001[Music] N affirmative >> board development opportunities and reports. Does anybody have a board report? I have one from the IU13. I'll forward that to you. I got a a little late in the day from our last board board meeting. Nothing nothing of consequence or substantial, but I'll forward that out to the board later this evening. Any other board reports? >> I have a facilities update. >> Facilities update. >> So, facilities the facilities committee met today um with Mr. Lovado where we discussed um just a preliminary timeline for the Manor Middle School project and um so I will I will make sure that you all get that. But essentially it was uh looking at all of the fun behind the scenes things that need to be done with administration with the township the engineers and the
002architects prior to uh beginning the building project at Manor Middle School. If you have any questions, feel free to ask. >> Miss Napinger. Yeah. >> Is it uh too soon to ask uh what the potential impact is on the classroom size censuses because we have some of them that are pretty full. >> I think that um the discussion at facilities has been about how we could reduce classroom sizes specifically in ele elementary schools, but I know that this will add capacity for middle school as well. Um and then the projects that echelon are le toward are still down the road but we're working on it. >> Um Dr. Gail might have a more precise answer but that's the gist. >> We'll be examining all of that as we go through the process to make sure
003that we are addressing what we have now what is proposed as we move forward over the next decade or so. >> Okay. Board opportunities. Okay, we have a breakfast at Hambrite on Wednesday at 8:15 and then um following uh our next meeting, we have another breakfast on October 15th at Echelman. And just a reminder that we only have one meeting in October. So, we will only have a board meeting on October 6th. So, you can remove that from your calendar, the second meeting. I would I would expect that meeting to be a little lengthy perhaps, right? Depend. >> We're not going to get done in 48 minutes is what we're saying. >> No pressure. All right. Thank you, Mrs. Napsinger. Dr. Egan, we have some new teachers here this evening. Thank you Dr. >> Thank
004you Dr. Uh as uh discussed last meeting, uh we have a fine crop of uh new teachers who have joined the district. Uh and tonight uh you're going to meet the second half of the class of 2025. Uh so we'll have them come forward. >> Um hi, my name is Elise Angelo. I am a first grade teacher at Central Manor and I absolutely love it so far. I went to college at Millersville University and I chose Penn Manor because I'm not from here. I'm from Ohio and I was really looking for a family atmosphere within the place that I work at and I have found it and I'm forever grateful for it. >> Hey, I'm from Ohio as well. That's weird. Okay. Uh, no. This is only my fourth pool year teaching and uh I
005was very excited for this opportunity here at Pen Manor. My kids both go to Central Manor, so I already was familiar with um how great Pen Manor is and I'm thrilled to be here. So, >> oh, like computer tech business at Martyville. Yep. >> Hello everyone. I'm Ashley. I'm a speech pathologist and I will be at Mardik and Echelon elementary schools and I love it so far. Um, it's been great. Um, I chose Pen Manor just because my daughter goes to school in this district. She's in eighth grade and I actually been looking for the past seven years for a position to open. So, I'm just really grateful to be here. Thank you. >> Hi everyone. And I'm Emily Massage and I went to Millersville University and I'm currently a second grade long-term substitute over
006at Central Manor and I'll be there for the first half and then for the second half I'll be over at Leour in Mardik as a PE substitute. Um on top of that I also coach cross country for the high schoolers. So the reason why I chose Penman was because I did my student teaching here actually last year and I absolutely instantly fell in love with the um district and everything. I just loved how family oriented it really was and I truly saw myself being here and I feel very very fortunate to have been chosen for these positions. >> Hi everybody, my name is Ian Haulinger. I went to Millersville University. I am now teaching here at the high school teaching technology education. Um I spent the last school year student teaching here at Penn Manor
007and my why for Pen Manor is the overwhelming support that I see for unconventional opportunities. all the doors that are open for teachers to experiment and bring new things to the classroom. >> Good evening. I'm Jill Roach. Um I teach sixth grade English and science at Mardik Elementary School and it's been just such a great opportunity to be here. I worked with the edible classroom previously and so I was in Penmeer School District. I was always very impressed with the professionalism of all the teachers and just the community um engagement with the the education process. So I'm very glad to be here. Hi um Michelle Crosby uh Shippensburg University I graduated from. Um I teach diagnostic kindergarten at PCway. Um I am absolutely loving it. It's amazing. Um, my why is I was looking for
008the teamwork, collaboration, um, and just like being a part of a school family. So, I'm absolutely loving my time at Pway. >> Hi everyone, I'm Janeris Perez Melendez. As of tomorrow, I will officially be Janeris Weaver. Um, I graduated Miller from Millersville University and I'm now the ESL uh, teacher at Manor Middle School. Um, I chose Pen Manor because I was a uh student here um in my past and uh I knew that I wanted to instill confidence in my students and I knew that Pen Manor would support me in that. Thank you. >> Hello, I'm Anthony Kutza. I teach uh applied engineering at Manor Middle and here at the high school. Um I'm a Millersville University graduate and why Pen Manor. Two years ago, I was student teaching here and all of the teachers
009and staff, not just my mentor, the people in my department, um, everybody was just super supportive of me and they all wanted to see me exceed. So, I'm a fool not to try to come back. >> Hi, I'm Delaney Wright. I teach um, sixth grade at Central Manor Elementary School. Um, my and I graduated from Millersville University. My why is because I'm a Penman grad um, class of 2021. I knew that I was going to be able to support kids how the teachers before me supported uh the teachers before me supported myself. And I just knew the community is such a dynamic um experience just walking into the new teacher the first day of um before the school year started. I saw previous teachers. I saw people that I knew from my church, my community.
010And it is just amazing to be part of it. It felt like coming home. Thank you. >> Hi I'm Evan Sherik. I'm fourth grade at Central Manor. I graduated from Wilks um in May. I chose Pen Matter because I had the best feeling after my interview. Um it felt very communicative, very comfortable. I went to Hempfield here and I graduated 2021. So, like everyone likes to remind me, I came to the better side of Columbia F. >> You did. Good job. >> Hi, I'm Jackie Pice. I'm the long-term substitute school counselor at Hamre Elementary and have been loving my time there. Um, I grew up originally in Quakertown, Pennsylvania, like Dr. Egan. Um, so growing up about two hours from here, I wasn't super familiar with districts. Um, but I just heard like non-stop positive
011things about Pen Manor. And then even in my interview process, I felt really like everyone was very inviting and I've continued to feel that in the first two weeks of school. Thank you. >> Hi everyone, I'm Sarah Hunter. I attended Millers Millersville University. I am an English teacher here at the high school and then I'm also the junior high cross country coach. Um I chose to work here because I did my student teaching here and loved it so much that in the middle of the year I moved my family into the district so my kids could go here too. So thank you. >> So that that's a pretty tall order to move your family half halfway through student teaching. Um, so we certainly don't expect uh everyone else to do that, but uh Dr. Fullerton,
012this is uh the remaining half of the class of 2025. >> Well, Dr. Egan, you know, we really got to stop getting Hempfield graduates here. >> We got Pen Manor graduates, right? >> Pen. Well, we're >> She already admitted she's on the better side of Columbia Avenue. Leave her alone. >> Right on. So, I'm really close. >> And where did you live before you moved your family into the district? >> School district of Lancaster. >> Oh, okay. >> Love said. >> Sarah actually attended some of our elementary schools, right? >> Yeah. I was at highway for sixth grade. Awesome. >> Okay. Well, we'll we'll forgive you that you're in the better half of Columbia Avenue. Ladies and gentlemen, welcome. Um, we always as a board, we love to hear why you chose Pen Manor and
013the message is always the same. You know, a great place to to be, the family atmosphere. Uh, 14 years ago, I made the conscious decision to move my family from Pittsburgh to Penmanor School District because of Do you want to work here? Did you just boo Pittsburgh? >> Yeah, go Browns. >> Get Go Browns. >> You have enough problems if you're saying go Browns. I'm not even going to dignify that one with a remark. Um anyhow, go Browns. >> She's from Ohio. Leave these poor people. >> She could have at least said go Bengals or something, you know. Go Browns. Um, but we we really appreciate your willingness and dedication to join our community, to become a positive force in our community. And we look forward to seeing you grow with us. And the more
014we're on the board, the obviously the older we get. And some of some of you are younger than my youngest son, which is kind of interesting in and of itself. So, I've entered that part of my career now. So, um, but any other board members want to make any comments? >> Just welcome. Even if you are from the wrong side of Columbia Avenue and you don't agree with Dr. Fullerton's football choices. Um, know that >> Browns, >> it's like saying to Cowboys, >> know that many of us on the board like you despite all of those things. No. And, um, just really excited for you to be here and have an awesome year and just thank you for all that you've done so far to bring new things to our students and to our schools.
015Um, we're excited to see uh, you know, what you have in store in the years to come. So, welcome. >> You are welcome to stay, but please go home. Thank you. >> Thank you. >> It's the first time we had a go browns at a pen. [Laughter] >> I like her. We should >> I like her, too. >> Yeah. >> Anybody who gives Dr. Fullerton trouble is my new friend. >> Oh, well, item up. Item number two. We should have did this one first because that's tough to follow, right? >> That is tough to follow. >> Our special education update, Miss Gayen. >> Yes. So, we are here tonight to just give you um an update on how things are going in the world of special education here at Penn Manor. I am going to
016step aside and let my assistant directors introduce themselves and do the first part of the presentation. I am Steph Herman, one of the assistant director of student services. >> And I'm Julie Yos, the other assistant director of student support services. Okay, so one thing we're going to look at this number here, 5,378. Last year, that is the total number of Penman students both in and out of our district. 954. This is the total number of students identified under the 13 eligible categories which is roughly 18% of the total population of student body last year. 94% that is the number of students of the 954 that we are able to support and service within our district. That also encompasses the number of IU classrooms that are in our district buildings as well. She had the easy
017slides. All right. Um, this represents the IU classrooms that our students are currently um, supported in. Of those classrooms, seven of those classrooms are located within our district. Um those classrooms, two of them are housed at Mardik Elementary, two of those classrooms are at Central Manor Elementary School, one is at Konesoga, one is at Mardikville Middle School, and one is at the high school. Um 93 of our students are currently in IU placements. Of those 93 students, 53 of them are in IU classrooms here in the district and then 40 of them are in outside placements. Here are the um the breakdown of our elementary classrooms um our support staff. So we have 10 um iterate learning support classrooms throughout the district. Um each one of those teachers has anywhere between 19 to 29 students
018per their case load. Um, we have two emotional support classrooms in the district who house anywhere between five to eight students on their case loads. We have four full-time learning support um, classrooms in the district with anywhere between seven and 12 students on their case loads and then five itinerant speech and language therapists that support our elementary buildings. And then at the secondary level, we have 11 itinerant learning support teachers that have anywhere between 19 and 29 students on their case or I'm sorry, anywhere between 29 and 32 students on their case load. We have three emotional support teachers that have anywhere between nine and 14 students on their case load. five full-time um supplemental learning support life skills teachers that um have anywhere between six and 19 students on their case load. And then
019we have one speech language therapist that support our middle school and high school students that has 60 students on her case load. The next part uh that I felt was very important to discuss is our early intervention. And early intervention, these are the students who are identified um as needing special education services in prior to school. So these are students who are three, four, five years old and they may be in the home, they may be in preschool programs, daycare programs and the intermediate unit IU13 identifies them as needing services. So they come out, they evaluate them and they identify them as in need of services. And then when they become school age eligible, we have to determine what type of services and programming we provide for them. And that's this whole umbrella of early
020intervention. So last year when we transitioned our early intervention population, there were 73 children that came from our early intervention class. And you can see here 28 of them had speech and language um that that was their area of uh disability or area of need. 16 had developmental delay. Developmental delay is it's a kind of a catchall. That means they had an area of need or multiple areas of need but not um they didn't have one of those other areas. They may have had a few that got close, but they didn't have an overall speech and language or autism, but they may have had just um they didn't hit the threshold of of all of them or one of them. Then we had 17 students with autism, one that was deaf, hard hearing, one with
021orthopedic, eight with orthopedic or other health impairment, excuse me, one orthopedic impairment and two with um the intellectual disability. This class then what we do with these students is we transition them. We start that process in January. We meet with parents. We then talk about what our programs look like, what kindergarten looks like, and we start transitioning them to school age programming. That process then takes us through the spring. Some of those students we evaluate, some of those students we just adopt their IEPs and get them ready for kindergarten. One thing that I found in my this is my third year starting a school year is that we I have seen a pretty nice trajectory or increase in our early intervention students. My first year here in 2023, we had 52 students transition from early
022intervention. Last year we had 62. And then just as I said this past year or this year coming in we had 73. >> 73 73. Is that individuals or are there anybody that's counted twice because they may have multiple disabilities? >> No. Okay. That great question. >> Thank you. >> That is multiple disabilities. That's one student who again may have multiple disabilities but they're just counted once. Thank you. >> Thank you. And then you can say and great question because then underneath you see what those categories are and then the area of um need that they may have and then again we have to look at what programming they may need as um Mrs. Herman and Mrs. Joe said then we look at where are we going to meet their needs. Some of the students
023their needs are met in district and some of them we need to look at services outside of district. Our kindergarten class as far as early intervention this year 44 of our students that transition from the 73 we transitioned to regular kindergarten with supports. So that might have been our students with speech and language. we were able to transition them to regular kindergarten with speech and language or the deaf and heart of hearing. They may have had um services that we could provide in class um in the regular kindergarten. We had 12 students and you met Mrs. Crosby just a little while ago. She introduced herself. Her diagnostic kindergarten class is full. It's at capacity with 12 students. This year we had 17 students that upon coming into kindergarten went directly to IU programs. A little
024bit just another aside. I know that um Mrs. Joe's talked about our teaching staff and how the breakdown look. We also have supporting professionals. We have five school psychologists. We have a student engagement facilitator, um two social workers, there are three consultants. There's an elementary consultant, um a secondary consultant, and then a behavior consultant. And then obviously, um the two assistant directors. That's our overview of the special education department. Um, for the individuals that went to the IU kindergarten programs, um, were any of them um, placed at the IU because our diagnos diagnostic kindergarten was full or were was it just that that really was the most appropriate environment for them? >> There were I thought so there were two, okay, >> that went to diagnostic kindergarten outside because ours was full. Yes. The rest
025went to autistic support. >> Okay. Thank you. I just have a question on the case loads. >> Is that normal? Like I Some of those numbers were kind of high. I don't know if that's normal for this type of field. Is that >> adequate? Like what's the average? >> All of them are within the state threshold. Um except our speech. Our speech is running a little bit high right now. I'm keeping an eye on the numbers. Um we we're again they're running a little bit high right now. The others are within the state threshold. >> Okay. And then I just have a comment that you and your team do an amazing job as a parent who navigated this process with you all and um it's been the best thing that could ever happen to my
026son and you guys do a great job. Thank you and keep it up. >> Thank you. Thanks for the our team. >> Um kind of along what Tony was saying is the um sorry Mr. um >> fine. >> Okay. the um the I guess my one question was you said going back to the um case loads you had there's a pretty big disparity between some of the um teachers um is is could you give me a little bit of an insight as to why we have that disparity because again some of those were pretty big numbers yes differences >> and and that is that is set up that way there are some um of our uh programs and and the state sets it up this way and it is because of the needs of the
027students. So when you look at diagnostic kindergarten that threshold is set at 12 and when you look at the needs of the students it's set up as a full-time learning support classroom. Um emotional support full-time emotional support is capped at eight and that is because of the needs of the student. Autistic support the same way. Um whereas itinerant learning support um my teachers are listening this is a high number but 50 the state t c kept that at 50 um speech and language itinerant speech and language that's 65. So yes, those numbers look very different from one to the next, but that is because we look or the state looks at the needs of the students and then makes the decision um w with that in mind. >> And just a another comment is and
028again with what Mr. Lombardo, my son, went through and it was an amazing experience. I've talked to a lot of individuals that um have or use utilized and it's just an amazing experience that they have all said and how awesome it is and wonderful is and some have moved to other school districts where they're and they wish they were staying here >> and we'll make sure to share that with our team. >> Yes, please do. Please do. >> We will. >> Great job. Thank you. >> Very good, >> Mr. Warfl. I just was going to ask the same question that Mr. Lombardo asked, but um my daughter is still in uh the programs actually outside of the district and uh you know we communicate a lot but thank you publicly. Um it's you know it's
029been a really wonderful experience for my family. So I know it's not all this stuff is not easy and I see 29 case loads. I kind of had the same u question but thank you. >> Very good. Very good. Any other questions? Yeah, >> I have one. It's impossible to get all of the students or children that need services before they entered the district. >> What percentage would you say come in the district that were missed? >> I'm not sure I can put a number to that. >> I didn't mean to put you on the spot, but >> I know. I mean, yes. Are there students that come into kindergarten and and um we need to look and evaluate? Yes. However, um we like to give those students time when they come in, right? >>
030And give our the resources that we have in regular education time, right? But but yes, are there students that and I know um we have some some kiddos we're looking at that come in without services and and you know we get them um evaluated or providing services as soon as we can. I I do think that there are resources in throughout the county that really do try to get services in place with our early intervention students is whether students whether it be preschools or uh pediatricians as early as they can for that purpose. >> Guys just do incredible work. Thank you very much. >> Thank you. >> Know how difficult the job is. >> Thank you. >> Yeah. Thank you. >> Thank you very much team. >> Thanks. Anything else for the good of the
031committee of the whole seems kind of funny to say that after 32 minutes, but you know, if not, I'll adjourn the committee of the whole. We'll move right into our board meeting. And I'd like to call that the the Monday, September 15th Penman School Board Director's Board voting agenda to order. If you would please join me in a moment of silence and the flag salute. >> 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 Pen Manor School Board will be held on Monday, October 6, 2025, following the committee of the whole meeting. An executive session was held prior to the committee of the whole
032meeting for the purpose of discussing personnel and student matter as detailed on the committee of the whole agenda. Mrs. Rose, may we have a roll call, please? Or >> Mr. Beaks >> here. >> Mr. Her >> here. >> Mr. Lombardo >> here. >> Mr. Stro >> here. >> Mr. Swiger >> here. >> Mr. Warfl >> here. >> Ms. Wart >> here. >> Mrs. Napiger >> here. >> Dr. Fullerton >> here. >> Nine board members present. >> At each of our board meetings, we offer our citizens two opportunities to comment. We have arrived at our first opportunity and this section will be based on action items on the board voting agenda. Do we have any citizens comments on items on the board voting agenda? Okay, seeing none, may I have a motion to approve our voting
033minutes from September 2nd? >> Move. >> Thank you, Mr. Straw. A second. >> Second. >> Thank you, Mr. Beaks. Any further comment or question? All those in favor? >> Nine affirmative votes. >> Dr. Gail, superintendent report. >> Thank you, Dr. Forson. Uh, good evening everyone. Just a couple of things real quick. Uh, just a reminder, as Miss Napsinger mentioned earlier, we do have our first board breakfast of the year at Hambrite uh when on Wednesday. Uh, we'll begin at 8:15 in the library. If anyone would like a tour of the building, uh I will be there around 7:45 and we can do it before breakfast or we can do it afterwards. And uh I also would extend the offer to anyone uh while we will get to see students coming in upon arrival. Uh if
034you'd like to spend time in in any of our schools at any time when students are in or programs that are taking place, uh please feel free to reach out to me and we can schedule a time for you to tour a building or as many buildings as you'd like to. We try to capture what's happening in our buildings and bring presentations to the meetings, but obviously we're not we're not doing that full uh justice. So, uh, it's always great to have people come and visit and, uh, some folks will be excited to see you and others will give you the same response they give me is who's that guy? Um, and then as requested by the board, uh, Mr. Fory and I did meet with representatives from Raymond James. Uh, we have scheduled them
035to come to the first board meeting in January to discuss the proposed borrowing cycle that that we're looking at. And I think at that time they'll provide us with some background into their fee structures and how they have serviced the district and how they can continue on as we get into uh the next couple of years uh in terms of what we're looking at in regards to uh construction projects and how would we would fund those. That's all I have. Dr. Forson. >> Any questions for Dr. Gail? Thank you Dr. Gail. Mr. Forage, treasures report. >> Treasur the treasures report for August of 2025. The balance sheet as of August 31st, 2025 shows total assets of 50 million161,53429. As of the end of August, the district is owed approximately $4 million from the state. And
036tonight, the August bills that are awaiting ratification are presented. >> I just want to make sure that that's captured for posterity. $4 million from the state. >> We are currently losing $40 a day in interest due to their inability to get a budget. >> $40 a day. Okay. May I have a motion to pay our bills? So move. >> Thank you. Second. >> Second. >> Thank you. >> Any further comment or question? All those in favor? >> Nine affirmative votes. >> May I have a motion for the state to pay their bill? No. >> Oh. Come on, Miss Wart. make that motion. Let's review our school board meeting agenda. Item two, A. Any comment or question? Item three, A through E. Any comment or question? And item four, A through K. Okay. Seeing none, may
037I have a motion to approve item 2 A? >> So move. >> Thank you. A second. >> Second. >> Thank you. Any further comment or question? >> All those in favor? >> Nine affirmative votes. May I have a motion to approve item 3 A through E? So >> move. >> Second. >> Thank you. Thank you. Any further comment or question? All those in favor? >> Nine affirmative votes. >> And item four, A through K. >> Is that moved? >> Second. >> Thank you. Any further comment or question? All those in favor? >> Nine affirmative votes. >> We have reached the second uh citizens comment period and this could be on any district business. Do we have any citizens comments this evening? Seeing none, anything else for the good of the board? Seeing none, I will
038adjourn the meeting at 7:40. >> New record. >> Definitely new record. >> Broke the old record that lasted two weeks. >> Yeah. Really? Right. >> Have a good evening, everyone.