7/21/25 Board Meeting

001[Music] Outstanding. Outstanding. I'd like to call the Monday, July 21st meeting of the Pen Manor School Board directors to order. The next scheduled meeting of the Penmanor School Board will be held on Monday, August 4th, 2025 at 7 p.m. in the large group instruction room of Penmanor High School. An executive session was held prior to the committee of the whole meeting for the purpose of discussing personnel detailed above. Mrs. Rose, may we have a roll call, please? Sure. Mr. Beaks here. Mr. Her is absent. Mr. Lombardo here. Mr. Stra here. Mr. Swigert is absent. Mr. Warfl here. Miss Wart here. Mrs. Nassiger here. Dr. Fullerton here. Seven board members present. May I have a motion to approve the minutes of the June 23rd Pen Manor Committee of the whole meeting? So move. Thank you. May

002I have a second? Second. Thank you. Any further comment or question? All those in favor? Seven affirmative votes. Board development opportunities and reports. Do we have any board reports to share, Mr. Beaks? Yeah. Um, attended the CTC in um absence uh vacation, I guess. Yes. Good. Um and uh really cool uh interaction that being the alternate. Um however there are right around 900 students that are on the wait list and uh so a lot of the discussion is how do we work to meet those needs and facilities and um everything of that nature or the feasibility study that was we're kind of putting that on hold till we can figure out exactly programs and and things of that nature. So, but um they're looking at a lot of different solutions to try and be able

003to provide the opportunities for students to reduce that weight list. So, it really it's really good conversations, but um great program and uh meets a lot of needs. So, and do we know how many of those 900 students are Penman students? Uh and you don't have to pull out the number now. I don't get that number for you. I've had it at one point. Uh to have 900 students not be able to do what they're looking to do is it's educational malpractice and quite honestly that's like a whole another campus, you know, for the CTC. Do you know, and my guess is you don't have the answer today, but of the 900 students that are on the wait list, like are those students qualified to attend? Like, do they meet the criteria to like enter

004into their program? So, I'll speak from a an administrative point of view. Career and technical education is part of the public school system. So, there truthfully, there are no qualifications. you know, they are entitled to that type of education. And and while there might not be like for example, if you have a student that can't lift a certain weight because of a disability, there will be another opportunity for, you know, explore another program. But no, I hear what you're saying. So there but my understanding was and maybe this has changed over the years is that there were still like attendance qualifications things like that to ensure yeah there is a a chart of scoring for each student and that's that's how they're placed you know whether for better for worse where there is not enough

005space for everybody that's the way it is worked out is through through attendance grades recommendations things that would indicate success success in the program. Okay. And what are the most popular? Welding and well diesel tech heavy equipment. All the medical fields right now are very popular. Uh culinary is it's kind of continues to be pretty popular. It's kind of maybe not as popular as had been but still popular. So most most things some are I mean welding and and the medical field and diesel tech are probably the largest part of the weight list. So as of the last correspondent that I had with our counselor which was actually this is old so it was back in April uh we had 50 students that were weight listed that were on the weight list. So I'm not

006sure where we actually stand at this point. Now some of those students who would be considered weight list, they may have been weight listed for their first choice but then have been given acceptance into the second choice and it's up to them to make that decision. So that 50 number was the number of students who did not have a placement back in middle of April. It's just incredible the evolution of career and technical education. over the past five years um and how popular it has become for whatever reason, right? Whether there's some true interest in the the programs they're going to or you're running away from something. It it is it's it's incredible. So, is there Oh, sorry. I'm sorry. So more recent email, this was the middle of May. So we had 23 seniors

007going into their senior year who were on the wait list and then 35 11th graders trying to go into the intro programs that were on the wait list. The intro programs are a little bit more challenging because of the campus like we like that's the half day program. So we really have to send them to Willow Street because of transportation time. So that gets a little bit more difficult. But the 20 at that this was May 13th it was 23 for seniors. So is there any talk of expanding the size of any of the buildings? It would be excellent education for the students that go there. I think that's what Matt just mentioned whether to look at a whole new Yeah. campus or whether trying to expand some of the buildings and programs. It's been

008pretty peacemeal so far. try to create 20 seats here and 20 seats there and that's just not going to get it done. If we only knew of attractive land that was going to be developed with,900 homes that perhaps a school could be placed in the middle of not many of those hanging around, are there? Yeah. Oh, they like the the Yeah. High would be appropriate for that. No kidding. Yeah, no kidding. Miss work. Yes, we did not have a meeting, but uh Dr. Axe, the uh superintendent of record at the academy, uh sent an email out to the joint operating committee saying that the contract with Park City has been officially signed. So, uh the uh now we have to move in. Thankfully, LS and Mannheim Central has donated enough furniture, so no furniture is

009going to need to be bought, but we will need to buy whiteboards and paint. And uh so they're in the process of moving in. Pretty exciting. Yeah. Mhm. And how many years is this lease for? Two. Two years. Yeah. Okay. Yeah. Be another excellent place for a CTC Park City. Yeah. Yeah, there's a good room in the downstairs. I would agree. Yeah. Thank you, Mr. Beigs. I didn't thank you for your report. Thank you, Miss Wart, for yours. Any other reports? If not, what are our opportunities, Miss Nat? Sure. So, it's it's a short list this time of year. Um but uh just a reminder, opening day is Monday, August 18th, and we will be recognizing um our employees for their duration of employment and milestones um that morning. So um if you're available, that

010would be great. And then um students come back August 25th. And then this has been hanging out here for a while, but if for those of you available for the PSBA conference, that will be October 19th through the 21st. If you could let Cindy know if you can attend as soon as possible, that would be fabulous. At the water park. Bring your bathing suit. Yes. Yes. Anony's going, so don't let him go alone that he has to go to in the morning of opening day on the 18th. And Mrs. Nafner said we'll be recognizing our uh educators of the year, employees of the year, and then our milestone employees. So, if you're available, that's one of the uh typically we had an employee recognition banquet or a ceremony separate event. We've tied it to this.

011Uh that is one of the things that uh we've had different board members introduce a part of that. So, if you're available, that time will probably go till about what 9:15 9:30 as we're kind of scheduling. So, if you need to ballpark a time in your schedule, the day continues after that. But that all uh that that part of it should be you're welcome to stay for the remainder part of it, but uh if you're able to available uh that'd be great. Do I get to pass out the blankets? No. We already passed that to let you know or are do you want us to let you know if we're going to make that'd be great. Yeah. Thank you. I'll be there. Yes, we have you on the agenda. I'll be there as well. I'm

012on the agenda. All right. Yes. Yeah, very good. Um, item number one, the Lancaster Lebanon IU13 joint authority. Uh, Mr. Dell Jackson was our representative to that particular um entity and since his passing, we need to place uh somebody um that could fill out his term. And what we've decided to do because we have such a u influx of new board members, we're going to uh postpone appointing an actual board member to this authority, but we are able to appoint Mr. Dan Fory to fill out uh at least the rest of this calendar year until after the election and then we'll reappoint uh a new uh a board member on um in January. So, uh if I could have a motion to put this on the agenda to appoint Mr. Dan Fory Fory to the

013Lancaster Lebanon IU13 joint authority at least until the end of the 2025 calendar year. So moved. Thank you. A second. Second. Thank you. Any further comment or question? All those in favor? Seven affirmative votes. Mr. For we thank you. When Dr. Gale uh we talked about it. He said, "Oh, they just meet quarterly." And then he said, "The oops today, but they assure us it's only one meeting a month. That's it." Mhm. Like the school board. I've served there before. But we thank you uh uh for for doing this. So, we'll move to item number two. Dr. Gail, the facility study update. Yeah. Good evening, everyone. Uh tonight we want to uh give everybody an update on what the facilities committee has been working on. I do want to thank Mrs. Nassinger uh Mr. Jackson

014of course and uh Mr. Her, Mr. Stro for their time. Uh we've had several meetings throughout the uh course of the the past uh probably eight months or so along with uh Larry Lovado uh with Crabtree and we're going to go through some of this information that we've been talking about. also provide Larry an opportunity to a little bit explain but then really kind of where we've come to an uh I believe a consensus about what our next steps should be with our facilities. Okay, there Cindy. Well, it advanced on its own. Might have to talk fast. Larry talk. Good evening everyone. Um thank you. Um so just some things that we covered. Yeah, I I got it from here. No, I don't. I wasn't doing it. It was How about just touch the right

015arrow? Yeah, we'll we'll tell you. Just go to the next next slide. Right arrow. Well, that was there. There we go. All right. A little a little bit on demographics and enrollment. As part of every study, we go through that process. Um there's been You can go to the next slide, please. Um you you can see the projections uh or the past history if you will. It's been relatively flat. Um there's a few fluctuations in there but uh you are up about 500 students um in the last 10 years. Okay, next slide. Um so this is just uh the student body is broken down here is students as part of a population. Um and the actual enrollment projections are in gray. So you can see what's happening. The chart has stayed pretty close in 2020,

0162024. In 2029, the the gray box gets really large. That's largely due to all your housing starts, which we'll talk about next. And this is looking at multiple uh uh multiple types of uh demographic platforms, if you will. Uh it's not just PTE. It's not it's a combination of two or three different platforms that we've analyzed. Um so then we looked at the types of uh when you have households about how many students um are part of those households. Um if you can go and you'll see a total here about three point uh.32 students is the average every time you build a household. Okay. And then we broke it down into the grade alignment. So K to 6 7 8 9 12. Uh the summary average though is about.3 students per household. Uh so if

017you start to look at your household slides, go to the next one. And we've talked about your development uh potential housing developments. Some of them have been in here in front of the board to talk to you. Um uh I've made a few revisions in here. Uh the Armstrong property, as you know, is still uh looking at about 1,700 units. Uh Legacy Crossing, um um we have a different map for Legacy Crossing. That's the only thing I said about update. Um but but that process is ongoing about 428 units. Uh go to the next slide please. Um Freedom Park phase 2 142 units. Um the big change is in Millersville Town Center. Uh if you saw recent news um they came back and presented a plan. They went from 583 units uh down to 357.

018Uh and they have a new graphic as well. Um, thank you, members of the burough council. Um, they did, um, I just read the news. They just postponed some of their stuff till September. Uh, so instead of in August. Um, but as you can see, the number has changed. It's now 2,800 uh, potential units coming in. Uh, about that number. We had a little bit over 3,000 when we first presented this information. Um, next slide. So again, this is just numbers another summary slide. The impacts are uh if we break it down into those ratios where your students are going uh or from the households, uh you're about 475 elementary students, some middle school students, and some high school students. Um this is about 900 anticipated students coming to the district in the next 7

019to 10 years. Uh some of them a little bit longer than that when fully planned out. Um this is just another chart saying the same thing. Um if you look at the lefth hand columns, we've listed all the development and planning uh things that we know about. Um you can see where they are in the planning process. We have adjusted some of that as we start to track this through um their iterations of land development. Uh as you know, land development process can take up to five years uh to get everything approved. Um and then we projected out from there. Um the stat on the right um of the 900 students um by uh to mid 2030s um hard to say 2030s, right? Um since we're in 25, but you know how fast that time

020goes. Um about 700 of those students will be here u potentially a if these all build out according to their current plans. Um yes, a question. Um my understanding is that the old Armstrong property, what are we calling it? The whatever they're calling I have it as the Armstrong currently. Yeah. That that 1,700 units is only deed restricted for 10 years and then after that it can go to 2900. Are obviously like that might not be a decision for this board, right? But can is that something we can kind of put like in the footnotes somewhere so that for future planning people are aware of that? Absolutely. Okay. And and that's kind of where what we're talking about here tonight. Um we're trying to give you some options now um and then options down the

021road for later boards, later um your successors, if you will. Um because you're going to have to revisit them anytime you get close to a project. Um, but one of the requirements of the Department of Ed is to do a study update every five years. Um, it's probably worth tracking every 3 to five years in this scenario because as those developments go through land development because it's such a lengthy process, they should have a pretty good picture uh uh before you enter into the next project if you will. And I think that's a good point. you know, we typically did a feasibility study, you know, every 5, 10 years, but I think in terms of not looking at just the facilities, but I think we'll have to be keeping an eye on our enrollment projections

022both for what PTE is saying, but also what we're seeing in the community as developments are uh are happening. There there also are a couple other uh pieces of information and as we get into the school year we'll provide you with more of this because there are a couple of thing a couple data points that are adding a little bit of complexity to this. Number one is the number of homeschool students that we have. Uh precoid we were sitting around 200 or so. Uh this past year we finished at about 400 500 500 homeschool students. So that means Cindy's really busy, but also that's a lot of students that are are within the district but aren't attending the school. I think the other thing that we have to keep in mind as we look at

023future future growth or what's the impact of growth is our current enrollments of our younger grades. Uh for example, our kindergarten numbers and our first grade numbers were down this past year. Uh right now our enrollment it's trending upward in terms of kindergarten but uh you know this past year we were below 400 as a class for kindergarten students. So national birth rate is down so we are seeing some of that impact here in the district as well. So again we're looking at projections we're looking at timeline but as you're saying Mrs. snaps area. This isn't like a a screenshot that we're going to lock into. It's going to have to be something that we're going to have to continue to evaluate and process as we move forward. So I and like you said, it's

024always changing, but essentially with the best numbers we have from multiple different sources as we sit here right now, it's going to it's expected to grow twice as fast basically double of what it's been. Yeah. In the past 10 years. And especially as you look at it from a standpoint of of the housing market, I think in a lot of cases with these developments, like as I talk with the developers, like once they start, they they're not looking to have to build and then wait to wait to be sold. It's almost like they'll build it and then it will be sold. So that any questions? I mean, these are again these are projections long-term. uh the the none of the developments are new to anyone. We've had conversations about that. You've read about it or

025heard about it in the news. Uh as well as being part of the community conversations has Freedom Park I mean no that hasn't progressed anymore. I was I mean I was just at the burough council meeting and they don't know anything about it. Yeah. So okay. So that one might buy us more time. Yeah. And I haven't heard anything either. And I did move that out in this chart as well. Yeah. [Applause] Next slide. So as as we work through these and conversations, you know, then question really becomes not only that, but what what do we do in terms of our facilities? So if you can go to the next slide, Mr. George. Uh asked Larry to walk us through, you know, where are we in terms of our facilities? Uh you've seen this chart

026before. Uh and we've talked with some of these aspects, but really looking at, you know, what are our district facilities? And that that is an important point too. As much as we want to emphasize the projections of new developments, one thing that we do have to keep in mind is, you know, some of our buildings are nearing a renovation in the cycle of the life of a building, but also meeting the needs of our current enrollment that we have now. Uh, as we visited schools this past year and the year before, you saw, you know, we don't have space. we don't have open classrooms that we can add classes to if we needed to because of a of a large group going through. So, we have the the current enrollment that needs to be addressed,

027but then also making sure that our facilities do last uh kind of some of the items that are on the voting agenda, but then also as Larry and his team along with uh um uh more engineering uh they they've been in the schools looking at different things. So Larry, if you want to just expand upon anything that you haven't mentioned before. No. Um, we've updated this twice uh uh throughout um the study process. Um the the things in red are of concern of concerning nature. A lot of it is mechanical related or plumbing systems systems related. Um uh occasionally there is um if you for example take a look at Manor Middle School, Manor Minor School was built in 1992. It has not been renovated yet. So those systems are on the verge of 34

02835 years old. Um so you're starting to see systems that need to be replaced. Um it doesn't mean the building's falling down. Um, but it does mean that there are things that need to be addressed because they are costly. Um, potentially if you lose a major system in a building, it could cost you school days. Um, and you're going to have to do something in the meantime with those students. Um, so that's what we're trying to avoid. Um, we meet routinely with uh Dan and his team to talk about what they're feeling from the work orders that they're getting and the types of maintenance they have to do on those systems. So, that's part of this review that we've done. Um, and this was the facility uh conditions index, if you will. We did one

029of these for each school. Um, there's there's a range of time period on some of these. If something is new, like Penmaner High School basically shows up all orange, uh, for example, um, out after 8 to 10 years. So, you shouldn't see anything here in in that time frame. Um but you can see some of the things are showing in green at different schools. Um think about systems, think about roofs and things about think about water penetration in your building. So those are the things we're trying to address immediately. Okay. Um so from that facility condition index, we came up with this percentage ranking. We assign points just arbitrary points to or a scale if you will to each of those categories. Um and you can see how the buildings start to fall out. the

030lower the number um the lower the percentage I should say in that one column uh the more critical that system is. We did the same thing years ago when we started working through the elementary school projects. Um and and what was critical then uh was Hambrite Elementary if you remember uh uh some of you remember back then. Um and then you can see how they fall out. Uh and again Pen Manor is near 100%. Uh and so we just ranked them accordingly. options and we've considered really the the the two schools that are would be next if we continued with the cycle which would be Echelman Lee Torts but as Larry mentioned uh we do have to take a look at Matter Middle School again the the bones of the school the structure is in

031good shape but some of the mechanics and systems are uh are starting to need to be uh attended to. The other aspect is as Larry mentioned we're trying to come up with options so that as we move forward what's our progression and knowing that there is a good bit of of development uh that is unknown and in possible growth in the district you know creating those options as we further go on. So we started with Echelman. If you want to go to the next slide. Uh you know we know Echelman uh actually part of good part of Echelman was built in the ' 50s 52. Uh we have done some renovations over the years but when we looked at the building in its entirety there were several things that really stood out to us like

032every bit of that class every bit of that school is used. Uh we really don't have the support services that we do need. Uh and then a significant factor was the the bathrooms, toilets for students uh were really operating off of what would have been under old code uh uh you know the facilities there. So as we looked at this, we had a couple of different options that we looked at. We know that we have a tight uh piece of property there. We have about 12 acres of land. So if you can go to the next slide, we looked at what can what is that site like? It's again it's a it's quality site. there's good there's good in uh soils and things although there does need to be some some storm water uh upgrades

033and things like that. Uh but really on that site what could we do and then also factored into that was the discussions that we were having with the developer who is considering or looking to develop the lands behind it. So, one of the factors that we did talk about was a little bit of a land swap uh where we would use some of the acreage and on his property and then give some to our some of our property that because of where the developer is. Uh that that is not something that we are considering whether it would be just a little bit or if you go to the next slide a complete land swap of 12 acres for 16 acres. Um, I think if the developer was further along, that might be a consideration, but

034at this point, uh, in our timeline, we really need to look at what we're going to do. So, worked with Larry and his team to really consider what can we do on site. So, if you go to the next slide, we would be able to rebuild Echelman similar to what we did to here at the high school. tear down the building, rebuild, and we would be able to increase the capacity of the school to almost doubling the capacity. It would necessitate that it is a twostory building in the classroom, classroom wing or wings I should say. Uh but yet at the same time, it would be within our property property limits. And this is just a test fit floor plan. There's no design here. It's we we understand the size of the building that needs

035to be uh similar to a handbrite type model. Um this is just a two-story version of that. So you're saying the entire current building would be raised. We would raise it and then rebuild. Correct. Then we did the same exercise at Lee again. Leetor uh you know back in our original cycle 2001 2002 Letor and Echelman were kind of back and forth I think it's actually Leor first and then Echelman in the original uh renovation cycle but we looked at the school again all classrooms are used uh we do have a little bit more acreage around that area of of you know the district going to more acreage at that site. So we considered what can we do if you want to go to the next slide. Uh again how can we utilize the site

036that we have? Uh we looked at you know possibly doing some additions to it. Um or then the next one consideration is really what would we do similar building uh layout as we looked at with uh Echelman where we'd have two stories. So again, that would be tearing down the existing building, rebuilding on site, and having a twostory educational wing. Now, there are a couple just a couple quick utility things on on Leor property. Um the blue dash line that you see, if you can see that on the slide, um that that's your water line uh coming in uh through the development uh off the page. The other thing is out in that same area is the geothermal wellfield. So, if you think about the wellfield's only about 20 years old, um that's only partway

037into its whole life cycle. So, if we're going to do a project out here, we want to see if we can reuse that andor expand that uh if the building does get larger. Uh we don't want to try to we don't we want to take into account and not lose that those dollars that you've put in in the ground, if you will. Any questions about Echelman or Leort? Again, these are proposals. As Larry said, we're just really looking to see what would that is it feasible to do that type of project. Then our conversation turned to what do we we have we have 90 acres or so at uh the Manor Hamre campus as we talked about with Manor Middle School. Uh you know, aging but yet still structurally being sound. uh what is it

038that we could do at at this site? And we first originally started talking about uh building a new another elementary school there, but as we gave more consideration to it, we looked at uh building a new middle school and then using Manor, the existing middle school as kind of a flex space for elementary level. So uh you know it would be a it would be a a place where we when we do echelmen move echelman students there rebuild on site bring them back lead toward build them back and then 10 15 years down the road we'd have an understanding of where developments are what do we do with that building does that become our eighth elementary school or central manner or whatever it would be so Larry and his team worked on a schematic what

039would it look like that was one example if you go to the next slide side. Um please uh again the property some considerations that we do have to take into factor. Um there is going through the property there is like a storm water area. Um we would have to relocate some of the fields that were put in when Hambrite was built. Uh but yet at the same time that could be an opportunity for us to rework some of the fields existing fields that are there. Um the question becomes like what's the surface or what's the areas the roadways surrounding the school uh you know what would be required from from Pendot or from the township as to what we would have to do in terms of sidewalks or entrances regardless what a couple things that

040we want to make sure we are staying away from. Uh with Donnerville being a state road we would not want to have access off of that. We'd want to make sure that we had any type of new access off of Charles Town Road. But overall, in terms of the site, you know, it's a it's a very appealing site to do new construction because it's it's fields, it's open and uh be able to work within that. So, really what this slide is showing, if you want to go without the next one, is really building a new middle school there and then redoing some of the fields. Again, layout things will need to be worked out. Trying to tie it in with some of the existing parking lots, roadways that are there for the Manor and Hambrite

041campus already. Tie that in. But then what would we do? Build a new 7 and 8 building that would have greater capacity uh for our middle school students. Uh right now we're at about a 500 student capacity. probably looking at about a 700 student capacity for this. Cuz in in this case, the appeal for this, as we talked about, we know what our enrollments are in grades 3, four, five, our future grade levels to come through, give or take a little bit. uh get below third grade, second grade, first grade, kindergarten. You know, there's still some uncertainty with that, but we know that there's going to be more students coming through than what we would be able to handle in our middle schools at this time. So, the idea would be to build a new

042middle school and then utilize the existing middle school as a transition area and then make a decision down the road as to what we would do with that building once the renovations to to elementary schools would be done. And it could even go as far as does that does that mean if we would operate eight middle eight elementary schools do we need to have uh the capacity of Leor expand to double the capacity? Does it mean that we would just keep that? So really as we've gone through this kind of what is the process, what what would it look like? Is it doable? And then of course we've also tried to keep in mind the cost of it. Uh, and if you want to jump over the next couple slides, go down to the we'll

043come back to this, but as we looked at it, uh, in terms of proposed costs, Larry, if you want to just touch on what these costs are, uh, from a from your perspective of what that includes. Sure. So, um, each of the options we developed, um, first thing that Department of Ed makes us do is a cost upgrade. So, that means you go in and you do just systems upgrades. you don't upgrade anything from a programming standpoint. Um so we have for Echelman and Letor we we did and Manor Middle School we applied the cost upgrade there and that's the first uh line if you will in each of the color bands. Um from there we looked at if we just do some minor additions um there was a talk at one point of do

044we just do a couple classroom capacity at those schools to help them along. Um and you can see that cost in there. And then uh the new on the existing site for Echelman, the new on the adjacent site is that project that would swap land acreage um in there. Um in addition to the cost, we gave you a range of costs. Um and then um the the schedule itself typically takes us about 12 months to design a school, but more so it's to get the land development approvals. Um if if you remember any of the projects here, uh it's about a year to get through the local land development process, conservation district, and in uh Lancaster Planning Commission, um to get that all before we can actually get a building permit to build. Um and

045some of those entities that time frame is back and forth a little bit. More often than not, we're seeing it extend. Um, and then each of these has a construction estimated construction time frame. And that's based on our large database of uh building a lot of schools in the last uh 30 years. Um, and it's also a factor of what we're talking to to our contractors out there uh and and and how fast they can turn around stuff. Uh, as you know, with a phased occupied place like we did here at the high school, it's a little bit more challenging. you spent some dollars on temporary conditions, if you will, to move students. We put modular trailers out here. We put this large metal building out here for Techad and gym. Um, if we uh

046use, as Dr. Gail talked about, Manor Middle School as that flex space for your elementary renovations, that's one of the scenarios. Um, then you can renovate those unoccupied and you don't incur those costs. you're going to change your busing around a little bit to get those students there. Um, but they'll be un uh unhindered by any construction activities. Uh we we know how difficult it was uh to do that. Um that's not always the scenario, but in past history at Pen Manor Schools, when you renovated your other buildings back in the 2000s, early 2000, 2010, they were done unoccupied. You move students to another building because you had capacities there. Okay. And that's one that's one situation now like when we for example when renovations were happening at Pekway we were able to have some

047of the students come to Hambrite the new Hambrite when we had opened it because that building was built for four classes per grade level and at the time it was running two or maybe three. So we did have some additional space as we've seen we don't have those additional spaces in any of our existing buildings. So that was part of the conversation that we had with utilizing Manor, the existing Manor Middle School as that flexible space to to move students when we're doing those construction projects. Manor be able to handle students at Leort and Ashelman if we were to do a coincide build to try and save. Yeah. Yeah. There there's a large capacity at matter. Uh again, we're we're talking about right now a student population of 450 or so, maybe even 470. Uh

048so, and that's not utilizing the whole building. We would have to reconfigure some areas if we would have over 600 700 coaching on that. Okay, Dr. Go, um I don't know if we can go back to the the proposed middle new middle school. I was just curious if this has even been talked about and and this is for way down the road. Um I see we do have a we have a large plot of land there and land is finite. Mhm. If in the future Manor Township is just or Pen Manor in general has fields everywhere, which we see the trend, it's just going to keep more than likely it's going to keep getting built up and built up. If as this is was it even discussed if we were to have to in the

049future build something down, will that layout allow for that? You mean like south? You see what I'm talking about? the four the four fields the four fields where the fields are like down there like in the future cuz as opposed to buying land or trying to find land if for some reason and I'm talking decades but has that been so so um if I can jump in first um way back when we were planning on the high school one of the options was to design the high school up on that hill um and then have the front part of the campus if you will or that piece closest to Charlestone Road available available for potential additional schools or even a stadium was in part of the conversation at that point. Um early on when we

050first built Hambrite there um we looked at that site um and way down on the left hand side uh with the township is now using um there was there's a footprint there that can fit an elementary as well. So, um the cost to build up on the hill are significantly more um and it's farther reach from the the the the uh property, but yes, that that site is available. Um we did look at and in this study process with Durk and Edson, we did look at access from Ironstone uh road. Um and that's extremely difficult because as you know, we're cutting across the park access and some of the playfields out and back. Um, we did look at that scenario, but we think the best is coming off Charles Town Road and and looking at

051that for the future. Sure. I Yeah, I don't disagree. I'm just saying like well beyond Yeah, you still have quite a bit of acreage left out there. Um, and in all of your neighboring districts, they're all talking about the amount of fields being requested right now and the usage of fields, every single one of them. And as part of part of this project that we would look at is like what are those fields like what's the usage of those fields you know in in terms of what's the what's the sport is it just an open open field or is it you know a baseball field whatever it would be but just to give you an idea right now undeveloped at this piece of property that we that the district owns there's 90 acres. So when

052you figure, you know, we're looking at a school that would encompass probably about 16 acres. There's still a good bit of of property that's there. How long lease with the township? I'm sorry. How long is our lease with the township for the uh for the the compost field? Dan, do you have that? I'll Yeah, I don't. Here's your outfit. Oh, okay. We should look at that. So, would the design of the two elementary schools be pretty much exactly the same? And is there an economy of scale if you were to build them simultaneously? So, um that that that's a good conversation. Um the idea would be having equity and programs between your elementary schools. You could ident you could build them identical. um uh Hem Hemfield had done a prototype years back um that Mr.

053Fory was involved with. Um that's an easier footprint if they both fit that site the same way, right? Um but yes, there could be some dollars there. Um there's other ways to look at that scenario, how you bid that, when what's the timing of which one goes first. Um I think Ashelman is probably a little bit more critical. a little bit more north where a lot of this growth is happening. It's all Manor Township. Um so um but that that's further discussion as well. Okay. And then just to go if you can go a couple slides forward like what would a timeline look like? Uh this is kind of what we've laid out. Uh we do regardless of what happens at Manor, we do have some needs that we need to address. uh one is

054the the heating and chillers. Uh so really what we would like to start with whether it's going to be for the existing building uh to continue to operate as a middle school or to become that swing space uh once we finish the the hot summer that we're having and turn the air conditioner off hopefully sooner than later. uh we would remove and redo the chiller and then in the springtime when uh our heat is turned off, we would redo the heating system. Uh we would also have to do redo the roof. Uh and that's like a summer summer job that could be done there. after that really then we would be able to continue to utilize uh the existing middle school without a whole lot of renovations or or changes that would be needed uh

055if we were to have a middle school there. So kind of looking at it from this standpoint throughout the course of this school year, the 2526 year, uh we would be working on those upgrades to the existing building, but then really start the design and uh land development process with with a new middle school and then really starting construction. Um what do you have there, Larry? In early I have it at the end of next year. Uh and end of 26, I should say. uh starting construction if we can get out sooner. Um that just I I'm I'm looking for that turnover in August, right? Sometimes we fall onto a midyear move. We try not to do that, but um in this scenario uh uh with the construction dates, we're looking at that August of

05620 28 turnover uh for start of school. Um there'll be some site work going on around that but um because we have to take into account the fall planting season but um this gives you some flexibility in in the remaining schedule. Um whether it's echelon or letor uh again echelon we we always saw that as a little bit more need just because of the population change. Um you could design that at any point. Um we still have to go the land development route and get those approvals. when you have to do that timely. Um, and if you're going to move kids, so you would build a new middle school potentially, move the kids from the current middle school over and then you can use that middle school as swing space to move echelin students over.

057So you'd like to do that at the start of a year as well. Um, so that could happen in that 20 uh 20 uh and we can we can move that back as well. Construction needs to finish in 2028. Um you could move Echelman back if you wanted uh and start it um start construction in 2028 uh as soon as those kids are so you're moving two buildings in one summer. Um this pushed it out a little bit but again that's flexible in the schedule. That's a financial discussion that you would have to have with your financial team um and Mr. Fory to be able to accommodate those projects. Um and again Ltorque could push up as well. So you could condense the schedule. Um the flexibility it gives is obviously you have some time

058frame here before all those developments are really fully realized. Um and and that's that's the nice factor here. You often don't have that. Straight. Yeah. Have we pretty much decided that the students couldn't could not stay at Echelon during the construction of the adjacent? I mean, they could um that site is extremely tight, right? The utilities are extremely tight in the front and they come around the side. Um extending sprinkler back there and all those utilities plus the access drive. That's the biggest thing. We we could get the building built um but we would have no parking spaces or bus aisle to drive buses on because it's so narrow. So would that then require that the modifications to the middle school be moved up? So so in this scenario have the middle school first so

059you can move those kids. Um then we could then we could focus on Echelman. I think what Mr. Rob's referring to is if you look at the convert existing Mard Middle School to elementary that's kind of the last thing is the full remodel not the temporary remodel is that what that's referring to correct yes that would be necessary to move correct that is correct you you once you move the middle school students out you would need virtually no time to move students elementary students in there yeah we we can the the school itself can be utilized as is as is as long as we do the heating and and chilling and the roofing. Those are the three big things that need to happen regardless of what the direction is with that school with with this

060proposed uh matrix. What at 20 goes out to like 2032. Do you have any idea what capacity students at that point with this proposal and like the what we would be building like what we could handle student wise? So each of these buildings each of the the proposed new elementarymentaries are a capacity of about 720 750 students. So you're definitely increasing it to pick up that plus some additional uh similar planning to what we did here at the high school. Um uh the building was built for larger than current capac current uh enrollment. We still have several 300 seats here I believe. Yeah. So I think cuz if I remember one slide we were going to have almost 700 700 of the students by 2030. 2034. Yeah. That slide did change because those developments started

061later but correct it was earlier. That was 3031. Now we're about 33 34 in that time frame. And this would be conducive to that. Yes. Yep. And the the beauty is is that by the time you start design on le you're going to know more data and so it may be that lead to stays the same size. It may be that lead to needs to get bigger, right? You know, you're not making any commitment on that one way or the other at this point. I think we all agree and know that enrollment is coming around Echelon from those developments we saw and so that made sense to say let's get the size there first. And I think the other discussion that's happened at facilities is that right now kids that would have traditionally gone to

062Echelon, like when my kids were there seven, eight years ago and when Christa was the principal there, are now going to several other elementary schools. So we will then be able to move them back to Echelon, which means that the busing will be compressed one. Also, there will be capacity in those other schools now where we've pushed Echelman K Echelman kids into those other buildings. So, it kind of solves a few problems by attacking Echelman first. This provides us with a lot of options in not just in the buildings that we're talking about, but the surrounding buildings. For example, you know, it was when my younger son was going into seventh grade, the decision was made that uh Letor all or parts of Leort would go to Martikville and now we have all of Leort

063going to Micville. Well, if we expand the the size of the Northern Middle School, does that mean we make adjustments to that? So again, it provides us with not just the direct but it's like snaps are saying like some of these areas that we've typically referred to as swing areas we get a better designation off of that and the other I mean in the end what it comes down to is we will still have a decision that uh we what do we do with this you know kind of an additional building does it become a another elementary school does it you know the life of another building has as outlived and it takes the place of that or if it you know in the end you know do we need to continue to to utilize

064it so and as you get into um the estimate discussion more so Leetor um about right sizing that according to Mr. 40, right? Um, you can think about educationally, you have buildings that are four deep per grade level. Uh, what are the impacts to teaching at a two deep building and and what are the changes in education that those students are going to see versus what they would see at a larger elementary? So, that's something from the administration side to take into account as you look at those projects uh and and kind of rightize them for what you're feeling. I think the only other thing that we had talked about when I danced around the slides, if you can go back a couple to the Common Field slides, we do have to keep in mind

065our fieldhouse up at Common Field. Um, built in the 80s, '90s had some modifications, you know, very little limited. Uh, our sound system and scoreboard on the turf field are in need of repair. Uh the turf we redid last year two years ago. Two springs. It'll be two years come winter time. So that's in good shape. Um but we have to look at the actual fieldhouse itself. Um so Larry and his team have looked at it. There are some things that we need to take into consideration. the the dehumidification uh you know the toilets I hate to say but you know our poor game managers that are they're also becoming plumbers uh a good number of times so parents are plumbing yeah and and and the way the fields are laid out now you know

066a lot of our the bathrooms are on the the south side up upper level our venue fields on the north side lower level so the concession understand the bathrooms aren't really ideal location anymore. U so we do have to give some attention to that. There are some other needs. If you go to the next slide, you know, there's the training rooms grossly undersized. There's some leaks. There's some things that are happening. Uh so we do need to take a look at that as well. And as we talked in in the committee, you know, that might be a addition to the, you know, one of the jobs that we are doing. uh give us some flexibilities in the bid pricing and and the bidding process. Mr. Straw, Mrs. Napsinger, anything to add or correct if I

067didn't say it correctly perspective? Just think the fieldhouse is needs to be a priority. Just look when you said that training room that's awful. Yeah, it's I mean just even from a ventilation standpoint when you have 40 kids in those rooms um after at a halftime or after playing a game and then they're storing their equipment in there. Um it's not a good smell. No, we had and there was the the uh mice or whatever rodent infestation a couple years ago as well. just I mean it's it's time if we want to keep things clean and kids safe. Yeah. The opportunity that Dr. Gail talked about is if we're doing another project, say a middle school or even amen if you wait that long. Um whatever your priorities are, but you could potentially look at

068this as an alternate bid scenario because you're going to have contractors here in the vicinity and and maybe you get a better bidding scenario and a better cost. uh for a smaller project like this. Uh so it's an opportunity that we can look at. Just to answer Mr. Beaks's question, the lease with the township currently runs through March of 2028, but it does have a uh 3mon termination closing. Okay. Thank you. So, we have this as information only providing we want to provide you with this update. Obviously, didn't do a good job of estimating the amount of time that we needed. Uh, but kind of moving forward, uh, I would see this as something that we would continue to work through with Mr. Lovado, the facilities committee, come back to the full board once we

069have a true proposal with some costs, with some firm timelines. Uh and then also like we did do here at the high school, we would have some meetings with the the staff of the different schools that would be impacted. They would be part of the design development. And then also we would have some community meetings to share with you know what are what what's our process? What are we looking at with the community uh coming in the fall? Anything else to add Mr. Sorry, don't want to exclude you. Nope. Any other questions for Dr. Gail or Mr. Lovato? Just one question. Um, with it being a sports field, would it be for the fieldhouse, would it be something that we could seek out sponsorships and help pay for that or is that something that can't

070be done? And it's not that I'm want to be out selling for Coca-Cola or promoting, you know, but you know, $6 million is $6 million. It's having worked in a neighboring district who tried that, it's extremely challenging on a high school level to find significant sponsorships that would make a difference. What's that? But that would make a difference in the cost and time take they spent over two years and had less than $100,000. Yeah. So the amount of time versus the payback is just not there. Thank you. Do you have an expected like next update? our our next step uh we will have our uh Ken Phillips or Lawrence DTL from Raymond James come in one of the August meetings to give you all a financial update as to what that would look like. I

071think that's really our next step and then from there uh beginning to really hash things out with the committee and with with u with Mr. Lovado. Thank you, Mr. Lovado. as always. We appreciate it. Thank you. Okay, let's move on to item number three. Mr. Risinger picture of the kid. stand up here so I can see all of you back. So, how about we talk about things that we put inside our buildings for a little bit. So, and also it occurred to me as I was walking up here, I haven't done this in a while to give you the big beautiful board tech update. So, I think we're going to call this the BBT U. What do you think? I'm really bad at branding things, but I try. Um, so we're going to talk about

072I have a lot to cover tonight, but I'm going to move really really quickly uh to try to at least catch us up a little bit on time. The focus is going to be on operational technology, but also teaching and learning with technology. And I want to start out with this image because this is currently the one on the left is my all-time favorite image of what it's like when kids are absolutely in the flow and engaged and doing amazing work and just the joy and excitement and enthusiasm that educational technology can bring to our classrooms. This is a project where students are programming those little blue computers in the lower left hand corner there. That's a BBC micro:bit attached to something called a hum hummingbird robotics kit. And this specific project is where kids

073are studying ecology and bees and the way bees interact with each other. And apparently bees waggle their butts at each other to signal things. As you can imagine, for young kids, that's super fun when you hear bees that are waggling their butts. I mean, that's instantly uh an interesting topic, as it should be, right? Uh, but what they do with this project is they learn to design a bee and to code it with that hummingbird robotic kit to make the bee waggle its butt. Right? So, it's basic coding. It's a lot of fun, right? It brings together a curriculum concept with the logic and the critical thinking of coding and it puts it all together in a making environment. So that's a little bit about the B program and the uh the programming involved in

074that and that's really what we're about. So technology update. I wanted to show that before I got into some of the nuts and bolts stuff because I think that's hard to beat. Uh our team and our services are divided up into six sections. You've heard me talk a lot about these before. I'm not going to cover each one in detail, but I do want to start here with a little bit of a quiz and a scenario for all of you. Right? So this is uh part of what we do. So what do you do when you're on your computer and you are suddenly faced with an error message like this one? This site can't be reached. All right. So this is the interactive part of the presentation and you can't say holler for Charlie. Although

075that is an answer, right? What do you do? Restart your computer. All right. That's definitely an answer. Matt, what do you do? Hit reload that 5,000 times and hope for the best. Hit reload. Okay, that's very good. What else might you do? Click out and uh make sure you typed in the correct web address. There you go. Make sure you have the correct address. Okay, all very good answers and all part of the troubleshooting process. We do that too. Our team will also try those things. But the rabbit hole goes a lot deeper when it comes to technology. There is a big difference between our home systems and the enterprise technology systems that we have here in a 5500 student organization. with 10 buildings and 10 individual networks. A lot of what you just mentioned,

076those those kind of quick fixes that we try when we try to reload, those are at the very top, the very kind of like tip of the iceberg in terms of what might be causing that problem. So maybe it is something isn't connecting at what we call layer 7, which is the application layer. There won't be a test for this thing called the OSI network model. But there's a lot more involved in it. It could be firewall rules. Is it in a school environment? Is that site being filtered? Is there something happening at layer 2? Is there a physical wire issue or something with Wi-Fi? So, as you can see, it gets really complicated really fast. And our team has to manage all that. And we manage it for all types of devices. You've heard

077me talk about the internet of things before. Often times in the context of cyber security because these are not only items that we have to secure, but we have to make sure that all those seven layers are working across the network and at the desktop level to be able to troubleshoot all of those issues for our students and for our staff. Another dimension, another way of thinking about this is the interconnectedness of the software applications that you'll find in a public school. And we don't pause and think about this very often, but if you think about businesses and even large businesses, they may only have perhaps four or five major application and software systems that they're working with. Well, that is not the case for school districts. We literally have hundreds of different systems and

078tools and databases that have to be interconnected for data exchange, for authentication, uh you name it. This is a simplified version, a simplified map of some of our major systems and how they talk to each other at these various layers across the district. If my team is doing their job well, you don't even know that this happens and it exists. It's completely behind the scenes. It's completely hidden. They are the men and the women behind the curtain that make all this work. They are amazing. Uh, again, also very complicated. So, we have a lot of growing needs, a lot of growing demands. That's a good thing. our classrooms and our teachers and our students have more needs. That's fantastic. You know, we want that problem. That is a really good problem to have, right? We

079want to make sure that they are well resourced. Uh but that creates, as you can guess, resource pressure, mostly fiscal. I put a couple of them down here. I want to highlight one that is greedy vendors. we have seen recently um and I'm going to not call them out particularly but for those of you that may or may not know about something called virtualization or that is essentially running servers in a data center environment there is a vendor that has decided that they are just going to cost escalate it doesn't matter if you're a public school or a small business they have just decided that their software is going to escalate 50 100% if you don't follow their licensing model if you don't reup at these new rates. They will send you a cease and

080desist letter that is happening in some neighboring districts. Uh they are playing uh extremely dirty. So those are the types of things that we have to deal with. Something you'll see another pressure that we have is uh federal funding cuts. We are starting to see them already. Uh the service I know Phil sent this out last week for the MSISAC. This is a cyber security notfor-profit cyber security service that we've been a part of for the past 5 years. It's been a free service that has provided all sorts of extremely valuable resources that we rely on. It received a notice earlier this year that it is not getting federal funds. And you'll see later on the agenda uh we're going we need to continue that service. It's going to cost us $5,000 initially. In about

081a year that's going to rise to $10,000. That's something that we didn't have in our budget initially. We didn't plan for it, but it was a funding cut and we need to figure out how to uh obviously continue to uh make that work uh given our existing budget. So, there's lots of pressures out there. What do we do to contain those costs as they continue to escalate? Well, there's three strategies that we've had for a number of years, and it's been some time that I've I've talked about this, but I I felt this was a good time to raise what we have been doing for the past decade plus to try to contain costs. And really, it comes down to three things. Partnerships with vendors, uh, open-source software. Some of you that have played this

082game with me for a while know that I'm a huge proponent of free and open-source software. Uh, not only free to use, but open source being that it is community created, community developed software. Um, which schools massively benefit from. And a huge part of this is the in-house talent and expertise of our staff. We have really, really, really, really good people on the IT team, IT and data team. Uh, and a lot of what we do is because of the of the efforts of those men and women. So, I track this, but we haven't talked about it in quite some time, but our annual savings between partnerships, open- source software, and just keeping things inhouse and not purchasing things easily exceeds $600,000 annually. So, if we weren't using those methodologies, the annual tech budget could

083easily go up by this amount, in some cases even more. Um, this is not an exhaustive list, but I tried to capture all of the major line items uh that I that I I think um are most important. Um, some of these may make more sense than others, but the bottom line on a lot of these tools is that there's a large number of them with the green check marks that are open source. That means that we could we can use them for free. We can use them with no cost. If we wanted to, we could purchase a service and support contract. Just because software is open source, it doesn't mean that you can't charge services to maintain it. Everything that I have listed on that list that says it's open source, we don't pay

084for. We could go out and get those contracts, but we maintain that in house at no cost. Um, and anywhere where I have it checked is in house. Uh, those are just things that we do to uh to try to avoid additional cost. So very proud of the team and what they have been able to accomplish really for the past 20 years uh to just keep increasing that list and uh and uh trim some costs. One other item that you know we often think about from the learning perspective but it's also a cost savings. Uh anytime possible we get students involved not only the student help desk but just this past year we purchased individual components again for the esports computers. We've done this uh over the decades really to not purchase finished computers but

085to to buy the individual resources and have our students put them together as a learning project. What's better than having students build the actual computer that they're going to be using for the esports team? Uh this was a ton of fun. It was obviously a great educational opportunity for our kids and it saves us some cash as well. So I mean this is just an example of win-winwin all around. So, what's coming up as we kind of close out part one here? Uh, so we have four projects within the next 6ish to 12ish months that we're looking at. Um, the first one is we're looking we're examining a tool called Clear, which is a residency verification system. Uh this is a tool that we've begun an evaluation for that will allow us to access a

086database from Thompson Reuters that will give us very detailed information about residency. Well, why is that important? Well, it's super important for enrollment. We want to make sure that the students that are enrolling in Pen Manor are actually living here in the district. Child accounting is an important thing because it impacts funding as you know and that's super critical right now as we talk about building projects. So you'll hear some more about that in the uh coming months. We've also begun a bit of a review on a gun detection software package from Scala AI. Uh this was brought to us Dr. Gail if you want to talk. This was from Senator Martin's office who reached out to us about this. Do you want to maybe touch on that briefly? So this this is money that's

087available through uh the state as a pilot grant. Uh PCCD has this available. Uh so Senator Martin put us in touch with the vendor and we've been having conversations back and forth with them. Uh really it's utilizing our platforms, our security cameras and then their systems to help with that. So the clear residency verification system uh that is something that districts across the IU are looking to implement uh especially in districts like ours where we have a large number of cyber students and other than when they register we don't have any verification of their address because we don't see them. You know, it's different if a student shows up at school time after time uh getting dropped off at the bus stop and somebody sees that versus a cyber student who we don't know if

088they're living in our district anymore. So, that was something that I asked Charlie and his team to start to look into. Uh other districts have put it into place uh starting with this school year. So, uh two things that we're looking at uh in the in the very near future. So, that's for the upcoming school year. We're also starting I'm glad that's on there. I was I was at a training today um about it. It's a different company, same premise. Zero Eyes it's called um with the AI gun detection and it was about 2 hours long that I got to see what what this stuff does and it's incredible. It's remarkable how accurate and how quickly it's definitely worth looking into. Yeah. Yeah. Yeah. We'll certainly bring this to you all as a board as

089we learn more about it. I mean, we're in the initial phases of conversation. So, yeah, leverage is something that AI is really good at and that's pattern matching and the system of of course we'll talk about AI in a second, but the systems are getting amazing with the ability to pull out those small even tiny tiny tiny a few pixels to be able to discern that at a distance. It's it's pretty remarkable. So, more to come on that. We are later this week also going to begin with uh uh Dan, myself, business office folks. We are going to start a search and evaluation of our financial information system that is Tyler Munis currently and our HR system also Tyler Munus. That system has been in use in the district since about 2008 is when we

090began implementing that and it is well past the time to look for a replacement system. So you will be hearing more about that as that search uh continues and progresses but we are looking at an upgrade to that system coming up in the uh this current school year. So we don't have a lot to announce about this yet. We're in the review process but we will be talking more about that in the future. And then the other one is the copier refresh. And this is a little early for those of you again that have been playing along for a while. Um if you're keeping track, you probably weren't. It's okay. Uh this was going to come up at the end of this school year. Uh but we're going to move it forward a little bit

091because of uh some cost savings. So I want to take you back in time for a second. Our current copier contract is with Edward's Business Systems. And our target for that contract for the 40 copers that we have across the district has been a target of about 10,500ish a month. And I say ish because it's very dependent on the cost per impression. When you're dealing with multifunction copers and copers, it's not the piece of paper, but it's the impression. So if you print double-sided, that's two impressions, and there is a charge for each side. That's how the vendors do it. So, this has been our contract uh with a target of about 750,000 uh black and white copies per month and about 30,000 uh colors color copies per month. This was wrapping up at the

092end of this year. Uh but in talking with Edwards, they are getting the price down for us. And quite frankly, I'm a little surprised by this because with all the other cost escalations, I didn't think they were going to be able to pull this off. And with the other two vendors that I spoke with, they're coming in as the lowest price. So they have a proposal on the table for us that is going to to save us a big chunk of money. Uh what we're looking at is a reduction in the monthly cost, looking at an increase in our target for our monthly black and white, which reflects closer to reality and also color. Uh there is a cost savings. It is going to be all new units. So, we're not going to derive those

093cost savings by using existing equipment. Many of them are going to of those 40 machines are going to get speed upgrades to new equip equipment. And really, what's going to drive a big chunk of this is the decrease in the per impression cost both on black and white and also for color. So, we're moving from point decimals matter here. 0035 cents per impression down to 0033. That doesn't seem like a lot, but when you multiply that by hundreds of thousands, you get to the product that is a lot better than where we are now. So, I'm super pleased with that. Um, it's cost savings. They're a pre proven firm, less disrupt. I mean, there's there's no downside to this. and again benchmarking them against a couple of the other vendors. Edwards has continued in the

094past to come in as the lowest cost vendor. Uh they continue to come in as the lowest cost vendor. We have a very good relationship with them and we would like to get that on the agenda for next time for for approval. And I want to pause there for part one of the presentation because that's an action item. So questions about that or anything else on the operational side of the house? No, thank you for uh checking that out. I said thank you for for taking the time to uh like do the cost analysis and and work with them. Absolutely. So, we'll add that to the cost savings. Okay. Part two. Uh let's talk about the student experience. And for the student experience, I' I'd like to get into the nitty-gritty a little bit uh

095with our student Chromebook initiative, with our student laptop program. So, quick rewind for those of you that are newish to the board. We began our one-to-one laptop learning program in 2012 2013. That began at the high school. It was later expanded to the middle school to the elementary. We currently have a student laptop in all grades. We're in a 1:1 configuration in grades 1 through 12. Kindergarten is not in a one one configuration. They're at approximately 2 to one. There is a laptop for every two students. Uh, and by the way, that's Judy Keller, who's our Google, international Google innovator. Just a plug for her and the work that she's doing in our elementaryaries. So, our current cycle for student laptops looks like this. In grade nine, I'm actually going to work from high school

096down. In grade nine, students receive a laptop in 9th grade. That laptop stays with them for four years and then they are eligible to keep that at the end of their senior year. Uh we've had a great response for that as our students are going off to careers and college and life after Pent Manor High School. Uh that's been wildly wildly successful. Uh it's just been a great program. Thrilled we can do that. The other replacement point is in grade five. You see we have a four-year replacement cycle for these laptops. Student receives a new laptop in grade five, travels with him or her for four years uh before they get their new unit in grade nine. So what happens to the grade eight laptops? Well, we don't send them out for e-waste recycling. They

097are they cascade down to the lower grades. And this is what we've been doing now for the past several years. During CO, we began purchasing additional laptops for primary. This past year, actually the past two years, I haven't purchased laptops for those grades because what we're doing is we're cascading them down into the primary grades. Part of the reason I can do this and part of the reason I might be able to uh on in ongoing fashion to extend that life cycle for these laptops is that along the way Google has extended the support window for Chromebooks. When co first landed they had a shorter life expectancy for software updates for system updates. Well, Google several years ago has moved that to 10 years, which means a machine that has been wellkept and well tended

098to, that's in good condition, can last a lot longer, which means we don't have to purchase them as often. So, that's been the so the four-year pattern is kind of what we've been doing, and I'm foreseeing that we can probably easily stretch that to five years going forward, maybe for not this current school year, but the following school year. So what I'm looking to do is just kind of organically is I'm sort of slowing down the purchase cycle in the primary grades to maintain the onetoone program without escalating the costs. Just to give you a sense, we're looking at approximately $400 per laptop. We've done a pretty good job of keeping that at about that level for the past several years. So think again $400 per student per laptop, minimum of lasting four years. In

099the future, we're looking at five and maybe even possibly longer. So, again, I do mention well-maintained and I know there was a conversation, I think two board meetings ago, last board meeting about what do fees look like and there I believe there is questions around that. So, I want to go back in time a little bit and talk about the board's policy that was set back in 2012 2013. And the question that the board then wrestled with is well what do we do in the event of accidental damage. There's no easy answer for this because you know things sometimes get damaged they get broken. So the thinking at the time and the board's decision at the time was to adopt a policy that balanced a level of carrier responsibility with a bit of grace as

100well. So the way the policy works is that if a laptop is damaged, the first time that happens, the student, the family is on the hook for $100 maximum. Doesn't matter if that laptop is completely destroyed, right? The maximum amount accidentally that they could be on the hook for would be $100. So think about that for a second. If a student wrecks a machine, a 375, a $400 laptop, they're only paying $100. The district will cover the rest of that, right? So that's balancing the responsibility with a level of grace for our families. Second instance that goes up to kind of a $200 threshold and then a third instance is $300 or more. There was a question I know I believe at one of the last or one of the recent board meetings about wear

101and tear. We've never charged for wear and tear because computers we know are going to get scuffed. They're going to get scraped. The only fees that are incurred are going to be for the actual cost of replacing a part to a laptop. Typically, what that looks like are cracks, obviously a cracked screen. No kidding. Uh damage to keyboards, cracks in the assembly, damage to I should have brought a laptop up with me. If there are ports on the side of the laptop that are damaged, 99% of the time, we have to replace that logic board. That's going to in uh that's going to incur a cost. So, what does that look like? I was I was thinking of bringing a box of these to you, but I'm actually going to extend a different invitation. If

102you want a fun field trip, come on over to Manor Middle School where one of our big shops uh for laptop replacements is housed, and I can show you all kinds of the things that uh the team deals with. This is just some close-ups of some laptops. You can see the types of things that are going to incur damages. And on the left hand side, those are those circles are showing you points where this was smacked or dropped probably repeatedly. Uh even though these laptops are tough, it will dislodge the hinges and that has to be repaired and replaced. On the right hand side, you see there was a bit of a chunk that came out of the laptop. Um some students are like, I don't know how that happened. We just say, okay, thank

103you. And we work on the replacement, right? We don't judge. Uh this is an another example of hinges across the top of that machine. You can see where there's anchors that are broken. Uh something else that is problematic, we assign an asset tag, a district asset tag to each one of these laptops. And that's an inventory inventory control tag. These aren't just stickers that we get at Walmart. These are pro-grade asset tags that are designed uh to stick on there pretty tightly for multiple years. They have to be purposefully peeled or scratched off. They do not simply fall off. Uh and that's something that we have to contend with too. If we lose the asset tag, it it creates a big issue in our inventory system. U sometimes we get self-repairs. The one on the

104right hand side with that screw that doesn't look like that screw should be there, uh that's because grandpa repaired my laptop. That's what we heard. Uh on the left hand side there is a solder joint there inside the laptop. Um that is also a self-repair that we do not permit that just destroys things. So sometimes that's that's also things that we see. Wait, someone self soldered there. That is self soldered. Okay, just make Yes. So if I can point that out, right? Um this is not what a solder joint is supposed to look like when these laptops are built at the factory. Yeah, that's what they're supposed to look like. That is not. So, yes, thank you for that. And the screw. I I don't know where they got that screw, but I will give

105them an A for creativity, creative laptop repair. Yeah. Um they tried. They they did try. We'll give them that. Shared cost $1,200 and $300 with those threshold. Annually, the parts cost to the district over the past 5 years has been about $77,000. That's for all grade levels, all buildings, all grade levels. That number has been going down. It's actually trending uh down better this this year. We don't have this year's number locked in yet because we're still working uh through the summer, obviously, to inspect all 5,000 laptops. Um but that being said, we looked at this years ago. What would it cost if we had a district full opt-in for insurance or if we went to a third party for insurance on laptops? So, I broke those numbers out for you as well to give

106a sense. Um, in the gold in the blue section, I did the calculation and these are recent quotes from actually the one on the right is is based on recent quotes. I only did this for 2600 laptops which represents our secondary fleet. of grades 7 through 12. The reason I did that is because currently the elementary laptops don't go home on a regular basis. All right. So for for a sense of what this may look like if we wanted to either look at an internal insurance program or if we want to look at third party insurance, we're looking at $30 to $38 to sort of get us into into that avenue into that realm of $77,000 a year. 10-ish years ago, 12-ish years ago, when the board looked at this, they said, "Eh, let's keep

107it with the shared cost, the shared responsibility. If it's something the board would like to look at, again, we can do more work on this." I'm not recommending it, but I wanted to provide these numbers for you in case it is something that you wanted to look at. Are there questions about this before I go on? Yeah. Um, I'm assuming I mean I I'm my understanding is there are other districts that do something similar. They do that there would still be like a deductible after the second offense. Yes. Things like that that would um hedge the protection for the district and also hopefully have children behave more responsibly or at least their parents and reinforce that. Yes, that is one way that some districts will structure this. And the $30 could be an optional. They

108parents could choose not to do that and then they could fall back on whatever the actual cost is. That could be as well. Yes. Some of the rationale of the time back then was, well, some parents are just going to they're going to pay it. They're in a position where no big deal. I'll pay it. You know, and some families are not in that same position and $30 a year for something they may not use. That could be a hardship. I don't have a right wrong answer for that. I mean, there's many dimensions to that, but yes, districts have there's all kinds of variants of this locally with how districts have structured it. Could we would it be possible to look at what districts with similar demographics are doing like as far as student population,

109if that makes sense? Yeah. Yeah. uh like household income, you know, like I'm just thinking like I would like to look at it would be interesting to see that, you know, like some districts I think we would say traditionally have higher earners and so I wouldn't necessarily want to implement policies like that if that makes sense. That would be that would be a substantial analysis to look at. I just don't I mean I think we have a Yeah. I I I can offer this in in just thinking about this again because it's been a while since we've talked about this. Districts are anywhere from $10 to $40, you know, in our local IU region. So that's and some is required, some is optional. They're they're all over the place. I mean there's So what do

110you want to do? Comes down to Yeah. as a board what what's the decision that we want to go with? Uh one factor that that this doesn't include, you know, if we would go with uh some type of insurance, you know, who's going to administer that? Uh you know, not only the collection of the money, but the tracking, the reporting, you know, what what do we do with at the end of each year with that ext, you know, the money that that does come in that's not being spent. Uh so just some different factors to consider. The one thing that when we look at this um Charlie, can you just talk a little bit about student breaks a laptop or comes to the the help desk with a laptop that's cracked, what happens the process?

111Sure. We uh it's pretty simple. We try to get them back on the road as quickly as possible, especially in the middle of the school day. So, often times if if it's a quick fix, we'll do it. But if it requires parts, nine times out of 10, we're going to swap a machine for them because depending on the complexity, if it's a logic board, that's an hour repair. Some other parts, some screens, depending on the specific, it might be quick. But the goal is to get them back into the class. My point in asking Charlie that is, as we've heard from some parents, they're saying, "Well, if my kid breaks it once, it's $100." Well, if they break it twice, it's $200. Well, I've paid $300 now. If I break it a third time, that's

112$300. Additional $300. So it's $600 for a $300 laptop. It's not the same laptop. Right. Right. They're getting a new laptop each time that they're bringing it in. So that's why when we charge that incremental increase by by you know kind of what you're saying snatching like you learn from the first one second one third one like the third time really the the breakage is to a third laptop. Yeah. Not three times the same laptop. And the $100 is a cap. A lot of the parts again I my apologies I should have brought one here but if if you look around like a screen is may not be $100. I mean we try to get these in bulk. We get them for reputable sellers and we try to get the parts as inexpensively as possible.

113If a part is only $25, it's $25. We charge what you know what it costs. So if a if it's a logic board and a screen and it's $300 and it's the first time it's still capped at 100 with that we're going to swap it for another laptop. We're not going to give them the same one back. So, yeah. Did you I was just going to ask so you've already said like wear and tear we don't charge for. So, like when to my recollection none of my kids have I've had to any issues with this, but let's say there's something they get charged for. Do they know what they're getting charged for and the exact price and that type of thing? Like parents know that they Yes. Yeah. They go out through the buildings as

114a letter. They are into Sapphire. They appear in the Sapphire portal and the student receives an email. It sort of depends on on which building they're in, but the student receives that as well. And then there's a letter that's issued from the office. Are they published anywhere? Like is there a place on the website where parents could go and say, "If my kid damages a port, this is how much it's going to cost." Uh we don't have Let me go back. The prices fluctuate. Okay. Uh the site that I I posted here, this is from the student technology orientation off of our help site. So this is this is a published resource for all things technology, right, for our students. So this would be the place to go where it breaks things down and it

115shows, you know, here's this part and here's that part. I don't necess I don't publish the parts list because it changes. Okay. Um, but I mean if I've had parents ask me about that and I they can always reach out. I'm happy to talk with them about it specifically. Yeah. Yeah. I think the confusion often comes in. Nine times out of 10 when I'm talking with parents, they don't get that I'm I'm buying them in bulk. I'm getting reputable parts. We're only replacing what we need to replace. You know, our staff will try to save families as much cash as possible. I mean, we really do. Uh we sometimes we don't replace things. If a student's going to keep a laptop, there's times that we will just do some quick fixes and we'll have them

116avoid that cost. Um we really do try to keep these these charges as low as possible for for parents. Yeah. Did you have a question? Yeah. Uh one uh one one comment and one question is um what would be what what is our may not have this answer tonight. Um right. So he said to give him another laptop. So we What's our inventory? Is it really is it like a 1.25 one and a half? Because you have to have enough inventory to be able to handle plus plus parts and pieces. Um I can give you a sense of that. Typically when I order I try to build so a couple things right to forecast this it's really challenging right because we don't know what our specific numbers are going to be on day one of

117each school year. So typically I my methodology is I use 450 as a class size. I will order 500 laptops for that class when I buy them. That gives me 50 on the shelf that if we have a cert we have an unexpected increase in students, right? Just all the things that could that can possibly happen. Um, as of right now, in terms of inventory with spare laptops, a few hundred. I think I have 350 right now in inventory. And that's districtwide though to give you a sense. So for 5,000 students, 350. Yeah. So about six 7%. Yeah, that's about right. And then the other the 77 $7,000 for replacement pieces and parts. That's the That's the part cost. The parts cost, correct? What what would you do you have the data or the information

118as to how many of them are second or third time repairs because of the same student or uh no but we we do see so your question is do we see frequent flyers we see frequent flyers right and if you're a frequent flyer your charges can add up really quickly as can instances where the machine is lost because no matter what happens that's the full value of the device I don't have a specific specific percentage of how many are frequent flyers. I would say less than 10%. Now, that's probably probably less than 10% or three or more. I'd have to look at that over five years, though. Yeah. Quite quite frankly, in the end, it's not something that I actively track because the bottom line is like we were talking before, this is an essential

119tool for education. So even if a student destroys it five times, we're giving them a laptop, right? It's not like if they destroy a calculus textbook five times, we're not going to give them the calculus textbook. So So just looking at the insurance possibilities as to, you know, what are we what are we doing to taxpayers of art for a subset of students that just Sure. Yeah, that's Charlie. Of the 5,000 machines, about how many require repairs over the summer? Oh, hundreds are some of it depends on the building our our students. It can be especially at the middle level because you know it's middle level and that's that's tough grades but many of the Yes. Many of them requires that families would have to pay for versus just typical wear and tear. Oh, uh

120I'd have to get that number that off the top of my head. Yeah. Yeah. And for wear and tear, I should be very explicit. wear and tear. When you think where there's we charge for broken things, right? So, not scuff scrapes. You know, even if a key or keys often pop off of a keyboard, we'll try to get them back on unless they're shredded and there's nothing we can do. We have to replace the keyboard. We can't not charge for nail polish and many other sticky things that we pull out of keyboards and out of the insides of laptops. um all of the organic things that we pull out of the inside of laptops. I'll just leave it at that. It can get interesting sometimes, but but if we but if we can Yes, we

121have seen it all. I'm telling you, come visit. It's an awesome field trip. Do you want me to share my Please. So my um younger son like upon receiving his laptop one year, you know, I think it was probably the second day of school, laid it beside his bed, woke up the third day of school, promptly stepped on it, broken screen. So um that was the only laptop we ever paid for. Um and it was $100, but it was never beside his bed on the floor again. I mean it was lesson learned but it was and those I think are a lot of the lessons um that I I saw as a elementary school principal that and lost charging cords. Yes. And that was like 12 to $17. I remember that was a common collection

122that we were charging for. They just went missing. Yep. And they never come back. Okay. I'm way over time. Way over time. So, I'll run. Yeah. Whoever Whoever did the estimates of this meeting. Yeah. I think we Yes. Yes. I'll I'll go through through these really quick to try to get us back on time. Hey, AI is a thing. If you haven't heard, there's this thing called AI. It's all over the news right now. Uh I wanted to just talk just super briefly. Many of you have heard me talk about this for quite literally years and years and years. uh there's a number of what they call frontier large language models. We have settled on Google Gemini. The reason for that is it's part of the Google ecosystem and we've been talking about the physical

123tools for students. Well, what about the ecosystem that we use for learning? I I do want to make a comment about this where some you know I I get questions about why did you make this decision or that decision around the AI tools that we use with our teachers and with our students. And I'll just keep it super brief. We need to be ultra cautious when it comes to safety guide rails for large language models and AI. You don't need to go very far in the internet to find all sorts of examples where AI has hallucinated or created wrong information or wasping anti-semitic comments or you name whatever kind of you know foul things can come out of these large language models. One of the reasons that we standardized on Gemini is because for K12

124schools, they have explicit safety guide rails for teachers and students. Uh that's something that we cannot have the same insurance asurances for with some of these other models. Um and it it works really really well for us. We are this summer once again having a number of additional workshops for our teachers around the professional, ethical, solid use of AI. Google continues to expand its capabilities inside classroom which is our primary learning management system. We are expanding I know you've seen this before. This is the instructional playbook that our learning coaches have put together. We have they actually they built out a section uh taking some of my team's resources and the majority of their resources they build out an amazing library of prompts for Gemini for teachers to use. there's there's some really good work

125that they put into this. Um, so we're really doubling and tripling down on AI and information and media literacy. And I bring this up just and I do want to say this really, really briefly. This is super important for our students and for our kids because with artificial intelligence, with just the things happening on the internet, understanding the information that's coming at them is skill number one. And I have a quick example of this. This was a screenshot that was done a couple years ago. It compared the way algorithms approach and respond to very simple search inputs. So on the right you have Google's response to a search for COVID vaccine, right? And you see the types of results that Google is going to return, right? So walking vaccine. This was done in 2022. So

126to give you context for the time period, that's because Google's algorithm is designed in such a way to return the type of results that you're seeing on the right hand side. On the left hand side, you're seeing Tik Tok's algorithm, that is the AI, that is the mathematical, the coding algorithm that returns very different results, a very different experience when you search for COVID vaccine. I raise this because on top of the computers and the platform and the infrastructure, really what education is about is teaching kids to think critically to understand the tools that are happening to them to understand the creator's intent. The intent of one of these tools is doing that for to keep you on the platform, right? Not to say Google isn't doing that, but Tik Tok makes money by keeping

127you on the platform and serving you more ads. So these are the types of discussions that we have to raise with students. Not just the wow moments, but really getting them to understand how to have agency and mastery over this complicated technology. So that's where I wanted to end. That's our wow moment. Happy to take any other questions, but I ran really long. So any questions, Mr. Risinger? Thank you. We do need a motion to approve the cop here. Give me a second. Trying to move slow. So move. May I have a motion? Second. Thank you. Thank you. All those in favor? Seven affirmative votes. Sorry about that's okay. Thank you, Mr. Risinger. It's been a while since you've done a presentation. So, I had to I had so much just build up. Yeah, I

128and you got it and you got it all in there. Several months of it and we will move directly into superintendent goals. So, uh we talked about this at the retreat and then in uh June, but really at this point we're looking at the approval of the goals. Uh four goals. The first one uh is to work on our attendance addressing some of our absenteeism or chronic absenteeism I should say really working at a strategic plan uh to develop and then put that into place. The second goal would be to continue to work with our financial guide uh making sure that as we progress in different facets whether it's through uh the building projects that we have to do whether it's you know just looking at our budget overall you know costs that could drive

129up or cost that where we can save we'll continue to look at that uh and then the third goal is to again I think massinger summed it up really well as we begin to uh you know have different facilities. What does that mean for our attendance boundaries? Uh we also recognize and I think Mr. Beaks, you brought this up for the duration of our conversations in schools. Not only do we have the space, but then who's going to be with the kids in the classroom. So really looking at it from a total perspective of what that would look like and really beginning to put together that plan of how we would move through that. And then the fourth one is to engage our local, state, and federal leaders. Questions for Dr. G? And I think

130as we did last year, uh we won't wait till quarterly, do a do a report on on all of them at a quarter, but you know, from you know, on a monthly basis, pick one of them and give you an update about how what the progress is that we're making. I think that worked fairly well. uh last year and you know if we're going in the wrong direction it's a good course correction or if there's something else that you need us to consider at that time that's what we'll work on if there are no questions I would need a a request a motion to place these goals on our August 4th voting agenda move thank you second thank you any further comment or All those in favor seven affirmative votes. Thank you. Anything else for

131the committee of the whole? I will adjourn the committee of the whole and I will ask if we could take a 6-minute break till 8:55 for uh biology needs. [Music] Yeah, Don't. [Music] Heat. Heat. [Music] the uh brief break. At this time, I'd like to call to order the Monday, July 21st, Pen Manor School Board Director School Board meeting. If you would please join me in a moment of silence and the flag seat. Thank you. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. The next scheduled meeting of the Pen Manor School Board will be held on Monday, August 4th, 2025 following the committee of the whole meeting. An executive session was held

132prior to the committee of the whole meeting for the purpose of discussing personnel detailed on the committee of the whole agenda. Mrs. Rose, may we have a roll call, please? Sure. Mr. Mr. Beaks here. Mr. Herur is absent. Mr. Lombardo here. Mr. Strod here. Mr. Swigert is absent. Mr. Warful here. Miss Wart here. Mrs. Nassiger here. Dr. Fullerton here. Seven board members present. At each of our meetings, we uh offer the opportunity two opportunities for our citizens to make comments. We have reached the first opportunity in which the comments pertain to the board voting agenda only. Do we have any citizens comments based upon the voting agenda? Wonderful. May I have a motion to approve the minutes of the June 23rd voting meeting? So move. Thank you. A second. Second. Any Thank you. Any further

133comment or question? All those in favor? Seven affirmative votes and the superintendence report. Uh thank you Dr. Forson. Uh I do want to first just start off with uh correcting some misinformation that was brought to the board at our last meeting about the civics class here at the high school no longer being uh taught. Um since the incorporation of our civics class, which is about 10 years ago, uh when the state was looking at uh having a standalone civics test, uh we've been using civics as our 10th grade class. And then in 11th grade, students would typically take their world history credit. Uh however with the personal finance credit going into place in the 2627 school year the social science department the teachers administrator that works with the department have been looking at how to

134implement that class along with a civics class and it was decided that that class would serve students in their 11th grade year. So this year we have that overlap, that transition period where all of our students who are in 10th grade and 11th grade will be taking world history. Next year our our current 10th graders to be 11th graders will take their civics and the financial literacy class. So we're going to continue to teach civics. It's just being changed. We have that transition for this upcoming school year. uh those students who are in the AP government class, they'll do three semester or three marking periods of the AP government class and then the fourth uh marking period which is typically after the um after the the AP test will then have the financial literacy credit.

135So it's that transition period. So this year we do not have students other than in the AP class taking a civics class, but all students in the four years of of high school will still continue to take a civics class. So it's just that transition year that's taking place this year. I just want to make sure that we were all on the same page with that. Uh and you know with our June or July meeting uh you know kind of indicates that we're getting back to business. Uh we are nearing the start of August uh which brings back our 10-month administrators and support staff. Want to just put the dates out there for you. So our principles will return on August 4th and some of our 10-month secretaries will be back on August 6th. We

136do have new teacher induction August 5th, 6th, and 7th. It starts at 8:00 here in the high school. If any of you have a minute and would like to stop in and say hello to our new teachers, we'll have about 30 or so this year. Uh please feel free to do so on any of those days. The week of August 11th is our optional inservice sessions will begin. And then as we mentioned earlier, uh August 18th is our opening day here at the high school with all staff students or all staff and teachers present uh throughout the day. Uh also did want to just mention a couple things from the budget standpoint. Uh obviously we continue to monitor what's happening. Uh the state budget uh you know I think we're we've all seen the information

137in the in the news. Uh it was passed by the house but now it's in the Senate. There's there's uh discussions going back and forth. So we continue to wait for that. Uh hopefully the finalization of that soon. We do have resources that are available to us. So, we're not in that situation like some school districts are. We're not receiving the funding impacts our spending. Uh on the federal side of things, uh with some of the cuts that are being proposed, looked at in terms of federal dollars coming in, uh we are budgeted to receive a million dollar just over a million for title one, about $169,000 for title two, and then 69,000 for title 4. Uh if the money is withheld as as has being talked about, we would lose about $250,000 from title

138two and title four money. Title 2 has typically been spent to help support some of our class reduction efforts. So as we've hired teachers, we've paid for the salary or portion of that. Uh if you remember or think about right now in Pway Elementary, we have a bubble class going through. They're in third grade. we've added that extra teacher. So, we've used title 2 money to pay for that teacher salary and some of their benefits. Uh we've also utilized it for professional learning for our teachers and administrators. Our title 4 funds, which is about $70,000, uh we used it for some of our academic uh software uh like our link license that we use for online testing, some of our other lensures. Uh, another chunk of it has been to help students who are not

139able to afford the AP exam fee, we've used that money. So, depending on where that money comes from or if it doesn't happen from the federal government, we'll have to make some allocations and adjustments of how we're spending that those dollars. So, just wanted to provide that. Still up in the air, still waiting to see uh from both the state and the federal uh governments about what our funding looks like. Dr. Gail, yes. Can you send that detail out in an email? So those of us who would like to advocate can do so. Yep. Most certainly. Thank you. Any questions for Dr. Gap or any other questions? Seeing none, Mr. Ford. Treasurer's report for June 2025. The balance sheet you'll find in the report as of 6:30 2025 shows the total assets of 28 million892,253.17

140[Music] and tonight there are June bills that are awaiting ratification as presented. Thank you Mr. Fory. May I have a motion to pay our bills? So moved. May I have a second? Second. Thank you. Any further comment or question? All those in favor? Seven affirmative votes. Mrs. Oh, that. Yes. I'm sorry. I need to abstain from check number 63174. Thank you. Been a It's been a long night. So, let's review our board meeting agenda, shall we? Item two, A through L. Any comments or questions? Item three, A through G. Comments or questions? Seeing none, may have a motion to approve item two, A through L. So move. Thank you. Have a second. Second. Thank you. Any further comment or question? All those in favor. Seven affirmative votes. And may I have a motion to approve

141item three A through G? So move. Thank you. A second. Second. Thank you. Any further comment or question? All those in favor? Seven affirmative votes. We've reached the second opportunity for citizens to make comments on any items within the district. Please state your name and area in which you live. Uh Jill Plat uh Miller 12. Um I just wanted to thank Mr. Rosinger for the time that he spent tonight. Um the one thing I as a parent um that has multiple kids that have had tech costs um and also on behalf of the gentleman that was here the other month that had a whole petition of people that were were requesting the opportunity to at least choose insurance for that you guys were discussing a little bit but I think it kind of went by

142the wayside. I'm requesting that that still be something to be considered. um on behalf of the many parents that would really appreciate that. So, thank you for your time. Thank you. Any other comments for the board? [Applause] My name is Leah Bacon. I live in Mayor Township. Um, so my topic uh for this evening is numbers related to class size and student teacher ratio. Um, and I just want to say right off the bat, my info is limited. My info on this is limited compared to what I'm sure the administration has. Um, so if my comments, my thoughts tonight on what I believe I know about numbers related to class size and um, student teacher ratio prompts some board members to ask the administration for more updated and fully precise data, then I will consider

143this a win. Um so my first of all an assumption with regards to the new facilities uh my assumption is that um these new elementary buildings that would be built that the uh architect mentioned 720 to 750 student capacity um that they contain um at that rate four classrooms per grade level. Um, and I would assert that that should include kindergarten because I do think that this district needs to go in the direction that uh pretty much all the country and most of the county has already gone of full day kindergarten. And I realize that our current facilities have been a restriction on doing that. We're building new facilities now. We need to plan for that. We need to move in that direction. So my assumption is we're talking four classrooms per grade level. um

144in these new bu new elementary buildings. Um and so one number that I couldn't find anything, you know, without asking the administration for this specifically newer than 2022, the end of the school year ending in 2022 is the student official student teacher ratio for Pen Manor School District. And the US News and World Report has stuff based on data from ending in 2022 of a student teacher ratio 17 to1. I'm sure a more updated one is available, but I'm presuming that it's still close to that. Um, when I look at that student teacher ratio, I don't initially think that that creates a real clear picture of what I think is in all of our classrooms because it is an average of course and I am presuming uh for this to make sense with my experience

145of the district that that includes teachers who are working with uh for example the music teacher who's working with a lot of students that already are working with another teacher in their classroom. Um and so what it doesn't mean I think from my experience is um that a typical elementary classroom would have 17 students in it. Um so uh that number of of 17 to1 coexists currently with elementary schools where we have some classrooms that have 30 or 31 kids. Anecdotally my daughter is in a classroom this past year had 31 kids. The other sixth grade in Letor Elementary had 30 kids. Um, and I know that there are quite a few classrooms this year at Leort that had 28 or more kids in them. Um, now at this time, I mean, at the same

146time, best practices for ideal number of students for one teacher to serve are 15 to 20 or 18 to 22, depending what studies you're looking at. people have done per classroom. I know that's a big jump from the extreme cases what I've seen to that kind of target of best practices. But I believe a reasonable target for those classrooms would be something like 20 to 25 kids per elementary class as we're planning these buildings. And when I look at the 750 kid per school capacity, if I divide that by four classrooms per grade level and seven grades, um I'm coming out with an average of 27 kids per elementary class as the design for these new buildings. Uh if we presume every child is in a classroom at least part of the day, like a

147main classroom. So, it doesn't seem to me like maybe we're still taking into account the need to reduce class sizes, but I feel very strongly that we do need to reduce class sizes and we shouldn't be building new buildings with the intent that they house 27 kids in an elementary classroom. Thank you. Thank you. Any other citizens comments? Seeing none, anything for the good of the board? Seeing none, I will adjourn the meeting until Monday, August 4th, August, the Sunday of summer. This is like Mr. Human CL.