd like to begin my report tonight with a followup uh to questions that were raised about our financial services during the January 5th meeting. I did have a follow-up conversation with our representatives that we have worked with for many years after the meeting. Uh there are a number of models that can be used by districts for investments and also the purchasing of bonds as districts look to work within
084their debt services. Uh PMER has had a long-standing practice that spans decades of using only an underwriter, not an underwriter and a financial adviser. Uh this has led to consistent fees being charged to the district when we are doing our financing of bonds uh because the underwriter has been the only one that's been providing the services and charging. And there are many other different models. Some districts will utilize an underwriter and a financial adviser. But when that happens, as you can imagine, there are fees that are incurred by the district by both the underwriter and the financial adviser. Board directors were provided with information for five districts that recently utilized the same underwriter that we do and a financial adviser or just the uh same underwriter that we use. You'll [snorts] notice on this sheet
085that's coming around there was additional information provided. And [snorts] for two districts that utilized the same underwriter, they were charged $8.75 per bond which is the rate that we have been charged. The other districts were charged a lesser amount by the underwriter but incurred a higher total rate when the financial advisor's [clears throat] rate was added into the transaction. And this is the total bond discount equivalent. On the right hand column, you'll notice that one district paid $8.79 per bond, another district paid $9.19, and a third paid $12.39 per bond. Because Pen Manor has had success with utilizing an underwriter [clears throat] only and a longstanding relationship with our current underwriter, it's my recommendation to the board that we continue with that course as we look at future debt services. Last week uh we had
086quite the weather and I would like to thank our students, teachers, administrators and parents for their flexibility as we held our first weather related flexible instruction day. Uh the recent storm mirrored the scenario that we had intended uh to utilize a fid after a prolonged when a prolonged closure was forecasted for. Monday we used a traditional weather makeup day. Tuesday was a fid day or a flexible instruction day and that's exactly what we had sought after when we were applying with the state for the use of up to five flexible instruction days and it worked out very well. I think it gave us all a chance to practice what it would look like but also to have a better understanding of areas that we would need to evolve with if this is something that we
087would be utilizing in the future. I just hope we don't have many prolonged uh closures because of large amounts of snow, especially not the remainder of this year >> here. >> But uh school will now be in session on Monday, March 9th. Uh that was our first weather makeup day. But again, like to thank our students, teachers, administrators, and parents for their flexibility uh last week as we held our first weather uh related FID day. Interesting note, yesterday as the calendars turned to February 1st, it also meant that kindergarten registration for the 2627 school year opened up. And this morning when I spoke with our register, we already had over a hundred registrations in process. [clears throat] Those would be all the type A parents that had it on their calendar and took care of
088it on that first opportunity they could. >> Somebody should the PTO should contact those parents. >> Either that or there was because there was no football and there was nothing to do yesterday. >> [laughter] >> And then uh in the next couple of days to our community and to our teachers and students uh we will open up our nominations for our outstanding educators. We have an elementary and a secondary educator that we select and then also our outstanding employee. So those nomination forms will become available in the [snorts] next couple of days. And I would just encourage all who have someone to nominate that they please take the time to [clears throat] do that as we so appreciate the feedback and the recognition that this does bring to our teachers as well as our employees.
089>> That's all I have. Dr. Fton, any questions? >> Questions for Dr. Gail? >> Okay. Thank you very much. Let's review our agenda. Item number two, A and B. Any comments or questions? >> Yeah, I would like to uh pull 2B. >> Okay, thank you. Any other comments or questions? Item three, A through C, comments or questions? and item 4 A through F. Comments or questions? Okay, thank you. May I have a motion to approve item [snorts] 2A? >> So moved. >> Thank you. A second. >> Thank you. Any further comment or question? All those in favor? >> Nine affirmative votes. May I have a motion to approve item 2B? >> So moved. >> And a second. >> Second. >> Any further comment or question? >> I'd like to just comment for several budget years
090I've made the request that the administration look at ways to save the district money or control costs. And I just want to thank you. Um while this was probably very time consuming and not an easy look um you know it looks that we'll have significant savings in the coming years and so I want to acknowledge the fact that you took the time to do that whether this goes forward or not. Um it did not go unnoticed. So thank you. >> Yeah. I just um I've been told I should have been born in Missouri the show me state. Um I would like [laughter] I would you know >> hey um you know it this fell underneath the three-year financial goal. You know we haven't seen I I am still you know I'm on the fence. I
091just don't know that we are fully have all the information presented um in a way that I'm comfortable voting for it. I was going to table it, but I do, you know, fine with an up down vote. Um I just I think I'd rather have it come back on the, you know, next year around this time with additional information because I know we have until the 8th to inform the IU. Um, so I just I just think statistically standard sitting here, I just don't know that we have all of the information to be able to move forward with this. So, >> thank you, Mr. Beaks, and thank you for the material that I'm going to have for the next year and a half. [laughter] The show me state. Any other comments? Seeing none, all those
092in favor of 2B. >> Seven affirmative votes. >> All those opposed? >> Two opposed. >> Thank you. May I have a motion to approve items three or item 3 A through C? >> So move. >> Thank you. A second. >> Second. Thank you. [laughter] Any further comment or question? All those in favor. [snorts] >> Nine affirmative votes. >> And item 4 A through F. >> So move. >> I was going to ask for any comment or question, but so move. [laughter] None of that. May I have a second, please? Don't look at me that way. [laughter] All right. Second, Mrs. Oak. Thank you. Any further comment or question? All [snorts] those in favor? Show me. >> Nine affirmative votes. >> We have now reached the second second opportunity for citizens to make comments. Do we
093have any citizens that wish to make a comment? Same rules apply. Your name and municipality and five minutes, please. Good evening everyone. My name is Tony Bar. I'm a resident of Manor Township and I have two LGBTQ plus students in PM Manor schools. I'm here because I believe deeply that as adults, we all have a responsibility to protect all of our children. And I know that is something everyone on this board cares about as well. I want to speak about policies 216.2 and 123.4 and how their implementation is being experienced by students and families in this district. particularly students who are already navigating school with heightened vulnerability. These policies may read as procedural, legal, and carefully worded on paper, but for students, these are deeply personal issues that they need help navigating. They shape whether
094a student feels safe asking for help, speaking to a counselor, being addressed by teachers, and participating in school activities without fear of being singled out or exposed. What some families are seeing is that these policies are having an unintended effect. They're weakening trust between students and the adults in their schools. When students begin to feel that they cannot speak honestly without triggering processes that feel out of their control, they stop speaking. They withdraw. They carry their struggles quietly. And that's where the real harm begins. My own child, a high schooler, experiences bully bullying every day for being trans. She has gone to staff multiple times since starting here in August. And despite her attempts to utilize the staff that's here to protect her safety, there have been absolutely zero consequences for the students perpetuating the
095bullying. And there have been zero changes made to protect my student. The lack of action from school staff may even encourage those students perpetuating the bullying to continue if they see that they will face no consequences for their actions. There's also growing concern about the long-term stability of these policies. Policy frameworks promoted by the Independence Law Center have in many other districts in the state led to legal challenges, civil rights complaints, and costly reversals after significant conflict. That history is something families here are aware of, and it adds to the feeling that the district may be on uncertain ground. This is not assuming bad intentions, though. It's about recognizing that when policies touch on identity, privacy, and student well-being, even well-intentioned language can have serious consequences if it doesn't fully account for how students actually
096experience school. This is not something that can wait for years of observation. Students are living under these policies today. the impact on their sense of safety and belonging happens now. For that reason, I am respectfully urging the board to commit to a formal review of these policies 216.2 and 123.4 through the lens of student well-being, mental health, and long-term legal stability, and to do so in partnership with educators, counselors, families, and community voices. We want to work with you and we want to help ensure Pen Manor is a place where every student feels safe, supported, and respected. But we cannot do that together if policies remain in place that many students experience as harmful. Thank you for your time. >> Thank you. Any other citizens comments? >> Anything for the good of the board? Can
097I just remind you if you did not give me your paper for your IU vote, >> your CTC >> CTC vote, uh, I need it before you leave. >> I see Mr. uh, Mr. Missouri has his. Sorry. [laughter] >> Oh, we they we passed it. >> There's some here in your >> pass them along, Dr. Fullerton. >> They're in your Cindy pile. That's the Cindy P. >> Everyone is awfully punchy tonight. >> They are punchy tonight. Uh Matt, I can't thank you enough for that whole Missouri show me thing. that that's not going away anytime soon. >> Um, ladies and gentlemen, thank you very much for a a very uh good civil discussion tonight. Appreciate your efforts. Uh, don't forget we will see you in 15 days, not our normal 14 days. And I hope
098everybody has a good rest of your week. Meeting adjourned.