05/14/2026 RTMSD School Board Work Session Meeting

001Good evening. Welcome to the May work session of the of the Rose Tree Media School Board. The school board holds monthly work sessions to carry out its responsibilities in public as dictated by the Sunshine Law. At these meetings, the board standing committees conduct the work of the board through discussion with the administration. We welcome the public to these meetings and depending on the length of the agenda may be able to entertain public comment. If we're not able to address comments, we encourage emails to either committee chairs or the administration. As a reminder to where our conversation should focus, the students are the center of the RTMSD learning community. Our mission states that all students will reach their intellectual, emotional, social, and physical potential in a safe environment that celebrates diversity, individual talents and efforts and

002promotes collaboration, caring, respect, and leadership. Students will be wellprepared to create meaningful and productive lives in the global society. And so we'll start with uh our presentations. The first is uh teacher coaches paradigm shift. Dr. Malage. >> Thank you, Dr. Napson Williams. Actually gonna turn it over to Mrs. Considine, our director of curriculum and instruction. Doesn't that title just kind of ring? Right. Doesn't sound nice. >> Very nice. >> Our director of curriculum instruction to introduce the team from the curriculum office. >> Great. So, I am welcoming our four instructional coaches. Um they will introduce themselves. Um they work very collaboratively with student services and curriculum and instruction. Um and after a very busy year, they're here to give us an update. So I will turn it over to them. Hello. Thank you so much

003for having us tonight. We are so excited to be here. My name is Katie Melenich. I'm one of the instructional coaches. A little bit about me. I Oh jeez. Thank you. Um, a little bit about me. I have spent most of my time in secondary education, although I have experience in elementary as well. Um, I was fortunate enough to student teach at Indian Lane and then I spent time at Springen Lake as a media studies teacher um before becoming an instructional coach. >> Uh, good evening everyone. Uh, my name is Evan O'Neal. I am an instructional coach here in the district. I before this was a technology coach for 10 years in the the ed center and before that I was a fifth grade teacher at media elementary school. I was a student teacher at

004Rose Tree Elementary before that and um I was a penrest grad of 1998. >> Hi everyone. I'm Lindsay Morris. I have been in the district for 15 years. I started as a fourth and fifth grade teacher here and then was a title one math specialist and a MTSS teacher at um Glenwood as well as Roer before becoming a instructional coach here um last year. Fun fact, only coach that didn't graduate from Penrest High School. >> Hi everyone, I am Katie Corzinowski. I am the newest instructional coach on this team coming with a special education background. Prior to being an instructional coach in the district, I spent two years at Indian Lane teaching autistic support and life skills, K1. And prior to that, I spent eight years at Springton Lake Middle School teaching sixth and seventh

005graders in the autistic support and life skills program. All right. So, we as instructional coaches are here to empower teachers to help students thrive. Um, we are non-evaluative and we help build trust and are confidential to be able to support all of the teachers in things that they are trying and support them effectively. We support teachers in new learning of instructional practices and support the implementmentation of curricular needs. By working one-on-one with the teachers, we're able to foster important personal connections and support teachers in trying new ideas that benefit the students learning. In addition to this, an important aspect of our role is that we're liaison with the principles in all of the buildings and we help support the specific building initiatives and um teaching goals for the principles in their buildings. Um we also

006support the dissemination of all the district goals and projects. So speaking to those uh that dissemination of district goals and projects um we are the RTM board and admin are continually working to cultivate and advance uh education initi initiatives throughout the district. Uh just in this past year changes to the high school schedule, a new ELA program and K to8 and the furthering of the district's flex program are just a few of the many programs that uh are some of our goals. So, where instructional coaches fit in is we have a a proximity to the classroom and we work with the CNI department, we're able to provide a unique perspective and we help the message get to the teachers and students. We help craft that message and we support ongoing implementation and while we guide

007uh our new teachers, we help guide them with instructional goals uh with district initiatives. So, how did we get here with the coaching program? Back in the fall of 2024, the district coaching model had shifted from having two technology coaches, two instructional coaching, and Lindsay was added to the team. Over the course of the 2024 2025 school year, the framework for coaching was developed. This past August, the new coaching framework was launched and I was added as the fourth coach coming with a special education background to the team. Over the course of this past school year, we as coaches have partnered with veteran teachers to support student growth and achievement across the district, as well as have worked extremely closely with our new inductee class of teachers, all of whom have gone through two formal

008coaching cycles during the course of the year. You might be asking, what is a formal coaching cycle? A formal coaching cycle is centered around student growth and achievement. And it's anchored in our four pillars of instruction consisting of classroom culture and climate, instruction, assessment, and curriculum. The coaching cycles begin with teachers reflecting and setting a goal within one of these four pillars. The coach and the teacher work closely together to achieve that goal through learning new information, developing an implementation plan, and then having it play out in the classroom. During the implementation phase of the coaching cycle, we support teachers through lesson planning and debrief meetings as well as in-class observations. We then sit with the teachers to go through a final meeting debrief in which we reflect on the process and progress made towards

009the initial goal set and create a new goal moving forward. So our goal for this first year of coaching since this is the first year that we really have built the program um centers around student achievement. So we wanted to make sure that each new inductee went through two coaching cycles which you just heard about and then also really build the program for our veteran teachers which fortunately you'll see that they definitely took advantage of. Um in January we started collecting data to track our progress and impact and we were happy to see that every building has had many coaching interactions as represented by that first graph on the left there. Um in looking further at it we have also um realized that we've worked in every single grade level in every subject area um

010across the district. So we're very happy to be able to report that. Um, we also collected data to assess our impact with the veteran teachers as well as the first year inductees and are happy to report that we've had over a hundred meetings with veteran teachers this year. So already really seeing that buy in and want for continued improvement which is wonderful. Um, and we've completed multiple full coaching cycles with them in addition to different consultations as well as observations. So from that data that we started collecting in January, we've discovered some great positive trends uh for which are here. The direct impact on classroom pra uh practice coaching is focused on instruction assessment curriculum and classroom environment across all grades. Uh some of that data also shows how it's about student centered problem solving

011significant work tied to special education interventions and individualized student needs. Uh it's teacherdriven engagement. many coaching interactions initiated by teachers uh showing trust and value in the process. 82% of all of our meetings were initiated by the teacher and um our job embedded support. So the mix of our coaching cycles are is observation, consultations and collaboration. >> So where are we going? What does the future look like? We will welcome a new class of inductees in August that will come under our um coaching cycle as well as have a mentor and our current class of inductees will continue with the formal coaching cycle as part of their year two of induction. We also will be offering differentiated observation plans for veteran teachers who want to partner with a coach as part of a year-long professional

012development option. And all teachers will be receiving our new and improved menu of coaching options to really understand what how they can partner with us and how we can support them moving forward in the classroom all centered around student growth and achievement. >> Want to thank you guys so much for allowing us to present tonight. We are super excited about the work that we've been able to do. Um and thank you for supporting our coaching program. Yeah, of course. On the one side where you had the percentages of um which buildings you were in, how how does that work? Like how do you decide which buildings to go to? Um why are certain schools getting more of your attention than others? >> Sure. Um so the teachers are who reaches out first to um request

013that we come in for a meeting. So it it's based off of the teachers asking for it. In addition to that, we each have do have those building liaison roles in each building. So there's four of us, six buildings. Um so some of us have two buildings. Um but that kind of helps to support that role, but initially it's all teacher driven. So it's teacher requests for them for us to also are new teachers too. So we were working a lot with them. So the high school did have a bigger percentage, bigger building of new teachers um as well. So, it sounds like this is an opt-in program for the teachers that want to participate. Are there scenarios in which it's kind of um something that perhaps teachers are encouraged to do by by their

014administrators or is it entirely teachers saying, "Oh, I want to do this." >> Definitely. So, that's why we're working with the principles. So the teachers, we don't ever want it to be mandated that you have to work with a coach, but they certainly in their observations when they are working with staff um have recommended that teachers reach out to us and they have a lot of them have said, "My principal recommended that I work with you and then they'll reach out." Um and that's been a really positive experience. >> And through the induction practice um or process, the first two years that the teachers are in the district, they are required to have a coach for both of those years and go through multiple coaching cycles. So, it sounds like I'm just trying to like

015on a dayto-day what you're doing. So, a teacher comes to you and says, "I really um maybe just want another pair of eyes or I want to think more deeply about the way I do X in the classroom. Can you help me do that?" And so each time you're you're basically creating a plan individualized for each teacher. So, your day is different all the time depending on who you're working with. >> Yes. >> Very much so. So, as far as time um with teachers having a full day, like when does the coaching typically happen? How do you um manage the time within the teacher's day? >> So, it's we work with the teachers to schedule opportunities when they aren't in class. Oftentimes, it's prep before school or after school. With our flexibility, we can we

016can work with them to make sure that it's not intruding on their uh on their preparation for instruction. Um, with induction, uh, like like Lindsay said, it's sort of we we also have time where we work with them formally in meetings after school, uh, six times, uh, during the first year. >> And sorry, I'm so emotional. All right. I'm deeply moved by this. This is fantastic and really interesting, and I just want to make sure I understand more of it. So you mentioned for example three things and like my students I remembered two of them. You said observation, consultation and what is the third like big focus you do? >> Collaboration. There was the other one. There's another C. Okay. Thank you. And then the other question I had um and I wrote down like

017the the coaching cycle you have and you say you try to go through two coaching cycles with is it everyone who reaches out or is that part of the deeper sustained work or how when does that where does that fit into this menu? >> So for the formal coaching cycles the new class of inductees have to go through that process twice. We have had veteran teachers throughout the course of this year opt in to go through a formal coaching cycle with a coach. That's kind of that deeper sustained. It's over three, four, five, six meetings. Um it includes us going in to observe certain lessons that they want us to watch for certain specific areas um of student growth and student achievement. But to answer your question, all of the new inductees go through that

018formal coaching cycle at least twice. Next year as part of year two of induction, they'll go through it three separate times. And the new class of inductees will go through it at least two times. >> These cycles then um they depend on the issue at hand or this that kind of thing. So there's no standard length of a cycle then it's more like have we had a chance to go through these steps for that. All right. Thank you. >> So you said there's building there's going to be one per building now assuming no the next two are not per building. Okay. >> We do um so we do have liaison roles with specific buildings. Okay. >> That um so we would meet individually with the principles I was building. So like I I work with

019Glenwood and Rose Tree and I meet with the principles there to really discuss you know the principles initiatives and goals that they would like to see implemented educationally within their building so that working with their teachers in their building we can really you know hone in the focus and work on those things. >> And then I assume that you as the special education leaison you might be in any different building. I guess you all may have specialties that would would flex and go to whatever building your particularly skill or acumen would need. >> Yeah, >> our our inductees have we picked they're not really focused on one building. So, we are spread out across the six. We might have I I have two teachers at at Indian Lane. Um but I think I have four

020teachers throughout all the six buildings. Um we do have specialties in where just have knowledge basis in different different things where we would consult with one another and say oh you you might be someone that we can collaborate with if we're working with that inductee or if we're talking to a veteran teacher we might say oh you know what Lindsay really has experience with this let's let's bring her in and see what she has to say as well. >> How do you see this working um with the K1 center? Will you have enough coaches by the time that opens? Will you have people specifically for the center that don't go anywhere else? That was kind of the reason of having the center, right, to focus some of that together. I don't know if that's been

021thought about. >> So, we've been we're not in charge of staffing. >> Are you thinking about getting us another coach? >> Yeah, because we'd love one. >> Grow the team. So we have already um started to work right with looking at what a full day kindergarten um schedule would will be and so um Dr. Mberry who's one of our supervisors and Katie Millenn have kind of taken the lead for that. So we definitely are already thinking about that and what type of coach will best um fit that population of teachers for our youngest learners. But we're already just with the the supervisors and the group we have started to to look at that per the direction of of Joe early in the year. Um and I do just want to say a couple things and

022then I promised Dr. Malashsh I'd be quiet. But um I did want to say about Katie um K I what has been impressive this year is the amount of just regular ed teachers that Katie works with. Our teachers are so interested in how they can accommodate, modify, have adapted opportunities for all our learners. So even though you, as you said, Shelley, she's probably working with a large group of teachers, you'd be surprised, it's really is kind of an even balance or maybe even tipping over into our regular ed teachers. So that's been um a really great um opportunity for for us to to see those adapt, you know, the adapted lessons and and the things that we could do. And the other piece is as I was principal um for most of this year um

023Tina Loveland Smith who's here she really took the coaches and went through every cycle with them went through through the professional development. So she's really led um this initiative for the district. So I do want to kind of she's here. >> We talked about not talking but you know me. So >> um just we help I'm so grateful for that. I have just one more question and you went through the beautiful timeline and I know it's a newer process overall but what are if you could highlight the positive in your own experience the positive change that you've noticed by having this newer model how do you think they've benefited there's so many but there are so many and I think the one thing for me especially is being able to connect the teachers and then

024also have that K to2 scope since we are in all of the buildings sometimes when you're just in one building the teachers don't see like the bigger vision so I really think like that first graph how we can disseminate the information in the district goals we have that unique perspective of K to2 and so really talking to teachers about what the bigger picture is but then also being able like how's this going to work in your room um for me that's been really cool and then also connecting our different teachers I really feel like I've been able to be like, "Oh, this teacher is doing something cool. Do you want to go see them?" And building those relationships. Um, for me, that's been one of my favorite things. As a technology coach for a long

025time, this cycle process that we have, the the formal cycles have given us a format to actually keep teachers accountable and ourselves accountable for setting goals and and getting data and building in in really positive instruction. So that type of that pattern of getting into the classroom making sure and knowing like oh there's no surprises in this uh has really helped a lot of teachers understand what it is and I think that's grown and and other teachers are seeing that. I think this is incredible just be in in any work environment. Learning from your peers is incredibly valuable. Your direct supervisor, whether it's an assistant principal or a principal, may be many years removed from actual classroom time. And um it also may not I mean I love all our assistant principles and principles but

026there's an intimidation factor when you're going to your boss to ask for something that you feel like you may should already should know even though everybody can't know everything and you're always faced with new circumstances. So huge applause for this because I think it's great for peer-to-peer help coaching and instruction. Shel, just to add just a little bit, I I appreciate you saying that. You know, it's through my lens as superintendent, one of the greatest value of the coaches is the opportunity to make systemic change in a very human way, right? Because we are in a in a human field, right? These are are human beings who are here. The only way that the coaches can be effective is if there's a level of trust that exists between them and their colleagues. And it's something

027honestly that um Katie Melanich and Evan O'Neal and I had conversations about when I first started a couple of years ago about what does that mean right where is the trust going to exist and where's that separation because they are not administrators they don't want to be perceived as administrators they don't act like administrators they are teachers right they are teachers in the district uh and without nurturing the relationships and being true to who they are and to what they do they are viewed as as experts in the field and that feeds on itself right um it's a very holistic approach that becomes self-fulfilling. People want them to be in there, right? We we are making change within the district, but it has to be done at an individual level, right? But clearly, I can

028sit up here and by fiat say this is what we're doing, right? And that doesn't mean anything, you know, in terms of of what goes on. It's the people that are actually doing the work. What's it look like on a daily basis, on a monthly basis? They can give us context about what's taking place and where the needs are, right? there because the relationships are there, they can come back and say, "Listen, you've got a you got some troubles here. You need to meet this need or this is going on or this is existing. You know, you need to address that and you need to do more administrators, you know, in your buildings and in your district. You know, that that's what what's going on." Um, so it's just incredibly valuable and it continues to

029grow, right? The only way to make true change is to do it in a systemic fashion. You know, it's something that's going to be ongoing and embedded. The fact that the district continues to make a commitment to to have these positions makes a difference for the teachers. So often in school districts, teachers are told, "We're going to inservice you for six hours here, for three hours this month, then four months from now, you know, and it's not something and then go and teach, by the way, you know, meet the needs, the very diverse needs of the 23 kids who are sitting in your classroom, right? And stay up with the new curricula that we're asking you to do and all these different things to have the support and the understanding of somebody who has been

030there and continues to do it." And like you say, you know, administrators in the district, it's been years. The last time that I taught in a classroom was in June of 1999, right? And I don't want to hear where all of you were in June of 1999, right? I have a perception, an idea, and things that we want to see, but to to really modify and influence that practice, it's these folks that are leading that. >> All right. Um, we're done with the board questions. All right. Thank you guys very much. Appreciate it. >> All right. Next up, we have the K1 Center update. >> How are you? Thank you, Dr. Napsson Williams. So joining us this evening uh are Matt Kelly and Gus Hootman uh two of the engineers uh who are on the

031team working on the K1 center project. Uh so they do have a brief update for us tonight just about where we are in process uh in terms of submitts to Middletown Township, where we are overall with where the project is. So Matt is pulling up his screen um and he's going to be ready to go. He and Gus will kind of go back and forth as they take us through the presentation. Uh just hit that red microphone. There you go. Good. All right, fellas. Go ahead, Matt. >> Great. Thanks, Dr. Malash. Again, I'm Matt Kelly, um senior project director at ICS. Along with me is Gus Hudman, our civil engineer. Uh Phil Solomon couldn't be here tonight. He had a family celebration that he couldn't miss. So, um, filling in for him, but I I've

032been heavily involved in this process since since the beginning. So, um, glad to be here. Thanks for for for being here to to listen, letting us listen here. So, we'll we'll jump into it. Um, from an agenda standpoint, we're just going to recap a little bit about the the last meeting on April 9th. Uh, go through what we've been doing, project updates, next steps, and then have a discussion. So, jumping into our prior discussions, um, where Phil left left off, um, you know, we were talking about the what we needed to do in order to get to to land development and get the process moving and part of that was the um, PennDOT um, road and road tree realignment. Um, as you can see here, just as a reminder, you know, the Pendot had a

033has a a bigger plan. Um on the right is is really the rose tree realignment. Um what what the school and us are looking at doing is expediting this work because PINDOT really is not you know looking to do this anytime soon and in order to meet our traffic requirements we needed to do this work. So um just a reminder there next one is is really showing the K1 center with with the road. Um, and you can kind of see that that turn on the left there as it comes off of 352. Um, there's a a piece of that that we had to acquire in order to make that that turn. That acquisition had to come from um the neighbor U Philadelphia meeting room. Um and I think at the last meeting we talked about

034the need to um use the imminent domain process in order to um take that as as the negotiations were were taking too long with with uh with PMR. So um essentially that's where we left off and then since then I'm just going to the project updates. So we did uh file for the uh declaration of taking which is the eminent domain that was done on on May 1st. So that that was a big hurdle and uh I'll let partner Gus here talk a little bit about the land development submission. >> Yeah. And then we we put together a uh preliminary application uh for the land development and minor subdivision reverse subdivision that's occurring at the property. Uh the application consisted of uh both township applications and Delaware County applications. There was also checks provided by

035the school district uh for the review fees. Uh our civil plans uh it's a 31 sheet plan set uh was delivered. Uh there was the declaration of taking uh for the Rose Tree Road realignment that Matt um just mentioned. that taking is roughly it's about point it's about two ten of an acre on the church property that's needed for uh both the rightway and partially the roadway uh when uh Ro Street Road is realigned there was also um exterior lighting plan which was done by CMTA engineering uh they are also part of the engineering group associated with the project and then lastly uh was a traffic impact study prepared by uh traffic planning and line. Um the one piece of information that was lacking was an environmental impact assessment report. We are currently working on

036that and hope to get that back into the township uh probably next week or very first part of next uh next week or the very first part of the following week. Um the traffic impact study uh submission by traffic planning design is complete. Uh I think the next uh step in that would they would be getting reviews from PennDOT based on uh the traffic study that was submitted and the project is still on track uh for summer of 20 of 29. >> Yeah. And the uh traffic impact study was a big hurdle and just to clarify so that impact study goes to PennDOT and it goes to the township, right? So it's it's PennDOT has that and is going to be reviewing that and providing you know comments. It there's it's an iterative process. So

037you know we'll be waiting for that feedback so that we can make those updates. Um and then same same with the township. Um but the point here is that we are still on track for that uh 2020 summer 2029 opening. Um few other key item uh review items that we've been been doing. So as far as the civil update, um there was some updates in 2025 and um obviously Gus could get into the details here, but the D had made some changes really to the storm water systems. Um and those were those have been updated into the drawings and that's what's went went over to the to the township. So that that was something that was uh updated recently. Um obviously we talked about the Rose Tree Road realignment. Again, we're going to be waiting

038for comments back from both township and PennDOT. Um as far as the building design, uh you know, the design is transitioning from design development and now we're going to be going into the construction document phase. Um that phase will be going out till the end of the year, early part of ne next year. Um and then uh after that we'll be going into to the bidding process in in the springtime. Um but um the athletic fields uh those are changing based on on any civil advancements. And then also there there was a potential easement that we talked to with the church PMR um that is on the west side of the fields. Uh we went ahead and and made some adjustments to the field in order to uh anticipate that that easement. So, um, minor

039changes, but, um, just showing some progress here. As far as next steps, uh, the plan is to meet, uh, with the planning commission in July. So, we're we're on track for that. Um, we are planning to come on June 4th, uh, provided a budget update for the Rose Tree realignment road, the building, and the athletic fields. Um, as far as the grant submission, I just little update on that. So, um, you know, we did have one grant submitted. Uh, we won't hear back on whether that's awarded till the the end of the year. Um, there's a second grant that we'll be we submitting in July and we should hear the same time frame right around then. All we're going to have that information and know what's going on before we go out to bid, which

040is good, which is great. And and Matt, just to clarify, those grant submissions are specifically for the road. >> Specifically for the road. Correct. Thanks. >> Um, so design, development, and construction document F. I mentioned that we're going in that construction document phase. Um, so some of the things that we're going to be doing, we're and is a constructibility review. What that is is really um our team really diving into the drawings and seeing um seeing what's missing, seeing if there's any uh things that we can't build and trying to to make sure that the the drawings are as complete as possible for before going out to bid. Um and then there's the the value engineering process. Um what that is is um you know it's we're looking at you know a lot of different

041items in the drawings. We're looking at high cost materials and systems, complex construction sequences. We're looking at long lead items. We're looking at all these different things in order to try to improve those. Um, and ultimately we'll produce alternates which will either be, you know, incorporated into the project before we go out to bid or there'll be alternates at the bid time just to to to help us decide depending on where the budget comes in. Um, and then finally, we'll we'll get into a little more of the timeline for the K1 now that we're into the land development submission process. So, and with that, open it up for discussion. >> Um, I have a question. Sorry, I'm losing my voice. Um, but as far as timeline, so the planning commission meeting is anticipated for July

042of 2026. Following that meeting, what do you anticipate? I know it might be an impossible to answer definitively, but um when it would go before council then for a vote after that July meeting. Do you have any concept of how long the back and forth might be? >> So, we're we're we're anticipating at least two planning commission meetings. It can be more depending on what the township decides, but um typically it it's one we have we'll get comments no matter what the first time and then it'll be up to the the second meeting on whether or not they deem that we need to submit again or if they'll give any conditional approval. >> So at that point once it's conditional approval then it would go to the council meeting for for the for that approval.

043And so to stay on track with our timeline, summer 2029, I mean, how many back and forths are we able to have before it might impact our timeline? That's that's really really hard to say. I mean, right now, like I said, to to keep it perfect would be the two right now. That's what I'm anticipating. Um, but that's that's for the preliminary too because I I think maybe several meetings ago we talked about the whole process. So, this is for preliminary approval. Once we get preliminary approval, we'll have to go to u back to the planning commission for final approval and we're anticipating two there and then a council meeting again. However, that that could be one depending on how detailed we are in the preliminary. I know and Gus can talk more about that.

044So, I'm just doing rough math there. So, that would then put us what into January of 27 for the vote. Is that about right >> for the final um closer to spring springtime. >> And that would even if the final isn't approved until March, April of 27, that still is keeping our summer 2029 opening date. >> Yes. So, we're we're anticipating really mobilizing in fall of next year. So, um the the roadway permit is going to happen probably, you know, that's going to be the longest lead item. I mentioned that typically the board will have a conditional approval months before we get those permits. So, um that that's why we believe that we're we have some float, but yeah, if the township um if there's a lot of back and forth with that, then there

045there's risk there. Um, but that's that's why we're do our best to we're also going to be communicating with the township, setting up meetings to to try to make sure we're we're we're getting them what they expect, communicating as much as we can to make sure we we we can avoid too too much back and forth. But >> do you have all the information you need for the environmental assessment? >> I believe so. Yeah, we started we started that. We're hoping to finish that up, like I said, late late next week or early the following and get that in. Uh it's it's basically general information. It's a lot. They the report looks at the impacts to both the property to the adjoining, you know, any negative impacts to the adjoining adjoining property owners and immediate

046community. Um it looks at uh um looks at numbers uh fiscal numbers um things like that. that. So there's it's an outline you have to follow, but I believe we have all that information and I can get it. If if we're missing anything, we can usually just go back to the the plans that were being prepared by the architect that have all of the interior programming, uh numbers of, you know, numbers of classrooms, teachers, uh staff, things like that. So we should have everything. And if we don't, we can we can certainly just reach out. And it's it's not real detailed information, but there is a lot of different aspects you have to go over. So, it takes a little bit of time to prepare it. >> I think given the holiday weekend and the

047fact that we're now pushed out a month, committing to having that submitted to Middletown before the holiday weekend um would really alleviate some concerns I think the board has about our overall timeline. >> Okay. Okay. We'll work we'll do our our best to make sure that happens. >> Thank you. >> Sorry, this may seem like a small thing. Can you go to slide number five for a moment? It's the Rose Tree Road realignment sketch. >> Okay. >> There. >> Right here. >> Yeah. >> Okay. >> I'm used to seeing a playing field on there. Is that just not on this drawing? >> It's just not on this drawing. It's It's planned north. >> Yeah. I I know it's like in that big open space there just north of the realignment road, but it'd be helpful

048to know where that's going to land with the realignment of the road and all that kind of stuff and make sure of course we're not eliminating it from the project. >> Yes. Yeah. That as far as costs or as far as >> uh No, just mean we have the parking lots, we have the buildings and everything and how they lay out on everything once the road is realigned, but that playing field is right in that realignment area. So, it would be good for us to know where the playing field There was a playing field in the original drawings of this >> in the original drawing. So it's that's grass that's up in there. Um Shel, it's it will not be a comp a competition field that's there, but I think it was just the drawing

049that was on there when they did the original design. We can take a look back and see where that is. >> It was a small field for recess. Yes. For the >> field day and all those kinds of things that take place at elementary schools. And I just want to make sure we're not losing that field for them to have all those traditional type elementary school things. >> Yeah. I mean, the grass is all definitely still there, but we can see what we can put on there. >> Yeah. It's >> that wouldn't be >> where my arrow is roughly where that field was and it's >> and my understanding that as they looked at it, I mean, that's more of an aesthetic because it's something will be painted on as opposed to something that's that's

050designed and built in. >> Yes. That it was there. I just want to say I um I'm glad to see the next step includes a budget at the next meeting. I just want to emphasize that we make sure that that's on the agenda because now that we're switching from design development to construction documents, this is the perfect moment to just do a check on where we are. >> Great. >> Absolutely. >> Yes. Keep saying it until the microphone's on. >> All right. Are there any other questions from the board? Okay, I think we have uh something from the community. Um just to let you know, I uh have to repeat your question or comment for those listening. So, please uh try to be brief so I can recount what you have said. >> Yes. What

051is the estimated cost of the roads and how much are the grants worth if the district is awarded the grants? >> Okay, the question is what is the estimated cost of the road fix and um how much would we receive um for the grants if we do get them? Yeah, we're we're in the process of estimating the road right now. So, in June 4th, we'll have that number. >> So, it's unknown at this. >> It's It's not exact. Correct. >> And how about the grants? Do you know what the value? >> Um I already asked they can't hear you. So, if you could just me talk about the grants, how much they are for, please. >> So, so the grant information was I do know this. It was uh $3 million was the the max

052of the grant. So there's there's two. So it's it's whether but I believe you can only do one of the two. So >> I'm sorry. I'm sorry. >> Okay. >> We we can we can clarify. Yeah. >> You don't think we were told that we only could get one of the grants? >> Okay. >> We can cl We can clarify that. Yeah. >> Okay. Yeah. Yeah, in the past we were told 2 to2 $2.5 million in $2.5 million worth of grants. So if we can get clarification because we we the public and the board has been told information in the past. >> Yeah, I'll clear I asked that today to somebody. So I'll I'll clarify to see which which information is correct. >> Okay. >> All right. Yes. >> Um what would the dates be

053or the timeline for going before Delaware County Planning Commission and for the There's a question about what are their dates for going before the Delaware County Planning Commission and uh act 34. The the county the county application was dropped off with the um the check for the county review that that will proceed with the township review. You usually get the um town the county meets on the third Thursday. Um, so we usually have that review review or at least um technicians um preliminary uh review comments be prior to the first planning commission meeting at the township. >> There was also a question about act 34. >> I'm not that familiar with that. >> Yeah, that that's a discussion for the specific time. It it can be done in the fall time most likely is is

054when that's going to happen. But I think we we'll have an answer for you um at the next meeting. June 4th. >> I'm sorry. Can you speak up a little bit? It's >> Sorry. >> We're looking at that uh right now. Um in the next meeting, we'll have an exa a better date. Um we're coordinating that with with the administration, but it it most likely is going to be in fall. Whether it's August or September, we'll let you know for sure. All right, board. We're good. Okay. All right. One more comment or question. >> What are the estimated costs of >> There's a question about the cost of the the eminent domain. I don't know that we have a specific number yet, Miss Sabatini. We can find out. We go through with our solicitor and

055and see what does that look like. Some of them are dependent. Um, as we talked about at the last meeting, you know, we pay the solicitor as a at an hourly rate in terms of filling out information and making the submitts and that kind of thing. Um, but as of right now, I don't believe that we have an estimated cost, but I can see if we can come up with one. >> All right. Are you good? just gonna say and Joe that it seems like it would be very difficult to estimate that given that if they don't challenge it well then the filing is the only cost or if they negotiate some other sort of settlement then the filing is the only cost. So there's so many if thens that it would be difficult so

056I'm not even sure how you would do that. >> All right, thank you. Thank you for that presentation. We I know we have one or two more presentations um coming up. >> Dr. Scott, do you want me to turn it to you or to Miss Hogan? >> Miss Hogan. So, uh, Miss Hogan is here, our assistant business manager for the district, as she has done last year, this year going through. She's going to give us the update on the final budget review. Um, we'll go from there. As soon as you are ready, Miss Hogan, you can go ahead and jump on. >> Good evening. Sorry, one second. We're having technical difficulty. Well, I know the Phillies are playing. What's the score? Anybody know? We'll have to worry about the Flyers. Oh, here we go. >>

057Flyers and the Sixers are out. >> Zero Z. Thank you very much. Okay. So, for a budget review update, the last time we met, we had six new positions and we're only ending up adding four and Dr. Sal's going to speak about that a little more. >> Good evening everyone. So, just to provide an update about the proposed positions. When we did the initial budget proposal, as Mrs. Hogan said, uh, we had six positions that we were putting forward. Uh, as we looked at some of our enrollment numbers throughout the elementary school, looked at the number of registrations that we have received so far for kindergarten and looked at class size, we were able to reallocate a teacher from another building to fill that need that does exist at Rose Tree Elementary School. So, we

058are able to achieve that vacancy just through a transfer of a staff member and we do not need to add an elementary teacher for that position. Um, and class size is still very favorable across the elementary classrooms even with that one move. The second uh position that we were able to eliminate from the new positions is the business education teacher uh that was proposed for Penrest High School. We are still going to be hiring a business teacher. Uh in fact, we are in the final phases of that process. However, rather than adding a new position, we were able to take a look at some of the retirements that we received and really evaluated what we needed to fill and what we might be able to repurpose in some other way. And so again, looking at

059class sizes, looking at course selection and enrollment in high school classes, we were able to take one of the positions from Penrest that was a retirement and we were able to then reallocate that position to business education. Therefore, we do not need to add a new position. So with those two changes, it takes the number of new positions down from six to four. While you're here, can I ask a question about the gifted education teacher at Springton? So, my question is, do we currently have one there and at other schools and what specifically does that teacher do to fill a whole position? >> So, currently at Springton Lake Middle School, there is no gifted education teacher. Uh currently we have a gifted education teacher at Penrest High School and then we have two gifted education

060teachers at the elementary level. Uh the two elementary teachers each uh work in two of our schools a piece at Springton Lake Middle School. Over the last several years we've been able to um reallocate some of the case management responsibilities to some of the regular education teachers. uh those responsibilities have continued to grow and we have gotten to the point where it's no longer a tenable situation to have the teachers not only teach their five classes uh but then also to have these additional case management responsibilities and so it's for that reason that we have recommended this position. Um the person will be doing a variety of things. Number one, case managing a good deal of the GIEPS. Um with the number of students at Springton Lake that are identified with a GIE, one teacher

061is actually not even enough to manage all of the GIPS because there are limitations. So we will still have to have other folks in the building have their kind of hands in the uh in the mix regarding that. But this person will manage a good number of those GIPS. They'll also be doing enrichment and pushin support particularly in math. We have targeted this position to have a math focus because we know that that is an area uh with the elimination of the advanced math program and our focus on really going deeper and enriching students more. having someone that can really target that area and support our students in that way. Um that's how we have crafted this position. So the responsibilities will be a lot of different things throughout the day. Um, and again, we're

062still we're still not fully meeting the need with the addition of one person, but we feel like it will um it will greatly improve what we're able to deliver to students, the support that we can provide teachers and the responsiveness that that uh parents get from us as well. >> Happy to see that that focus because I know it's it's a specialty that you know is really needed. Um so when you are you not expecting the classroom size to increase at all or is it just may increase slightly because you you're kind of moving around teachers. >> So at the elementary level we are constantly looking at our enrollment. We're looking at uh new registrations. We're um monitoring kindergarten registration as well as in first grade. We do get a lot of um we get

063some families enroll their first graders maybe attend a kindergarten program elsewhere. So we're carefully looking at that and how the numbers um are distributed throughout the different schools and grade levels. We really have what we consider to be favorable class sizes. So class sizes are not going up. Um at the high school we have had multiple meetings with the high school administration to look at course selection um as student interests and needs evolve um they shift in different areas. So for instance um with the introduction of the required uh personal finance course at the high school students are going to need to take that and that's going to take the place of other things that they might have taken before. And so there's less of a need in other areas for elective courses. And so

064this new elective that is really a required elective, which you know sounds crazy to say, but a required elective will pick up where those students might have otherwise been in class. And again, we're able to make the shift. I believe that that particular um aotment came from English and that's a department where class sizes were very favorable already and they do teach electives. So by having the students in the personal finance course there might have been less of a need for some of the the electives in that department. So we really are working closely with the principles. I can assure you that even though we have made these shifts, we have not fixed one issue and then created a corresponding problem somewhere else. We feel really good about class size and we feel that this

065is the responsible thing to do by removing those two positions from what we have proposed. I have a question um about the um later on in the uh HR section there is um a new special education. It says this is a new position but that's not listed. Is that because we approved the new special education position last year? Is that what it is? Okay. Thank you. >> Yes, Mr. Krenniki. Um that remains it was approved by the by the board last year and the budget had been budgeted this year. We were unable to fill it. Um we have candidate who's going to be approved, Dr. Saler, is on the agenda to be approved for May 28th. >> Yes. So that there is a candidate that will be presented for you at the next legislative meeting

066and that will then fill that vacancy that has existed. >> Thank you, Dr. S. So if you see on this slide the decrease from the salaries and benefits of the two positions and then up in the revenue you see the negative money for social security and pasers that's the corresponding subsidy we would have received for that and then as the business office continued to look at revenue in the current year and where we project that we're going to fall we adjusted local taxes based on what our numbers are currently giving us um a total revenue number now of 1325 594,3 and with our expenses, you can see, you know, the salaries and benefits. And then there were several department changes. Um, we asked all of the schools and departments to see what they could cut.

067And that gives us a total expenditures of 136,962,872, which gives us a budgeted use of fund balance of $4,368,869. the decrease in local taxes. Is that like uh revised assessments and common level ratio applications and things like that? >> Um, no. So, what we were looking at is we've talked before about interim real estate taxes and >> transfer taxes and also delinquent taxes. So, looking at forecasting and what we've received so far this year. Okay. >> We had to lower them to be more in line with what we expect to receive. >> Okay. Thank you. You're welcome. >> We're still not including funds from the governor's budget >> because the governor's budget isn't passed yet. We did not include those monies. So then the budget is in the 2028 format that we are required to

068show and they'll show on page six where the total revenue number was that we just went over and then I'm going to scroll down to page 11. You can see we have um our 3.5% tax increase in this budget which is what the index is and then the total expenditures that we just went over. So this budget was put out for public inspection on Friday the 8th. It is in all of our school buildings on our website and in the public libraries. Our next step is our intent to adopt the budget will be advertised by May 18th and we will be asking the board for approval of our final budget on May 28th legislative meeting. >> Any questions from the board? Thank you for explaining all the changes in a succinct and clear way. Appreciate

069it. Okay. Nothing else from the board right now. All right. Thank you. And we have our our final presentation, the the food service budget. Thank you, Dr. Napster Williams. So, Miss Lee Jenny Lee is coming up. Um, she's going to be sharing her screen in a moment. U, Jenny and Heather will, uh, if needed, give us an update, but I feel pretty confident that Miss Lee uh, is ready to share all things about our food service department. >> All right. Uh, thank you Dr. Malash for the introduction. My name is Jenny. I am the supervisor of food services and today I'm going to go over our um budget for this upcoming school year 2627. So just a quick overview. Uh we have currently six schools. Uh in those six schools we have four unit leaders

070or cafeteria managers that help support our program. When we are fully staffed we have 45 employees. Uh that includes five substitute employees. and this is our fifth year operating uh independently. Now, I'm just going to go over our district free and reduced percentages. So, the 2122 school year, our free and reduced percentages is approximately 13%. I say approximate because we were not collecting free and reduced uh meal applications during the pandemic. So, this is an estimate. Uh the 22 23 school year, we did resume collecting free and reduced applications. So that 16% is an accurate reflection for that school year. The 2324 school year, you see an increase of about 2% so 18% for free and reduced participation uh percentages. And um that was when Medicaid alone was a qualifier for free and reduced meals.

071So in um the 2425 school year when you see the decrease they made it Medicaid plus income uh to be qualified for free and reduced meals. Uh so they we did see a decrease and then for this current year we continue to see a decrease in free and reduced applications and approvals. Again because Medicaid alone is not a single qualifier. It's Medicaid plus income. I'm now going to go into average daily meal participation for breakfast and lunch at the district level. I'm just going to do a year uh byear comparison. So for breakfast for the 22 23 school year, our breakfast participation is 18%. Our lunch participation is 39.7%. Uh for the 23 24 school year, with the support of Dr. Malash, we were able to increase breakfast participation across all sites. Um, so you

072see a huge jump in our breakfast participation uh to 24.7%. Our lunch participation is around 38.7%. For the 2425 school year, our breakfast participation uh actually increased to 25.1%. Our lunch participation was around 39.8%. And our figures for 2526 school year are not finalized since we are still in 2526 school year. Uh, so an estimate for breakfast is 22 and a half% and lunch is 40.3%. >> Okay. So now I'm so sorry. Can we can I ask a question now or do you want >> Sure. >> Okay. And just because um first of all, thank you for everything that you do. Feeding the kids are so important and I know it's a hard job. But I did hear um a comment like with Dr. support we were able to increase breakfast participation and so that

073makes me wonder what is the reason for wishing to increase breakfast participation. >> So meal equity and access is so important and we want to make sure that we're capturing all of our students. So only offering breakfast at limited locations wasn't promoting equity and access. So with Dr. Malasha's support we were able to bring breakfast access to all six of our schools. So, it's not, in case anyone's listening, a question of us trying to push a product, but we know that there's a need out there and the students need to eat and have access to this food so that way they can do their best in their classes. >> That's correct. >> Okay. Thank you. >> To that end, can I can I just ask if there's any sense of why the 10% reduction in

074breakfast participation from last year to this year? >> I'm actually going to go over that in the >> Sorry. >> No, it's okay. >> All right. Moving forward. So, I'm just going to do a quick recap from 2425 school year to this current year, year to date. So, um, as I mentioned, our total district average for breakfast participation was around 24%. And you can see the breakdowns. Uh, media elementary 17%, Rose Tree 14%, Glenwood 36%, Indian Lane 34%, and then our secondary schools 19% at the middle school, 24% at the high school. So, here you're going to see some changes. So at the uh media elementary we did see a 7% decline in breakfast participation. Uh we did have a change in our service model. So um originally we were full classroom breakfast. Then we

075transition to a hybrid breakfast and now we are completely traditional breakfast over there meaning that our students um as soon as they get off the bus or you know walk into school they have 10 minutes to pick up their breakfast meal, eat it uh in the cafeteria and then head to class. >> Yes. Yes. >> Depends on when the children get to school though because you know buses come at different times. So just being in a in the principal role, it does depend on when the kids get there before they have to get back into the classroom. Some buses are earlier and some buses are later on. >> And that makes sense. I totally understand. It's a it's a literally a moving target. But um are do we have any issues with lines or students

076waiting to get lunch or excuse me breakfast and not being able to do so because of lines or anything like that? No. Okay. So so there is plenty of availability arrive in time. They can indeed get it. It's not a question of somebody having to decide I got to make it to class. I can't stop for breakfast. >> Even if they arrive late, we always provide them with breakfast and they have ample time to finish that breakfast and then head off to their uh their class. So, nobody is denied access to breakfast. >> And what >> I do think that we need to remember where Media Elementary is located. And uh a number of students actually walk to school and that's can be a factor too, right? It's not, you know, the bus might be

077late, but they still have opportunity to eat and finish. But if they are able to walk and a lot of I mean that's why people love media elementary and going there because you can walk your student to school or you know they can walk themselves and that has an impact on breakfast if they want it. Maybe they're eating while they're walking. Who knows? >> What's the Oh, I'm sorry. I have a quick question. What's the earliest that breakfast is served? >> I'm sorry. What's the earliest that breakfast is? How much time is there in between breakfast being offered and the first and having to get to the classroom? >> So, at the elementary levels, uh it depends on what service model. Um if it's classroom breakfast, that breakfast is waiting for that student right when

078they arrive to that classroom. Um if it's serving line breakfast, uh we are uh open as early as 8:35 for students to be able to get breakfast and then head off to class depending on what time they get to school, of course. >> So, so if they have the the first version if the bus gets there with leaving them only 10 minutes to eat, that's when they'll only have 10 minutes. There's no way for them to get there early. 10 minutes is just such a I I've always felt like if the kids had more time to eat, what a learning experience that would be in and of itself. I don't know. It just kind of throws me off. There's just not enough time for them. I wonder if there's a way to rectify that at

079all. >> Um, why did they change from not eating in the classrooms in media at media? >> Yes. >> I mean, well, because Indian Lane, I know they still do, but I'm just curious why it was changed. >> Uh, roasterries traditional as well, >> but why like what's why are certain buildings one way and certain buildings another? the the buildings have had autonomy to see what works best within the school, right? The the functionality, we've left that to the principles up to this point. >> Okay. So, uh at the secondary schools, uh we have 19% uh for middle Oh, sorry, excuse me. We're back uh down to 2526 school year. So, um as you see, uh media had a decrease. Uh Ro had an increase. So they have traditional serving line model over there. So

080it just depends on the population, the time they arrive because as you see there is an increase uh with traditional service as well. Uh Blenwood had a mild increase and then Indian Lane had a increase as well. Um at Springton um we had a small decrease of about 2% and at the high school we had a decrease of about 10%. Um okay, moving on to lunch. So, our average participation for the 24-25 school year was around 40%. Um, as you can see, our lunch participation is strong. At media, it's 36%, Rose Tree about 47, Glenwood almost 40, Indian Lane over 42%. At the secondary sites, we have almost 35% at the middle school and almost 39% at the high school. Um, our average participation for a year to date uh for lunch is about 40%.

081Um, as you see, there are increases. So media had an increase in their lunch participation. Uh Roaster had a small decrease. Uh Glenwood also had a decrease and Indian lane stayed about the same. Um same with middle stayed about the same and the high school increased about 2%. Okay. Uh so increases in cost for the upcoming 2627 school year. So K to2 formulated food products are specially made for our students. uh they are not the same things or same versions that you would see in the retail space. A good example of that would be our Domino's pizza that our elementary kids know and love. Um that product is a whole wheat dough, I'm sorry, whole grain dough. It has a nutritionally enhanced sauce and it's fat-free cheese. It also has sodium and sugar, calorie, and

082fat restrictions with that product. But our kids see those Domino's boxes, they're very excited to participate. Um but they are getting a specially formulated K to2 product. that product comes at a price but we are providing that uh nutritionally enhanced product for our students. Uh we are going to also see some milk costs uh increasing supply cost increases and then also we have some added sugar and reduced sodium guidelines coming for the 2627 school year. We've already started implementing the changes uh this school year. So it should be a relatively uh seamless transition for our students for next year. And then for our expenses, the overall 2627 school year uh budget is reflecting a approximate increase about 2.75%. Those contributing areas as I mentioned milk cost approximately 3% food cost uh about 1.3%. Um the

083food cost is slightly higher but I am working on utilizing uh more commodity uh goods. So commodity goods are uh USDA products that um sometimes our district has access to. So utilizing um products like that. Um increasing scratch cooking. Um which brings us to our labor cost increase. Um we are looking to do more scratch cooking in our kitchens. Uh we just hired a culinary coordinator. We're very excited for this individual to join our team uh to bring fresh, innovative uh menu concepts to our department. And um we are also doing some equipment upgrades for the 2627 school year. We are uh replacing Rose Elementary serving line. Currently the serving line only has uh one serving line. Um we will be increasing it to two serving lines which would promote operational efficiency. The kids are

084going to be able to get through the line faster. They're going to be able to have more time with their friends and enjoy their meal. and that is going to approximately be about $125,000 that will be covered by the food service department uh for meal prices. So going into revenue, uh the USDA uh did publish the 2627 paid lunch equity tool. Based off of this calculation, we do have to increase our lunch prices 10 cents. uh 10 cents is the minimum federal requirement that we need to increase to remain compliant. Although the tool said to increase it more, we are just raising it the minimum just so that we're not adding additional burdens to our households. So uh the upcoming uh 2627 school year elementary lunch will be $355 uh $45 for our secondary sites.

085Um, we are currently serving universal free breakfast and we will be also offering universal free breakfast into the 26 27 school year. Uh, we are increasing the cost of breakfast 25 to $2.75, but that does not mean our kids are paying for this. It's it's just an increase in price for students who want a second breakfast. So, the first breakfast is free. The second, should they want one, will be $2.75. Um, additionally for revenue, uh, federal and state, uh, subsidy rates are expected to remain unchanged. Um, and also, uh, a part of our revenue, some key drivers. We have our pale, uh, paid meal participation or type A sales. Um, and then we have our allocart sales. Those are our snack sales, our second meals, our second entree sales, second breakfast sales, and then also

086our vending catering revenue that will help support our overall revenue. And uh we uh in the food service department we receive approximately 26% of our revenue from federal and state funding reimbursements. You guys have any questions? >> Did you at one point give us information on how the kids were enjoying the food? Was that something that you had shared with us at some point? >> Um >> their preferences etc. I was just wondering if you had any. I do have. So, I was cooking at Clemwood yesterday. I was making chicken teriyak. Uh Heather saw me. Um and I had a student, we were participating in snack day and he had just purchased the snack and he said, "Miss Lee, I have a recommendation for you." So, it was a great opportunity. So, um I was

087like, "What is your recommendation?" And you know, if he's watching, um he he was like, "Can we bring soft pretzels into the school?" And I said, "Sure, we can bring soft pretzels." So, when the soft pretzel appears, you could tell your friends. I said something and that's the reason why the soft pretzel is here. So, um hopefully we can get soft pretzels uh for the next uh snack day at Glenwood. So, so very good opportunity for feedback at that moment. >> And and Hillary, I'll tell you that that Jenny makes herself available to students and to groups. She's met with parents. She'll be in the schools having great conversations. She's done a lot has been recognized um for the the farm-totable stuff that she's participated in uh and that she's done. but she makes herself

088available throughout the district for anybody that wants to talk about the food and what's being offered and what's being consumed. >> I I will say that I look forward to your presentation every year. I really really do and I really appreciate your it's apparent to me that you have such a commitment to doing the best by our students >> and I just want to thank you so much. I in the time I've been at this seat watching the progression of our our opportunities for students, their meal choices, etc. It's just been really fantastic. So, thank you so much. >> Thank you for your support. >> Did you say I do have agree with everything that Hillary said. Absolutely. And my children No, no, I truly do. And my children eat your food every day and

089which is fantastic because um I don't have to worry about it and then they have to make their own choices. But I I did have a question about the vending. I I really don't know much about the vending here. Um do you the the vending is that open to students? Um and if so, does that include things like sodas or anything like that? >> So we did purchase two vending machines. They are located at the high school. We are currently like trying to get them configured, but they actually have all smart snack compliant foods. So all snacks that we provide um for our students, that's the the snacks that they can access. So there is no like diet soda or anything like that. It's all stuff that we currently sell. Um we actually purchased the

090vending machines to help offset the traffic of the snack room, snack line at the high school. Um we were having some staffing challenges getting that up and running, but we're hoping to get it up and running for the upcoming school year. >> That is fantastic. And thank you so much. I still remember back in the day when people made big news about how wonderful it was to get soda vending machines in schools. I'm like, what are we doing here? So, so thank you so much and also truly thank you so much for you and your staff's commitment to the betterment for our children. It makes a huge difference. You know, a hungry child um is not a happy child and they can't function. So, I really appreciate and to some people the the money you

091put up there doesn't sound like a lot, but to some families that's a lot of money to spend every day. Um, and so I appreciate you doing what you can to make sure that all of our kids get fed and the families are are are good. So, I appreciate it. >> Thank you so much. >> Um, as a side caveat, I would expect the free and reduced lunch rates participation to go up next year just because the economy people are really really struggling. And um at a different presentation recently, our um outreach um staff um specifically Bernardet Dane, she was here and she was talking about how people really um are reluctant to apply for the free and reduced lunch. And I know um over the years we had students really collect big balances because

092their families couldn't afford um lunch. and there were some local charities that spun out of the pandemic that paid off, you know, all the students lunch bills and everything else. That's not really a sustainable model going forward. And so I it's not necessarily a specific question to you, but it's to you and to you and the rest of the administration. How are are there other ways we can make sure that every child who's eligible for free and reduced lunches that we try and capture more of them even if they're um parents are uncomfortable or don't understand the process perhaps or um I know also Joe in the past we've talked about having a foundation here um in our district for um families who are really struggling and I don't know if we've um been able

093to make progress on that or any of those kinds of things. But it would be really helpful, I think, for there's a lot of families who have a lot and a lot of families who don't have a lot in this district. And I know that there's generally a kind of a local willingness to support our community. >> Um, so Shel, that that's a lot. Um, and I'm gonna let Jenny follow up. Let me just start by saying any child that goes through a line will be provided a meal. No child is ever is ever denied. Regardless of there's a balance this year, last year, it doesn't matter, right? Every child is is fed. Um it's not a child issue, it's an adult issue, you know, that we have to deal with. Um the the angel,

094and I'm doing air quotes, um model of making up for debt um is not sustainable. You're you're correct. You know, with uh where that is, Jenny, and and the principles have regular discussion about that. There's letters that go out. there's regular outreach from the principles and calls. Um some folks are responsive, some folks are not responsive, right? Um in terms of of what that looks like, often that you know the burden of of what that looks like at the end falls on the balance in food service, right? So there's a question of the sustainability of you know that loss you know each year uh in terms of the ability to provide additional materials and staffing and you know all of that fits in right because it's a a bottom line because the food service program

095operates in parallel with the school district but we do not the school district does not finance it. It's it's self- sustaining. Heather, >> yes is required to give the negative debt make it whole at the end of year though >> to do. Yeah. Um so how do we make sure that that people are getting to it? I I will say again the the strongest thing and the best part of the school district are the humans that are here especially the staff members you know from and and this is across the board right we have bus drivers that you know because they see the kids in in one sense you have the the folks that work in the cafeteria the support staff the educational assistants or in the office the teachers right people are recognizing and

096identifying kids and trying steering them into what does that look like some people are responsive some people are not responsive we continue to make those efforts and we'll continue to do that. But Jenny can talk more specifically about what does that look like through the the food service side. >> A quick question. I know we were talking about the cash registers not showing the prices to the other side. Will we able to achieve that or so? Um when a student goes through the line, they enter their pin number, they can't see the price of lunch. Okay. >> Um they just see their name. Um, and then I think the only thing is, um, they are able to see the balance draw down. Some students, obviously, their balance would draw down if they're, you know, paid

097student. If they're not a paid student, their balance wouldn't draw down, but it's so small. Uh, so the child would have to literally be standing behind us to be able to see it. >> No, I mean, it used to face them. They used to be >> Oh, no. It's not like that. >> Okay. All right. Good. We've taken care of that. Okay. Thank you. >> Uh, you talked about that before and it was it had been taken care of long ago. >> Yeah. And then in terms of free and reduced meals um and the applications, I work very closely with uh with Bernardet and Sierra and uh the guidance counselors at the building levels. Um our principles are very supportive um in identifying, you know, a student need. They're reaching out to us immediately. You

098know, even if they're not eligible for free and reduced meals, we're collaborating to try to figure out how we can increase uh you know, meal access for them. So whether we're giving them second lunches or second breakfast or packing snacks for them or you know sending food home uh for that household for the weekend, uh we do work very closely to support our students. >> Thank you very much. >> Some schools have food pantries too that like students could access if they um need a snack or you know that people could donate to. I love that when my my son graduated and there was a balance that you could actually apply the balance or like return it to use for someone else. So to like encourage our seniors or their parents to, you know, maybe

099not get a refund, but to to share that for somebody who could use it. >> Yes, we've had uh and thank you so much for the donation. Uh we we definitely have had seniors um and people who transfer out of the district that don't you know necessarily want the you know maybe $2 or $3 and they say hey can you apply it uh to another student's account. So um we are grateful for those avenues as well. >> All right. Are there any more questions or comments from the board? We have something from the community. All right. There's a just asking um Heather Hogan to repeat her comment about the food service being uh self-s subsidized. >> The food service fund is an enterprise fund, so it is supposed to be self-supporting. But um if there

100is negative debt at the end of the year in the food service fund, the general fund is required to make that negative debt whole. So we do a transfer. >> There's a question about whether there if there has been negative debt with the food service budget. >> Yes, there has, but it has been fairly minimal. >> Thank you, Jenny Lee. Thank you. >> Thank you for all you do. All right. So, we will now move to finance and operations uh capital projects update. We have uh Mr. Mike Nolan here. >> Good evening everyone. All of a sudden, I'm really hungry. Um, so, uh, Dennis is couldn't make it tonight, but I'll give you guys a little status report of our projects. Um, we have our window and skylight replacement. So, windows were done last year

101and skylight will start as soon as school's out. Um, moving on to our uh, Springen Lake turf field and Pancress. They're actually um, bids were awarded and it was actually the same company which which really works well for us. We like working with, you know, one company on on even though they went out to bid separately, they were both low bid for field turf and they are actually starting next week. Um so, you know, everybody knows um flyers were sent, not flyers, but communication was sent out, you know, because everybody's trying to be on our fields all the time, right? So, everybody knows that May 18th, we're starting work. Um moving on to HVAC up Oh, I'm sorry, Spring Lake cafeteria. Um the only thing left to be done is some site work outside. Um

102with the weather, the winter we had, they did put seat uh they graded and seated it, but you know, it was a rough winter, so they're going to come back and do that. We have them scheduled for May 19th since uh no students, so no disruptions to the students um seed that and we'll get some water on us so we can get some growth out there. Um HVAC upgrades for media Indian lane. Um work is underway now. Um, excuse me. Moving well. Moving along pretty good. Ceilings came down. The students have adjusted pretty well. I think the first couple days were, you know, like any kid would be looking around like, "Wow, this is awesome." But, you know, they adjusted really well. Um, lights are lights are most of the lights are already in. Um,

103they're actually working there right now. They're, you know, on second shift. So, everything's moving along with that. And then once students are out and teachers are out, we'll really kick into high gear. Um, moving on to uh capital impro 2026 capital improvement projects. We have Penrest. We have uh phase two of our science rooms. We have four science rooms getting done. Um, totally remodeled just like we did last year. Penrest uh I'm sorry, D-wing toilet rooms. Um, that's mostly just plumbing work. The the bathrooms themselves are in really good shape. um just the plumbing underground um has a has a belly in the pipe if you're familiar with any of that. But um so anyway, we're going to dig that up and and try to reduce the amount of um destruction in classrooms are going

104to kind of take a different route. Um and then as along with that, we have Spring Lake fire alarm being replaced here and two units um at Glenwood um that will be replaced for the large group room and also the cafeteria. Um, that's it. Well, that's my my status update. I also just have some contracts that were, you know, going to go through for for the upcoming year. Thank you. So, we have Py Barker, which is our fire alarm system. Um, the only one that's not on there right now is Springton Lake only because the fire alarm system is getting replaced. So once they get you know once they get finished with that pie barker will give us a quote because number of devices and things like that may change. So couldn't get a solid

105estimate on that. Also we have tustin fire solutions. They uh that is a company that inspects not they inspect and maintenance our sprinkler systems for the buildings. And then the only other one we have today is IM pools. Um I think we had a real good year for the pool this year. you know, did a lot of work on it and it was very successful season. So, >> Mike, I just have to follow up and I think we talked about this a little bit in the winter. Um, a tremendous amount of work done in the pool in the last 18 months, right, with the replacement of the parts for the pumps, uh, rebuilding what was there. When we emptied the pool out to replace the water, um, it was all resurfaced and painted >> uh,

106last summer. >> Yeah, total new plaster job. So we we emptied the pool to do an asset wash and get new fresh water in there. And at that time um the contractors said, you know, you may have a year left in that plaster. Um but you know, I went to uh Dr. Mash and Vanessa and said, you know, we may have a year. We have it empty now. Is it is this something that we can we can pull off? We've we've had, you know, some issues with the pool and I I think, you know, it was best time to address that situation. So, um I don't know if I showed photos last year of the gentleman in there. I mean, it was amazing. I've never seen a pool that size done that >> done at

107all to be honest with you. So, I mean, it literally gets done in a day and filled starts filling right away to to cure that plaster. So, um it was quite amazing process. >> We got very positive comments from our swimmers and from the parents of our swimmers and from um the the other folks who came in just about Say it again. faster >> I think it was faster water people talk about right swimmers talk about fast water u but yeah very positive about what the experience was so uh and again attribute you know with Mike's vision and foresight you know to address the issues that that existed and to step forward and and make sure they're going to be addressed in a way not just to fix it real quick but so for the

108long term um you know the investment is there and and keeps doing what we want it to do for the kids. >> Yeah. even uh I think it's I don't know exactly what class it is that's not my department but they come down they one of the teachers reached out they bring uh they make boats in class and I think it's next week they bring boats down and they use uh uh leaf blowers electric leaf blowers and they they blow them and they they see how far they can make it you know on on you know how far they make it across the pool. It's really cool to watch. Last year they let me know if they they asked me if they could use it and I'm like I'm coming to that you know I

109want I want to see that happen. So, um, it it's really cool to see it used in in all different ways. We have, you know, pool parties there for for children and things like that. So, um, it's nice to see the pool used and, you know, putting that kind of work into it and seeing people appreciate it. It really really makes me feel good. So, >> I I have a question, not so much for you, maybe for my fellow board members. Does anybody else Sometimes when we see um items that come up for renewal contracts and things, I almost think it would be helpful to know how much by what percent it's increased or what the last time we paid for this thing was. So, not so much on you, but maybe on Dr. Scott,

110I don't know. >> Would anybody else find that helpful or am I the only one? Were you thinking the same thing? Thanks. >> I can provide that. Um, we're I work with Vanessa. You know, we have we meet every week and we're always trying to um you know, uh increase our you know, not increase our budget, but you know, make our budget last longer. So Py Barker uh for our fire alarm is a different company this year. Um you know sometimes these these places are like car insurance, right? We we have to shop around and and see what works best for us. So Py Barker we uh you know we used another company in the past. Py Barker is new to us this year coming in July. So um we are always shopping around for

111the best prices. I can you know do a comparison for you at some point. >> Yeah. I think even just as a resident of the district knowing you know people ask why do we need to increase taxes like it I think it might be helpful to see like costs go up each year and >> right >> yeah to that end and like I know you just said it and I agree with you Hillary it's always good to have the comparison we just have to be mindful oftentimes it's not apples to apples because for the reasons you're talking about and so that can make the data it's always informative to have the data I just want to make sure that it enhances clarity and rather than causes confusion because if we're having so much change, >>

112you know, >> that can make it tricky, right? >> For the reasons you said, you have different companies, you have different needs, we're redoing um oh my gosh, the um the electrical system, the f Yeah, the Thank you. Right. You know, so you're trying to figure out how much that is. So, you know, there's always going to be an asterisk, if you will, about what why this is not an exact, >> right? >> You know, one up. >> Okay. I can definitely provide you know some information on that >> contracts that we have consistently. I think it would be helpful like the service agreements for >> you know >> the regular >> yeah the regular type of contracts it would be helpful. >> Yeah. just to to add on to that like um like you

113were saying um you know we have now HVAC after the summer will be in all our schools like the fire alarm system there's duck detectors there's actually smoke detectors in the duck work you know so when you add these systems you're adding devices so a comparison year to year might be different just because of you're adding things that we don't all think of where we're getting smoke detectors duck detectors things like that so um it is not always comparable but you know I can give some kind of percentages and and comparison for you. Yeah. >> Thank you. >> That's all I got. >> All right. Thank you. >> Have a nice night. Next we have the homestead farmstead exclusion. This year um the number of properties went up. We have 8,290 um properties that qualify

114for the homestead exclusion. And when we did the math, it comes and reduces the average tax bill by well the 800 2090 tax bills by $3395 each. So we'll have that resolution to approve on the May 28th legislative. The alle cart and breakfast and lunch prices is here. Just need to approve it on May. Everything went up 10 cents to be in line with the price increase for lunch because we don't want all cart to be advantageous. We want them to take a full meal. Thank you, Vanessa, for all that you do and for clarifying like I always stress to the public at no additional compensation. >> Heather's on there too, right? More treasure. She's getting nothing. >> No additional you, Heather. I mean, thank you so much for for all you do and writing

115it out now very nice and clear because I think it's important for everyone to know. So, >> yes. So, they will be on the agenda for approval. We have the Arbiter sports subscription um which is for Springton Lake and it's the automated um payment system I guess for the sports and officials. Uh the Delaware County Community College dual enrollment. So, it's theou that would allow our students to participate in dual enrollment for the 2627 school year. We pretty much approve this every year. So, I didn't know if Shelley if you wanted to add >> um there's in those documents too. Um it's kind of a checklist of what each >> I'm so sorry to interrupt you. I'm having a real hard time hearing quite a lot of you honestly tonight. If we could just speak

116up a little bit, I appreciate it. I don't think I've ever been asked to speak louder. Um the if you look at those documents, it it's kind of a checklist of what each school district participates in in some of the options with Delaware County Community College. And I guess um so we do open dual enrollment, but we do not have any structured pathways or any um college and high school programs. Um I think we're the only sponsoring school district that doesn't. And so I would ask the administration, are there opportunities for us to partner our our the agreement with Delaware County Community College to be a sponsoring school district is pretty ironclad. It's not something you can withdraw from because um a local school district did try to do that in the last few years

117and it was not uh possible. So, we do sponsor Delaware County Community College with um a quite a um a pretty pretty big sum of money and to make sure we're getting the return on that investment, the best return on that investment possible for all of our students in the district. >> Shel, are there additional costs to doing that? >> No. >> To the district? >> Um no. >> Okay. I mean, I think that's an amazing program you should probably be looking at. Yeah, we we'll definitely we can follow up through curriculum office um and with Mr. Roth and his team at the high school and come back. The next item is uh Indian Lane to approve the brain show contract for assembly at Indian Lane. that will also be on the agenda next week.

118Well, not next week, two weeks on the 28th. Um, diligent is for our board docs um annual subscription. Um, these is this is a budgeted item, so it will also be on the agenda for approval. We have a donation for Rose Tree. The Rose Tree Elementary PTG is donating the purchase of an outdoor table. Then the Philadelphia Phillies, there was a donation made for $1,000. Um there was a teacher I think there was a essay contest. Yes. And um I think I'm pretty sure this was the game that was rained out, right? So it was a April 29th game and then they came back on April 30th. So yes, so they gave a donation of $1,000. So that will also be on the agenda for acceptance. We have a few budgetary transfers, well only two

119budgetary transfers and then the budgetary comparison reports which will be posted onto the website. Any questions? All right, we're good. Thank you. Next up, we'll move Oh, >> Yeah, we're moving to uh the policy committee, the policies for discussion. >> Thank you, Dr. Absson Williams. So, um at our April work session, u which was a longer evening. I don't know if you recall spent a lot of time together that night. Uh policy typically in the work session is the last thing that's been listed on the agenda. So there was a request to move it earlier in the agenda so we can have possibly a little bit more productive discussion rather than the final thing that's on there. So we moved it up um to the third item on the agenda for tonight. So you can

120see there are uh three policies that are going to be that are going to be on this agenda um for second read. They were first read in April. 209 health examinations and screenings, 217 graduation and 618 student activity funds. And then for discussion for our May 2026 um policy committee meeting which takes place on Tuesday, May the 26th, right, which is the Monday after I'm sorry, Tuesday after Memorial Day, uh is when our next policy meeting is. We want to take a look at we're going to be talking about student expression distribution and posting of materials um which is 22075 safety facilities and workplace safety 916 which is volunteers and then the discussion about the 2728 school year calendar and the big piece which I think we started to get into and wanted to have

121more discussion tonight about was the do we start before Labor Day or start after Labor Day discussion. As you know for uh 26 27 school year which is beginning this August, our first day of school is Monday, August the 31st, which is the Monday before Labor Day. Uh we built two calendars for 2728. uh one that has us starting um same thing on Monday, September the 1st because next year uh Labor Day is um I'm sorry, it's on Monday, August the 30th because Labor Day is on uh September the 6th in uh September of 27 to look at and then just the larger discussion of do we look at is there an appetite to discuss the starting of the school year prior to Labor day every year. I think I shared some information with the

122board. Um we had done some research. All of Chester County starts the week before Labor Day. Um they've done that for a few few years now. There is a mix in Delaware County, Bucks County, and Montgomery County about starting before Labor Day. And then Philadelphia, which is the only district in the county, uh in Philadelphia County, they start before Labor Day as well. So we have in the agenda for the board um just what those drafts look like. So thoughts, discussion, things that you want us or want the policy committee to look at. Um and then Bill is there Mr. Do you sitting up here as well um in terms of questioning because is one of the questions we talked about that we asked community last year and we did survey uh about what does

123it look like and what are people interested in and we talked about specializing those questions, you know, to find out a little bit more specific about what does that mean for folks. Anything else that I thought? >> Are you asking for just the calendar or everything that's all the policies that are presented? >> Any or all of them? Um, I just had a question about the administering the weight measurements because I recall there been being a lot of embarrassment around that um because it's done it's not in a private space like all the students are there and it's easy for them to see um what a particular student can weigh. Is there a way to I don't I don't understand why it has to be done, but um if they're getting a physical from their

124doctor, but is there a reason that has to be done? >> Sure. So um two pieces here uh with it. One, it is a requirement by state statute that that is done, which would be the policy piece. Now the question of what's the practice of how do we actually do that within the building? We can certainly have discussion about uh and we can find out um I can find out to you know how that is done in each of the schools. The policy is the piece that the board would act on and then the administrative regulation or or building based practices is what then you would ask us to find out the information about and to say how are you doing it and is it a way that's discreet uh in a way that that

125allows each child in their way to maintain their dignity um when to ask that question or when to step on a scale to do that. So we can find that out. >> So we don't know how the the schools do it, administer it. >> Bill, do you can you >> No, I don't know specifically. I don't remember. Um maybe Mr. Harrison >> what my student told me. So >> good evening everyone. So um there are very few students who take advantage of of this. They usually are using their own doctors and providing the information to us. For the students who do take advantage of this, they're they're called to the nurse's office discreetly. The doctor is in the office is able to go through the parts that needs to happen and then the child goes

126back to uh >> I'm sorry. the every day. I I apolog >> Yeah, but they get they get an exam every year and it's not an exam. I'm sorry. It is a it's like a health and weight. >> Got it. Okay, I can answer that question. Thank you. >> Yep. So, call the >> calculation of BMI and if you're outside the normal range, you get a letter sent home to your house. >> You always get a letter no matter where you are. Just to clarify, it's not targeting. Everyone gets a letter. >> Yeah. But the BMI letter is pretty >> strictly >> is pretty harsh. >> So the the letters it comes from our nurse's office and again it follow as Dr. Malash says follows the we're not writing the letters and editorializing. We're using

127the language that is given to us through the department of health. Well, I guess the thing is that we kind of we I mean we need to know how it's implemented in the schools because if it's just a group of people and you standing on a scale that that's not right. I mean I I never really heard anything about it, but I guess it depends on a number of things, right? You know, maybe my kids didn't experience it or whatever, but that seems like something you could fix real quick, right? Put up a screen or something. >> We certainly can work with our nurses. The nurses do work very discreetly. to have a secondary nurse that comes in to make sure that it's a onetoone environment and not happening in the general area of the

128uh nurse's office. >> Just speaking as the principal at for that time, it is not a public. >> It is a private. >> Correct. There there is a >> it has changed. I know we have some older ones together. It is a private where no other child is seeing that information >> based on what like is that written down somewhere in some set of guidelines or is that left to the schools to figure out each year each time they're doing it? Like is that codified anywhere? >> I can work with our our nurses have a written protocol. We can certainly get that for the board. >> Yeah, I can say that that if your exceeds the BMA BMI guidelines. And one year, one of my children did and the letter came home to the parents

129of and this child opened the letter and sent it really sent shock waves into our house for over a year with eating and healthy weights and things like that. So just know that sometimes these children are very sensitive to those things and especially in elementary school where kids go through growth spurts and the weights and the heights don't always go at the same time. Um substantial damage was done in my house and I can't imagine the only one. >> But those letters are required. Maybe it's who it's addressed to >> should change. Maybe. >> So >> if the kid's name is on it, the kid may my kids don't care, but >> anything anyway. I mean, maybe that that is something that could change. So it's addressed to the parents. >> Now I believe it's

130an email. >> To the parents. >> Yeah. >> I mean, I just checked my email to confirm. I got one for my children via email only to me with their information. >> Yeah. Nothing came home. >> It was via email. >> Yes. >> I think it does vary though because And I mean maybe this is more of just for your internal workings about like what makes the most sense for efficiency. We get letters which is I mean bizarre in the sense that whenever they anyone needs anything else they call me, text me, you name it. So >> you're saying it varies by building. >> I'm I'm wondering because I know I've got a kid in Springton and a kid in Penrest and we get we get real mail. So um you know It it has

131not been a big deal. It's it's obviously a very for much a formal letter, right? But I'm just letting you know we I've never gotten an email on this. So >> really, you got a letter from >> I got a letter. I got a real letter. >> The formula will guide you to the email instructions. It doesn't >> whatever it is. Like I'm totally okay. I just It really doesn't bother me. It I guess I would just think it's an organizational point of view of what makes the most sense because letters what makes the most sense for reaching the people you're trying to reach, especially because for everything else, people can reach me. >> Gosh, >> perhaps we can do a holistic view of how this is done and clean it up and make it

132consistent and better. >> I think our nurses would appreciate that as well. So, that's a it's a very fair point. I appreciate the feedback and we certainly can work with the nurses to make sure that that's a standardized protocol. >> Be a time for an AR maybe to back up this policy. Yes. Great. Yep. All right. Anything else about this policy or the calendar seemed to be a hot topic last month. So, what's up >> before? Are we going to do before uh Labor Day or after? Which one? When we were in a committee meeting last year and we were talking about calendars, we there was a statement that we have a history of um first Friday in June as our graduation date. But that I think there's a misperception about that because we've had

133it the first Friday the last three years, but in the last if you go back 13 years, that's the earliest graduations we've ever had. um all three of the past three years equally likely to be on a Thursday as a Friday and generally it's the second Thursday or the second Friday, not the first. So June 2nd as a a graduation date for a seems really early and it I know you have it as June 2nd regardless of whether we started before or after uh Labor Day but that seems incredibly early and it I don't know if it was impacting the calendar in any way of whether it was before after Labor Day. I also just, you know, want to reiterate that if it was like 75%. I mean, the the survey didn't yield a consistent

134um opinion on anything except for one thing and that was two things. Starting after Labor Day, I know was like 75% of the people who took the survey said yes, we want to continue to start. And when you look at the calendar, getting out at June 14th doesn't seem that ownorous. We've gone much later than that just with even no snow day considerations and everything else. So I just want to raise the issue of how early are we going to go in in terms of graduating our students. It's we're almost up to private level dismissals, private school level dismissals rather than public school. >> Okay. >> So I mean I I would say ultimately that the cleanest in this work comes with policy to systematize how we're going to do it makes it the cleanest

135and the easiest all the way through. Um the latest graduation date going back to was in the 2013 2014 school year. June 12th was the graduation date. Um there have only been 2014 2015 it was June 11th 2021 and 2022 was June 10th. Um beyond that it was between the 9th and the 2nd of June. uh here in >> the second >> or the 9th and the 12th >> the 9th and I'm sorry the fourth was the earliest >> when was I I guess I'm >> for all those years it's been on a Friday beginning in 2017 2018 um graduation for Rosary Media has been on a Friday from 1718 through this year it was on a Thursday uh uh 201213 through 201617. >> There's also seniors 21 and 22 >> for seniors they they

136I mean all students they have to complete a certain amount of days right >> so they have to complete a certain number number of days and or hours. Um so at the high school level it would be 180 days or 900 hours right and at the elementary level thank you at the elementary level it is 180 days or 990 hours. >> So my point is that they are com no matter what the date of graduation they have completed >> they've completed their hours. >> Yeah. >> Correct. >> Okay. >> That's correct. >> All right. And just because I like I know we always like to know where we stand in relation to other districts. Are we within the same time frame of other districts for their graduations or >> We are >> okay. >> We

137are within you know the end of that week um the end of the first week in June through the end of the second week in June. I think the majority of districts in Delaware County and Chester County are in those in that time frame. Um you have a handful of folks who still do it on campus. Uh most others in the area either use University of Delaware um Newman where we go or Villanova. >> So and typ typically we we do we plan graduation or schedule graduation a year in advance. So it's probably already decided for next school year where graduation is. So, if we want to start to move it back or look at that, we'd be two years out from doing that. But a lot of it is just simply um competing with

138other schools and trying to get those locations. And I also know that um with our enrollment increases, you know, Newman University might be a little tight a few years down the road. So, something else we need to look at. >> How much longer is our contract with them? >> Um it's yearly right now. >> Oh, it's just year to year. Great. Okay. >> Correct. you know, and again to codify it, I because I do think having it in policy makes it a whole lot easier to build calendars, you know, moving forward. Um, again, regardless who's sitting in any of our 10 chairs, you know, for the district, the as we look at so because a lot of people say, why, you know, the the earlier as we look at the earlier start time, it adds

139flexibility um for professional development time for staff. You know, as it sits right now, we have Christa seven. How many inservice days prior to >> teachers have three? >> New teachers have three. >> Six. Right. So there for the entire staff there are six in service days before the beginning of the academic year. And then we also have three days for um just the new staff that are hired. spreading those out that's a lot of days right prior to the beginning of the year they are all filled and are used right now uh when we look at what would that look like to be able to spread out opportunities during the course of the academic year as for instance one of our inservice days typically the last few years has been the day after the

140students last day you know this year it's it's on a Monday um not an overly productive day to bring everybody together to try to do something that's going to be beneficial in terms professional de development and I don't care whether it's education or any other profession the day after or the day before a break is not going to be really overly valuable. Right? So that's where we look at the time. Um the way that we have it built this year we are uh in school Monday August 31st through uh through Thursday the 3 and then closed on Friday for a 4-day weekend um you know to uh to go through. I always like to say, listen, we're here. Those of us that are at the table right now, we're here all year long. I like

141it when people are here. So, the sooner I can get people back in school, the happier I am. It is something we have talked with the the teachers association about. You know, their perspective is you have us coming in the same the same time in the middle of August anyway or that third week in August. You know, it is what it is. If you start school, if you start school, um there really is not a strong feel for them because they have to work. They're going to work one way or the other, you know, during this. >> Let Let me make sure I understand something though. Um, because you said something also that was really stuck with me at our last meeting, >> um, because it seems so true, which is that the the earlier

142days are so much more educationally valuable. >> Absolutely. >> Than the later days. AB >> I mean, teaching right now, like I feel that every moment, right? You're losing them. So, so you know, obviously there's so many things we need to consider. Yes. But pedagogically speaking, the earlier days are just more valuable for our students and their growth. And then you you added a new thing which is the idea too about professional development, having an opportunity to spread it to where it's a bit more meaningful and impactful. Yes. >> Um, of course, we don't want to get >> we don't want to cut into people's summers and bring it too far back. That's really important and all all of those things. Um, >> but that estimate stuck with me is the value of the days.

143They're not the same. >> Can I just Yeah, this really connects to what we talked about also with the coaching earlier. You know, as Dr. Malashsh said, the best professional learning is job embedded, right? It's ongoing throughout the year and job embedded. So, when you have everything up front and then you have these long breaks in between without any professional learning, when you can respond to student needs that you have in front of you, when you know that there's curriculum changes or needs throughout the year. So we miss a lot of opportunity through the year when we have months without time together and to put teachers together um for professional learning. So, you know, it's it is a balance, right? It's a balance between our famil family's needs, our student needs, um, and our professional

144needs, right? And we're also bound by contracts. So, and then there's certain years where we're implementing a new ELA program and we need to do three days of training before the year even starts. And that's at the elementary level. Secondary might have different needs. So, again, it's really um it's really challenging to balance all of those things. And you know the pendulum swings back and forth and um but really we know that research says when we focus on professional development it's when it's job embedded >> how would that change >> clarify I just want to make sure it was clear certainly agree with everything you said when I said learning I meant professional development as well as also the student learning as well right for that so >> Susan you're student motivation and student engagement

145looks different in the first month of school regardless of when you start than it does in the last month of school you you know, that's just a a for real um >> same on the back end. The student learning in the last month of school is going to be less than the f regardless of when that last month is. >> Yes, >> you're just shifting it. So, I'm not sure I understand why professional development or student learning would be different given the different start date. The last month is still the last month. The first month is still the first month. especially since we're talking about four days of school and then a four day weekend, like what's really happening in those four first days? >> But I I do think I mean I I hear

146what you're saying about that, but you know, a lot of times those first few days are just sort of getting everything together. You know what I mean? So you are prepared to begin, right? That's how I sort of see it. Not for my college students. We ready to start on day one. But you know what I mean? It's like you, okay, these are the rules. This is the, you know, the books and this is what you need and, you know, I need some more pencils. That's the way I see it. So when you do, you have that break. So when you do come back, it's sort of you're you're ready to begin. And I know that could be anytime, right? Um, that happens at any time. Um, but that's how I see the first few

147days of school. It's not intensive learning. It's just preparing, understanding what you need to do. That's how I see it. >> Happens any of the first four. >> Yes, it does. Yes, it does. But I mean, just be that break. You said the, you know, they would have that break. I don't think it matters, right? That they have the break. If they come and we start later, I don't think it it matters either way, right? It's sort of the same idea. So, I mean, I see what you're saying about, you know, what you're saying, Shellyley, and what you're saying about, you know, starting. It's sort of the same. We just have to make a decision. I mean, we can go back and forth about it, but people want to know what the calendar is for

1482728. >> I I agree. I think we could just we could talk this in circles forever and we have. I'm just gonna >> I'm gonna vote for the after purely based on the family survey which gave a very clear leaning towards starting after Labor Day and moving forward. We want to do different surveys whatever but that's the information we have on hand and that's how I would choose to vote. >> Okay. Um >> I agree with that. If the teachers are agnostic and they said it doesn't really matter to us when we start but the families say it really matters to us then maybe if it doesn't matter to the teachers but it matters to the families maybe asking the families their opinion and and doing what they ask for is is something that we

149should consider. Anybody else after Labor Day? >> I am pro before Labor Day. But >> oh no, sorry. >> In a nutshell, I agree with Jackie and Shelley. >> All right, we have three who want to do after Labor Day for 2728. If >> I could also just make one comment about that because we keep referencing the survey data and for those of us that are new to the board, we've never seen it. Um, I know I filled out the survey, but I, as I think I talked about at the last work meeting, I if I picked post Labor Day, I very much would rescend that vote now knowing what I know and and I don't know what the questions look like. Well, no, I mean, I think the the the point is I don't

150know what the questions look like. I don't know what the data are we keep referencing. And if that's what we're basing our decision off of, I think it would be helpful for all of us to have that frame of reference. >> And also how the questions were worded exactly what was the question specifically, what context >> and I'm not trying to disregard what family survey said, but what was the percentage. What how was the question asked? Was it the elementary parent? >> Okay. So, are we saying we don't we're not ready to make a decision in May? >> Be the same regardless, I think, which is >> well, first of all, I don't think we need to be unanimous in any decision. >> Well, I know that, but I'm just asking what people are asking

151to see the survey. What does that mean? That you are not ready to vote on it. Right. We have three who want to begin after Labor Day. Anybody else? I know Ken's not here, so he's a question mark. So it looks like before Labor Day >> is the majority of >> is the one that we'd put on there. >> Yes. >> Right. In May and that we would like to see going forward the survey and the what the questions are, right? And then we may we we talked about maybe creating a policy so we won't have to have this discussion every year. >> I think yes. I think that's exactly right. I think we there's nothing preventing us from voting for 2728 but with the understanding we are going to discuss a policy so that

152we don't have to have this conversation every year >> and we also want to see the survey and see if maybe we want to change send out another survey at a later date >> with different questions. >> I think we should reservey if there's question about the results of the survey then we should reservey >> or else we follow the survey. survey follow >> we we can so Bill will get me the the survey and the results from last year I'll get it out to the board so that we have that prior to our discussion on the 26th to go through >> just decided before Labor Day but at some point I mean you can send us the survey >> because apparently there'll be another survey at some point and so people can review it

153and figure out what questions are and we'll prepare an updated survey as we are drafting a policy then right >> and I want some dates on it like I want to see the calendar and I want to see dates right September 6 or August 30th right I think for me I'm visual when do we begin when you know >> I was just going to say it would be cool if we could send that question out when we send this calendar out >> right because everybody will have it right in front of them those who care >> will be you know and we'll send it with messaging Yes. Looking at Barbara, she's nodding. Yes. >> All right. Anything else about any of the other policies? >> All right. We're moving on to education and wellness. We

154have a couple things from student services, right? >> All right. Okay. Uh for letter A, uh the contract with effective school solutions. Uh this provides intensive mental health support for students whose needs significantly impact their school functioning. Attendance, emotional regulation or access to learning. The contract model places a full mental health facilitator at both Penrest and at Springton Lake. Um the facil facilitator schedules it includes approximately 30 student slots per week. They don't necessarily see 30 students. It varies between 20 and 30 because some students need to maybe take two of those slots. So, it's approximately 30 slots per week. Um, without this support, students may require therapeutic school placement or out of district programming. Um, those types of placements can cost anywhere from 65 to $100,000 for one student. Um, so this is a

155very costefficient uh program that also allows us to educate our students in the least restrictive environment within their home schools. Um, last year's contract, we've had a long-standing relationship with Effective School Solutions. So, we were able to negotiate a very um district friendly uh contract uh last year it was $315,400. So, it's a very small increase uh for this particular service. Any questions from the board related to letter A? >> Um, how's it determined? How are they referred into the program? >> Sure. Great question. Uh, so for some of our students, they may be returning from say a partial hospitalization and coming back into uh their schooling. Other students have worked through their school counselors and then maybe a different level of therapeutic facilitator. And then this is the highest level of support that we

156would have and we really only have it at the secondary level. We haven't found that need at the elementary level at this time. >> And are the offices where are they within the building and are they discreet? >> Um within the counseling wing at the high school and then near uh the school psychologist here at Springton Lake. Um are they are they discreet? They're as discreet as as an office can be within that within that wing. I mean it's not highly uh you know advertised that you're you're walking into say the therapist office. Um what we love about working with effective school solutions is it is a facilitator who is assigned just to our building. So they really are a part of the fabric and the culture of our our school. Um you I would

157know that they're not a a school staff member that they're a contractor but I don't think anyone would know that. But I don't think that our students would would know the difference. >> Just adding on to what Jackie asked about discreet, my guess is that as you say, it's like any other office, but they probably have other devices to ensure there's confidentiality, the white noise machines on the outside and the curtains and that kind of thing so that students can still feel like they're in a safe space when talking. >> Yes. >> Okay. Um, I apologize that I'm going to go a little bit out of order. When I was uh when I I'm just I I I know Dr. Naps Williams. I when I I wasn't thinking about how I was going to speak

158to this. All of the contracts remaining now are extended school year service agreements uh for students with children uh with their IEPs. Um letters E through J are 21 of the 22 students are we are the host district for those students. They are students who are residing at Elwin but receiving services within our district and we will get 100% reimbursement for those. Uh there is one contract for a student that that is our resident. Um letter D also has services that will go into the next school year. These were anticipated expenditures. Uh it is the the programming for students within their IEP. Okay. The other uh the other letters um B C D KM are also extended school year service um expenditures. Again, students qualify for these services through their IEP. um and they were

159anticipated expend expenditures that we would have and the contracts are just being approved at this time. >> So again, I apologize that I went out of order there, but it made sense to talk about that middle group kind of in one clump. >> Yes. So oftent times what what what would happen is it you know it's the extended school year but then also you have related services you may have par profofessional support you have transportation that that's associated with that um so there's a significant cost it's >> it it also does include uh next school year as is that next school year as that okay so that is next school year I apologize I'm a mess tonight I apologize not on my So just to be clear for all of this once again anyone listens

160right we are the moral but also obligated to provide this these are not it's not discretionary >> correct >> and then for how these how these schools are selected is this something like Vanguard is chosen because that is the one that the families have selected because it best suits the needs of the child >> it's a it's a com it's it's a decision of the IEP team. Ultimately, when we get to the point where we need to start talking about an out of district placement, we will make a referral to multiple schools. The first step in that process is the school determining if they feel like they might be a fit for the family. Ultimately, the family does need to agree to that placement, though. Yes. >> Again, it's, you know, for anyone who's listening

161and is concerned about is the district responsibly spending its money, the answer is yes, because truly does meet the needs of the child in the most responsible way possible with a variety of team members looking at it and we're doing it that way. >> Correct. And and with the board support we we have I mean and and the effective school solution contract is a great example of this. We have a robust level of service within our district. uh we have approximately 2% of our students who have an IEP who are referred to what would be an outofd district placement like Vanguard >> 2% >> two 2% um so we really do try very hard to to educate our students within uh the their home school or within a regionalized program within our district. It does

162get to a point sometimes where a child just has a different level of complexity and they and they require a higher level of care. 2% of our student >> 2% of our our our population of students with IEPs. Yes. 2% of our our I students with IEPs. We have approximately just over 700 students with an IEP. Uh and 2% of them out out of district. >> That seems to me to be a very nice number actually. And I know it's taken a lot of work to do and it's been to the betterment of all of the families. And as you say, you know, you got to do the right thing for the the you have a level of complexity that is when you look but but thank you for walking me through the process anyone.

163>> Any other questions? >> Thank you. Next up we'll move to human resources. >> Good evening again everyone. So I have our HR update for uh the month. Uh it is a busy month right now, busy time in human resources. So the first two items you see here, we uh continue to have some retirements coming in. We have two support staff members, a custodian here at Springton Lake, uh as well as one of our par profofessionals at Glenwood who will be leaving us at the close of the school year. So we have those on the agenda. We do have a resignation and then also some replacements. We have u more food service employees being added as uh we've had a couple of people leave in the last month or so. a transfer of a paraprofessional

164to meet the the needs of a student uh shifted uh the needs a bit and we needed to move a paraprofessional through the end of the school year to provide support. We've got a number of bus drivers in response to some of the folks that have already retired where we have had some hours being adjusted where uh when people have left, we have some of our existing drivers um either transitioning from being substitutes to now having a regular run and some folks that were already had runs have picked up some additional hours. And so you see those changes there. Uh, and then one of our food service workers picking up a little bit of extra time in response to one of the folks that left us. So, some adjustments there to ours. As we get

165ready for next year, we are making some changes uh going back to the conversation that we had about looking at enrollment numbers. And so, uh, you're going to see, uh, one item tonight where we're switching a teacher's grade level from third grade to second grade. Uh, between now and when we have our legislative meeting at the end of the month, there will be a handful more of, uh, changes in grade assignments. As we continue to meet with people, notify them of the changes, and have them come forward for your approval. We've got uh a par profofessional that's going to continue their leave of absence uh through the end of the school year. I think we actually skipped over one of the things that I was excited to share about. Uh we've got jumping back up

166to D for a moment. We skipped over D. So I'm really excited. So, you know, we have at some of our previous meetings uh lamented about some of our uh dedicated longtenured faculty members who are going to be leaving us and retiring at the end of the school year. Uh it is difficult to replace that level of experience and dedication. But I have to tell you, I am super excited about some of the folks that we have found already to join our team. Uh the interview process uh at all of the different buildings has been very very comprehensive. The fact that we were interviewing in March and April and now in May uh we are getting top top candidates to apply for the positions and and I am just one interview after another thrilled at

167the candidates that our administrators are bringing forward for these positions. So again, tough to replace these folks that have just dedicated many years uh uh to our school district, but we are uh bringing forward some really great people for your approval. Uh and this list too will continue to grow over the next couple of weeks. This is where we are now, but Dr. Malashsh and I are meeting almost every day with candidates for various positions. So, just want to kind of highlight that and let you know that uh things are are moving and grooving in human resources right now. All right, so jumping down uh back to I we're approving some game workers for playoff season at Penrest High School. Um that uh those funds are provided by PIAA, but since we are compensating the

168staff members, we have to have your approval. We've got a couple of changes uh to supplemental contracts J and K. Uh both related to a mentor uh for one of our new teachers. Letter L. Uh we have one of twous. We are working to finalize uh a second memorandum of understanding with one of our other employment groups that we're hoping to bring uh forward by the end of the month. Uh thisouou is with RTMEA. It relates to our school nurses. Um it really serves to um memorialize a practice that has been in place for several years in the district. Um several contracts ago when the concept of national board certification was uh initiated in the contract there was not a pathway through the national board certification for teachers. There was not a corresponding pathway for

169the school nurses. And so at the time uh RTMA and the district had some conversation and there was an agreed upon alternative path uh for the nurses to obtain that higher level credential through a different organization since that organization is not specifically outlined in the contract. This came up in some discussions about some of our newer nurses who are interested in pursuing that credential and we sort of discovered that we did not have this memorialized. So this is really going back uh we have three three nurses I believe in the district right now that have this credential. Um it similar to the credential for the teachers. It needs to be renewed with continuing education every five years. So it's not one of these credentials where you get it and it is a lifetime credential. It

170really does require ongoing professional development and reertification. And again, it's a parallel pathway to what is afforded to our teachers and our school counselors. So, this really me memorializes that arrangement that has already been in place. We have two employment contracts, uh, letters M and N. These are for our two student relations facilitators, uh, one here at Springton Lake and one at Penrest High School. Uh the student relations facilitators have been here I'm going to say at least 15 maybe 20 years the entire time that I have been in the district and and well before that uh these two individuals the positions uh provide an additional layer of support and advocacy in our schools for our minority students and their families. Um and so we have two great people that are doing a great job

171in each of the schools and these contracts reapprove their appointment for next school year. They are considered outside contractors which is why there are these individual contracts that are um being presented for your consideration. And again these are annual contracts um that we have you review and approve each year. And then the last item, uh I know that we've talked about this before. We do have a number of staffing agencies that we have arrangements with to provide additional contracted services. Um this is one of those agencies, general healthc care resources. Uh annually they update their rates for the new school year. Um and so they have provided the agreement for next school year. I am pleased to share with you that through some discussion we were able to get GHR to hold their rates steady

172for 2627 with no increase in the rates. Uh but you know again we have to have you just approve the updated addendum to the contract for uh for next school year >> and a definite congrats to Dr. Saladino because he is the one that that through discussion convinced them that maintaining their current rates was the right thing to do for next year and that did not come easy or without a lot of followup. So kudos to Dr. Sal for continuing that. Thank you Dr. Walsh. Any questions about our HR items? >> Pretty busy. It is a busy but fun time of the year. Again, getting to meet so many great candidates and we're fortunate to be in that kind of a position here in Ro Street Media. So, thank you. >> All right. Um that

173is the end of our meeting. We will, our legislative meeting will be in two weeks on May uh >> 28th. >> May 28th at uh Pancres High School in the auditorium.