4/13/26 SGASD School Board Meeting Livestream

001I tell me, you know why? I don't know. Everybody. Good evening. Thank you everyone for coming to tonight's uh voting meeting. At this time, we're going to do a flag salute and a moment of silence to our armed services. religious to the flag to the republic. Thank you everyone. All right, at this time we're going to do our favorite thing. That's roll call. >> Marshinger. >> Bomb >> here. >> Ramsey. >> Ritz. >> Sheer >> here. >> Stein. Wersorf >> here. >> White >> here. >> Wilson >> here. >> Thank you Suzanne. Uh we have not had an executive session. So, we're going to move to our formal and informal request to address the board. If anyone would like to add anything or have anything to say, you're more than welcome to come up. See,

002uh correspondents, we have a couple correspondents. Um Doug Stein, Karen Bomb, and I had attended the York County Alliance for Learning. It is something that's held by uh uh what is it now called? >> Sexton. Yeah. >> Sex stump used to be another attorney. Um and what they did um they honored Doug Stein as 32 years of service for a board member. um I received for 15 years as a board member. And then we have some awards. Um some of our board members were not present, but I did bring their awards along. And at this time, I'm going to announce your name. If you could just stand and receive it with Deafany, and Steph is going to take your picture. So Nicole Wilson, five-year re award. Ben Ramsey, five years serving board. Rodney Shear, five

003years serving on Springdale. >> And then we have Mike Britz serving five years on the spring. So if everyone's not that familiar with WCAL, it is a uh wonderful event that is made for learning for students. Definitely take some time. You can go online and learn a lot about it. It was a great event uh especially to see Doug receive 32 years uh serving on the Springrove School Board. So at this time that ends my correspondence. So now moving on we have uh district departmental reports uh special education and a link is made to each of the members to see that uh minutes or previous board comment meetings uh information only and this was due to the right I apologize moving a little farther ahead was not in my notes missed it sorry so at

004this time I am going to turn it over to uh Daphne for superintendent to report. >> Great. Thank you. So staying true to my 100 day entry plan, I've been spending most of my times in buildings and in conversation with our staff and students. Cameron, our student representative, who's not here this evening, and I have some good ideas for involving the students in a superintendent advisory council. So we'll be sharing some information about how students can be involved uh before the end of the school year. So, it's important to us that all students have an opportunity to participate if they would like to. I'm pleased to share that during my mobile office visits, I received many visitors, which I love. And last week, the entire Rocket leadership team came to visit me while I was

005at the high school. So, that was a great surprise. I'm very happy to provide an update about our federal programs monitoring. Julie Janice, principal at Paradise Elementary, is also our federal programs coordinator and did an excellent job leading our team through all 100 plus components of the monitoring tool. The monitors were very pleased with our progress, the organization of our materials, and how well we are doing with both the academic and the financial side of things. We met all measures and will receive no findings and no corrective actions. That's a great celebration. A special thanks goes out to all our elementary principles for their leadership and successful implementation of our programming. Jen Lepo, our director of finance, also received high praise for her diligence and preparation organization for all of the financial pieces. Uh and

006finally, many thanks to our reading specialist team who worked to make sure our programs are in compliance and in support of our students each and every day. The process of monitoring is not a quick or easy process. Uh, so our team did a great job and hit it out of the park. Several of our students were inducted into the Spring Grove Area High School's International Thespian Society last week. Gwennneth Baringer, Dylan Beverage, Rowan Bonner, Jaden Bowers, Torianne Ber, Addison Buffalo, Kelly Gutshaw, Nicholas Herkl, Abigail King, Hadley Lamb, Aiden Miller, Ella Miller, Masio Mobly, Malia Shabbaz Scott, Brook Schaefer, Connor Schaefer, Logan Shear, Cara Smith, Benjamin Thatcher, and Brena Walker. So, all those students, uh, congratulations to those students for their, um, participation in induction. And in case you missed it, several of our middle school

007students had the incredible opportunity to perform at the state capital for the National Music in Our School celebration. So, congratulations to all performers and to Mr. Messor Smith and Miss Krookpatrick. Uh that was quite an honor for our district to be able to participate and to perform at the Capitol. And it's also my pleasure to announce that we have three teams that have advanced to American the American Rocketry Challenge Nationals which will be in May. This year over 1,000 teams registered for the challenge. The top 25 teams will be invited to participate in the NASA student launch initiatives and the top 10 teams will split $100,000 in prize money. This year's challenge, the teams had to construct a rocket that would contain one large chicken egg and reach a height of 750 feet in a

008flight time of 36 to 90 or excuse me, 36 to 39 seconds. So, that sounds like quite a challenge. We have some events this week you won't want to miss. Thursday, the elementary band and orchestra concert will be performing at the high school. Friday, the rolling tractor parade is scheduled for um at to start at 1:15 from the uh Springrove Elementary School. It will travel to Roth Church Road around the traffic circle and back to the campus. So, be sure to step outside and cheer on our FFA students and local farmers for making this happen. And we also have a K to6 STEM night which will also be held this Thursday from 6:00 to 8:30. And if you would like to attend, please register in advance so they can make sure they have some supplies.

009uh um to make sure they'll have enough supplies for all of us. So uh on Friday or excuse me, finally on April 20th, we will begin our annual testing for PSSAs. As required by the state, students in grades three through eight will be testing in English language arts and math. And students in grade five and eight will begin testing in science. And that is all I have for this evening. Thank you. >> Oh, thank you for your very first report. Appreciate it. Okay. So, moving on. We had previous board uh committee meetings. It was on February 26, budget and finance. February 26 was policy and committee. March 2nd was curriculum. And March 2nd was building and grounds. All that information was reported on March 9th. Uh special committee reports by committee chair. March 30th, 2026,

010budget and finance committee meeting. Jessica, do you have anything on that? >> Yes. Thanks, Doug. Uh I would just wanted to give a brief update on our meeting March 30th as it applies to a couple initiatives upcoming. Um first we had a marathon presentation. We'll continue to discuss that with um our um Rocket Health Center. Um we're also continuing our discussions on substitutes and copy and print uh which will also happen tomorrow at our next meeting. And then we also discuss the budget um which we are presenting um tonight as well. just um the actual proposed budget and that is it. Thank you. >> Well, thank you. And then April 6, 2026 curriculum. Eric, do you have anything you'd like to add? Sure. >> Um we heard presentations from our music department as well as

011guidance. Uh music really highlighted how they are very student centered experiences um which creates opportunities for students to um learn by doing and then learn through self-reflection which was pretty great. Um and then guidance and they really talked about how they have been improving their procedures at the elementary school level um to ensure that every kiddo is receiving the needs um are met. um at the middle and high school levels uh continue to make more uh connections with local businesses and local employers to expose kids to what we have here in the area for them, you know, after graduation and and kind of giving them more experiences. >> All right, thank you very much. >> Um I I missed the marathon meeting. What is the followup for that? because I would really like to ask

012some additional questions. Are we going to have another session question and answer session? >> Yes, Mr. W. So, we had our first initial um presentation by Marathon to uh to the budget and finance committee. We wanted that um basically to um work out any additional questions uh further streamline the presentation. So, uh we'll be discussing a little bit more of that tomorrow night. Um and then uh taking that back to uh Marathon for them to basically tighten up the presentation in that'll be in the very near future here. >> Okay, any other questions? Okay, moving on. We have budget and finance. Jessica, >> thank you. Budget and finance board actions requested. A proposed 2627 general fund budget as outlined here. A couple things to um discuss for 2627. Total revenues of um 89 million with

013total expenditures of 90 million. Shortfall 1 million to be funded from general fund unreserved fund balance. Retaining current real estate tax millage at 25.4071 mills no increase. In addition, earn income tax of a half% and real estate transfer tax of a half% under act 511. Again, that's proposed um so we can make sure that that is out in public um over 30 days ahead of time. B 2627 final budget notice as outlined and C 2627 proposed final budget resolution as outlined and attached. And um so moved on budget and finance. >> Do we have any questions? All right, roll call vote. >> Baringer, >> yes. >> Shear, >> yes. >> Wilson, >> yes. >> Ramsey. >> Ritz. >> Bomb, >> yes. >> Wersto, >> yes. >> Stein, >> yes. >> White, >> yes. >> Thank

014you everyone. Uh, moving on, we have policy Rodney. Policy board actions requested donation ex acknowledgement and acception of the following donation in accordance with board policy number 702 gifts grants and donation. Number one is acceptance of the Liberty Tree Sycamore to be planted at the campus at York New Salem Elementary location determined most appropriate and approved by the administration. And uh number two is accept of a generous donation of STEM center equipment from Kyle Ripton Senior Foundation Incorporated and availability to the district students for all related activities according to the organization's mission. Followed confirm the district's intent to collaborate with the foundations according to the attached random of understanding. So move. >> Any questions? So, uh, moving to, uh, number one, the acceptance of the liberty tree that was already planted. I have a picture

015here at York New Salem. I'll certainly pass around. And Suzanne, do you want to give a history of that? Who who was tell? >> So, I let Suzanne give the history. They'll catch me if I'm state anything incorrectly. So, the short end of it is in um the early 1600s in Boston, Massachusetts, there was a liberty tree that was planted, which is where the um individuals gathered to represent their independence from the British. Um, and so there had been a graft of that tree, several grafts, saplings actually, that had been placed in several locations um, according to the 13 colony states at that time. And one of those trees was planted in Maryland and in I believe hurricane it was in 1999 which was hurricane can't remember which one it was but it was one

016that took the Liberty out from the Maryland location and it did not totally destroy the tree. They had to they had to actually destroy the tree physically because it was an eyes sore at that time. So they took graphs of that tree and the 72 graphs that from those graphs 72 of them were acquired by the Rotary Club uh in York County. So those Rotarians came forward to Seth Grove and asked if he would assist in putting one in every municipality in the county and the one municipality that did not have an appropriate location was New Salem Burrow. So although New Salem Elementary does not sit within the burrow, it is just on the outskirts, but it was a prime location because we butt right up against them at New Salem Elementary. So thanks to

017the credit of Dr. Dietrich and Mr. Styles, they met with um representative Grove uh excuse me, it's not repres repres uh they met with Brian Tate um as the uh registar of wills and they orchestrated for the Rotarians to come and actually plant the tree on Saturday. So that's what the picture represent. How was that Mr. White? >> Did a great job and Uh little reference, Brian Tate is a 1985 graduate of Spring Grove. Uh he and his family do a lot of uh donating to the Spring Grove School District. So it was a honor to work with him. Okay. >> Yes. Roll call vote. >> Wilson. >> Bomb. >> Sheer. >> Yeah. >> Baringer. Yes. >> Werstore. >> Yes. >> Ramsey. >> Yes. >> Ritz. >> Yes. >> Stein. >> Yes. >> White. >>

018Yes. Okay. Thank you everyone. And we have personnel Nicole. >> Uh personnel board actions requested. Letter A. Um retirement acceptance of the following retirement. Kathy Cable Paradise Elementary School. Um she was with PT uh uh nutrition support at the elementary school for 22 years. So we thank her for her service. Um letter B resignations. Um number one Shelby Forbes um Springrove Elementary School in instru instructional assistant spec special education autistic support. Um number two Stacy Kerr educational service center administrative assistant in the business office. Um, number three, Lindy Spangler, Springrove Elementary, Instructional Assistant Specialist in Education Autistic Support. Letter C, an appointment. Um, Shannon Shear at Springrove Area School District. She she'll be the supervisor of special education in the secondary. Um, so her she'll be an act 93 appointment. Letter D, a teacher appointment

019approval of the following teacher. um Britney Garcia at New Salem Elementary School as a reading specialist. Um letter E, classified substitutes approval of the following substitutes for the class for the classification as listed. Letter F, game manager intercolastic personnel approval of the following um pending updated clearances for 2526 school year um to work athletic events as listed. Letter F or I'm sorry, EFG. Letter G, temporary technology support, approval of the following individuals to assist with summer technology program projects pending receipt of updated clearances and completed act 168 disclosure forms as listed. And G, letter G, uncompens or sorry, letter H, uncompensated leave approval of the following request for uncompensated leave um as listed. So moved on personnel. And do we have any questions? >> Okay, moving on. Roll call vote. >> Sure. >> Yes. >>

020Wouldf >> Wilson? >> Yes. >> Baringer? >> Yes. >> Ramsey? >> Yes. >> Stein Balm Ritz? >> Yes. >> White? >> Yes. And I'll turn the uh mic over to Deafany >> and Shannon. I don't see you, but I'm pretty sure you're here. Oh, there you are. Hi. Would you stand for us so we can see see you? Uh, as Mrs. Wilson said, Shannon is joining our team as supervisor of special education for secondary. She comes to us from Dallas Town where she serves as the assistant director of special education. Her spir experience uh she served 11 years as an instructional adviser in special education and was a middle school special education teacher. Correct. Okay. Welcome. And Britney Garcia, are you here? Oh, there she is way in the back. Hi, Britney. Britney is joining

021our team as reading specialist at New Salem Elementary School. She has experience as an elementary reading specialist and is also as a math and reading teachers. Welcome to you, Britney. >> Well, thank you both. Welcome to the rocket team. Okay. And now for our voting adjournment of action voting meeting. >> All in favor? >> I. >> Okay. Moving to director study form. We call to order. Uh we have again formal and informal request to address the board. If anyone would like to come up and say anything. Seeing none, we'll move on. Okay. So, we have a couple presentations this evening. Um, our first one is um iPad usage of K through four levels and we have Steve, Chris, and whoever else is going to present that. Uh this is something the board has asked for

022numerous times to learn uh how valuable or unvaluable iPads are in the uh school district learning K through four. So we thought this was appropriate to bring the technology teachers and students up and see how valuable it is. We'll give us just a minute to get this set up. It's going. ready. All right. Well, thank you for having us. Um, I'm Kristen Henning. I'm the instructional technology specialist at our three K to4 buildings. And I brought with me Alicia Frymire, a first grade teacher at Paradise, and Chelsea Slate, a fourth grade teacher at New Salem to um, help me with this presentation. And but before I even started, I wanted to give a little throwback to January of 2015. Um, Mrs. Frymire, who was Miss Staggers at that point, and I brought some first graders

023who are now seniors getting ready to graduate, um, to come show the board what they were learning with their iPads. They were our first group of pilot students. Um, so this is from Paradise Elementary. Those kids, like I said, getting ready to graduate in a few weeks. Um so in that 11 years a lot has changed in the world. A lot has changed in our classrooms. Instruction has changed. The students have even changed. Um but what hasn't changed um is the commitment our teachers have to doing what's best for our students and getting them ready for life even beyond our walls. So just kind of to give you a view of where we've come from. Um, when I was asked to come up and share what was happening in our classrooms, I kind of went

024to my teachers and I said, "You tell me what's happening. What are you doing with these iPads in your classrooms?" And um, if you're not familiar, this is called um kind of like a word art where the words that they mentioned more often are bigger. So, you notice that the biggest word on this um form is engagement. So, it was most frequent. Um, and it's not just about kids enjoying a screen, okay? It's about active engagement. Um, students are deeply connected to the content and they're taking ownership of their learning because they're doing it on their own. Um, two other dominant themes here were differentiation and independent learning even for our kindergarten, first and second graders. Um, teachers highlighted that these tools allow students to work at their own pace with accountability, which is very

025important. um freeing the teacher to provide high level feedback and and enrichment to small groups um while we're still gathering data from those other students. So implementation strategies, what does this look like in kindergarten to f to fourth grade? Um I kind of highlighted there. It's not about more time, it's about better time. Okay, we don't spend all day on an iPad. Um we don't believe that any kindergartener or fourth grader for that matter should be doing that, any student. Um, but we take little short sprints that are very active and engaging and that's much more highly effective than sitting there all day watching YouTube about Minecraft. So, we've got three different um categories of apps and activities. This goes all the way back to when we started um giving professional development to the teachers

026about the use of iPads in the classroom. So, the first one, show what you know. the students can use these tools to show us through creative activities what they're learning in regards to the standards that we're putting in front of them. Um, we're also diving deeper into those standards. It's not just a worksheet and a multiple choice test showing us what they know. We're actually seeing evidence of this. The second one's differentiation. And again, these ladies are going to touch on these. I just wanted to give you a quick overview before we started. Um, we know what students need now. uh we have a clear picture of that individualized levels and we can scaffold different grade levels within the same classroom. Um finally assessment we can pinpoint student levels again we can quickly identify their

027needs and then we can also use these tools to show progress. So um if you've ever heard me talk um to my teachers, it's all about balance. In fact, underneath my mirror in my bathroom, I have some words that I need to look at every day to keep myself seen. and balance is one of them. Um, we really talk about there's an intentional purpose for using an iPad. There's also an intentional purpose for not using an iPad. Okay, we're working on uh motor skills with these kids, writing with a pencil, cutting with scissors, still doing all of that. Okay, we're using both physical and virtual tools. So, like this activity at the bottom here, same activity done two different ways. Okay, the physical one, we're using tactile motion. They're touching these tiles and putting them

028on and seeing what fits together. Okay, the digital one might work better for some students. Okay, there's an infinite number of tiles. So, let's say I made that animal, whatever that is. Um, but I have a gifted student who's done three minutes before everyone else. They can keep adding to that and continue their learning process there. So, we're not limited to the amount of um resources we might have in the bin, the number of yellow tiles, let's say, because this app gives us unlimited yellow tiles. Um, and it also works with different motor skills of finger eye coordination um on a screen. Um, and of course, this is not a replacement for the teacher. This is a tool tool for the teacher. Okay. And Mrs. Frymire is going to talk a little bit more about

029that. And yeah, in my first grade classroom, the different differentiation piece, but the iPads is huge. While I'm working with small groups, my students are able to work on things that are actually at their level. Um, with apps such as I have a first graders that are working on third grade math content, and that just wouldn't be a reality, something I'd be able to do every day without the use of the iPads. Um, so I know that when I'm meeting with my small groups, I know that everyone around the room is doing things that are beneficial for them and at their level. I remember when we presented in 2015, Kristen says and said then and it still I still think about it today that the purpose of the iPads is not to replace the teacher.

030It's to free up the teachers so that we're able to differentiate and meet the kids where they are. And then on that last slide, she also talked about um intentional use of the iPads. And I think that's so important how we use the iPads in the classroom. I know that my students are going to get more from five minutes of FA practice on a game like Mathopoulos than they would 15 minutes with a partner doing paper flashcards with each other and getting off task and losing focus. They're going to get constant engaging or they're going to be engaged. They're going to get constant feedback, be able to correct their mistakes right away, and that's just a more productive use of their time. Um added value is kind of another term that we use um when

031we're talking about planning uh for student activities and instruction. So I always encourage the teachers to think about how can what am I adding to student learning by planning this activity. Okay? Because if it's not of value, don't do it. Don't spend the time. Don't you know do do what makes sense and what is best for your classroom and your students right now. Um, and the focus should always be on the learning task and the purpose, not just, hey, I want to use this cool tool. Um, Alicia talked about teacher support. Um, having access to differentiated resources that yes, a teacher might be able to access those resources on their device, but being able to distribute and have students work through them individually would be impossible um, without the individual iPads. Um, providing individualized feedback

032and support during guided instruction is huge. Um, I have two examples here just to talk give you an example of what an added value might look like. So, um, we have some manipulatives called they're from a company called the Math Learning Center. They're all free. Um, but this is a geo board. So, instead of the rubber bands that the kids are going to shoot at each other, um, they can do it on this PEG board with digital rubber bands. A lot safer for the eyes. Um, but then we took that and it's called App Smashing. Well, it was in like 2010, so I don't know what it's called now, but you take one app and you use another app and put them together. So, we put it into an app called Chatterpick where the kids

033could add their voice and further explain what they did. So, let's take a listen here hopefully. So just asking them to draw a trapezoid, you're not necessarily going to know that they know what a trapezoid actually is besides how to draw it. They don't know about the parallel lines. Okay, so that's one example of adding value to a very simple exercise. So instead of doing a worksheet with 10 of these on, they can do one really well, dig in real deep, and we can move on. Okay? And using the tool seesaw that we have here, the teachers can collect it and see it and have evidence. I'm not going to share this next tool thing, but this is um kind of similar um but you can listen and hear the ex explanations, which is showing

034what they know. We're trying to find the area. So doing the work here. Okay. One thing that I want to say, we also have kids doing the same thing but doing it on paper, taking a picture of their work and then doing that same explanation with annotation and the voice. So, we're mixing together the physical and the digital at that point. Okay. That same kind of tool. All right. Right. Active versus um passive and creation over consumption. These are just some more examples um of things that we've done. We have students tracking their own progress towards goals. Um at the bottom here in the dark blue um this is an example of an independent activity that a teacher might um give to students where that's an embedded video from the McGraw Hill u math program

035that we have that's embedded into a um activity that the teacher created. So as the students are working independently they have a support if they need to review what that concept was about or if they got stuck on that problem. here is something so they're not getting coming up to the teacher and poking them on the shoulder while they're trying to work with five other kids. So things like these can be developed and shared amongst our faculty and then those are supports for kids. All right, foundational um skills very important. We scaffold this through the grade levels um even starting in kindergarten becoming familiar with the device um especially with very primitive features like the use of the camera and the microphone. um accessibility features for those students who need it. And I'm gonna throw

036it to Chelsea now for the upper elementary. >> I could talk about iPads and how great they are for a long time. Um but specifically in fourth grade, uh I know in elementary where we're always looking at how to better utilize our time and our instruction. Um, the one thing we, my teaching partner and I really focused on a couple years ago was our writing block and how that was such an easy thing to take away when we had to restructure our day due to delay, due to whatever, weather, whatever was happening. And we always got rid of the writing block because it was the easiest thing to restructure our day around. Um, and writing is such a foundational skill and it's such an important life skill. So, we ended up taking and breaking down

037each part of our writing lessons. So, we made 10 videos for 10 different writings, and it allowed our students to be able to work on their writing during um guided reading time instead of during group time where we also found that students who missed writing uh because they were absent. It was hard to catch them up. Missing one lesson of writing puts you behind. Missing two lessons puts you even more behind. Um and it was really hard to catch them up. So they were able now to work during guided reading time at their own pace. So that differentiation tool that Kristen and Alicia were talking about is huge in this concept because they were able to then work at their own pace. My kids that were working quicker and were more advanced were able to

038work through these ratings quicker. My kids that needed to take some more time because they needed to think through it. Their thoughts weren't coming as quickly. Writing wasn't as easy for them. They were able to go back to our videos and pause and say, "Okay, what were they doing in here?" Um they were just really able to hone in on those skills. And then we have them complete 10 writings for the whole year and they type every single one of them which is now even more important because our PSSAs are all on the iPad. Um and typing is a huge part of writing their TDAs which they have to write two of if they couldn't type. Um I'm not sure they'd be able to get through that part of it. Uh so being able to

039do that in itself and being able to have that time back um for instructional purposes has been huge for the past we've been doing this for probably 5 years now has been so beneficial for the kids and they get through so many more writings in a year and learn so much more about writing. um the the ability to be able to just have them be familiar with the iPads and every single tool they can possibly use, especially when it comes to their state tests is also very beneficial. Today, I was able to use the is it the sampler item sampler and get them on and be able to go through each and every tool with them before taking the test well before taking the test so that they're very much so prepared. I never want

040my students to go into taking a test like that or anything illprepared and uncomfortable. So, they're allowed to be ultra comfortable with the iPad sometimes more so than I think some of us on what they can um do it do with it. But also then being able to practice, you know, reading a um passage on the screen all year long versus just for a portion of the year. They're able to do that from, you know, K all the way up. And that's also a specific tool. Can I touch on something else? >> Okay. Um Kristen talked about Seesaw and I don't know if she's going to talk about that uh or talk about more of it, but Seesaw connects with parents. Uh so when you're talking about the family and student and teacher connection, it

041is a really great app to be able for me to be able to communicate to my parents quickly. Um they get their messages immediately and then all those things that the kids do on Seesaw gets posted on there for the parents to see. So, it's immediately that the parents see what the kids what their kids are doing in class and they can comment back to their kid like, "Hey, great job. You did so well and they get that immediate back and forth where normally, you know, you send home a paper copy of something and maybe the parents look at the worksheet, maybe they don't, but I feel like a lot of times they're more apt to look at what they've done on Seesaw." And that's I think >> that's okay. The last thing on this

042I just want to talk about real quick is the word mult multimodal. And just that explained is this picture at the bottom here. Um if you walk into any of our classrooms on a daily basis, you're going to see this. You're going to see maybe an iPad sitting up but a piece of paper in front of the child. Okay? Um they're going to be using it as scratch paper. They're going to be doing work on that paper. They might be referring to one of Chelsea's videos um on the iPad while they're doing work or writing on the paper. Okay. So that multimodal going back and forth between the two um a it's a skill, but it's every day. That's that's what it is. So the last thing I just want to touch on um is

043screen time because that's the biggest the biggest question here. I want to start by saying I'm not only an instructional technology specialist. I was a teacher and I am a parent of two teenagers who I keep their screen time low and they don't like me for it, but too bad for them. Um but I took this example. This is specifically. So this is one of the biggest apps that we use for differentiation for assessment. So this I would say is one of our heavy hitters in K to4. Okay. So this is from I believe the beginning of March when we started putting this together. I went to EXL. I got all of our use data for kindergarten through fourth grade. And this chart shows us the amount of hours that were spent from the beginning

044of the year to that point. Then I took to get this time spent over here on the right. I took those hours divided by 60 to get minutes. Time 60 to get minutes divided by the number of students and the number of days we had. Okay? And it gave me these averages here on the side. So looking at we're looking at kindergarten about three minutes a day. probably not three minutes every day. It's probably a bigger chunk one day and smaller chunks another day. Up to 14 minutes for fourth grade. Again, this is an average. So, some depending on the classroom, depending on how the um classroom is set up and how instruction and what the child needs might be more or less on a given day or within a week. Okay. We have found

045through other data that this is reflective of other use. So, what I'm look at when I see this is this progression. Okay, from low to high. Okay, we are using it, we're actively using it at all grade levels, but we're using it more as the as it becomes more developmentally appropriate. Okay. Um, so we can talk specifics about that um further at another time, but I wanted to give you at least one morsel of what does this actually look like and um what kind of time minute-wise are we talking about? Okay, that's all I have prepared. I want to thank these two for coming with me. Um because it's a lot. So I want to thank them for coming and and doing that with me. Are there any questions? >> Two two questions. Um one

046and I think you kind of referenced this and and maybe you can share it another time, but I was curious the total amount of time spent. So I I see Il and I I not shocked that is one of the heavy hitters but that when and when either teach teacher came to present thank you both for coming um no one referenced Il during that so like you're using it the iPads in many other ways so I'm curious what the total time is >> um I use it if you want me to >> in in ELA um I have my students do 15 minutes of every day >> and then they're writing time is 15 minutes. So, they'd be using the iPad maybe or maybe not to watch the writing videos and go step by step.

047Sometimes they get to a point where they're like, "Oh, I got this. I can write it." They don't need the iPad. And then that's the only required, you want to even say that time. I would have my students on. I have a finish list and they can be on sore or epic, which are reading apps. Um, if they finish something early, sometimes we may have um a vocabulary quiz. I might do um a like fun game like Cahoot or BLIT if you've heard of those on occasion. The we will write I've done that to help extend their writing um stamina I should say. Um and then but those are very minimal. They might use the iPad to see the task. So I don't have to so they don't have to they don't be printed out.

048They're just there for them. Um that's that multimodal that you see that we'll use. Um but required I would say 30 minutes outside of that it's very sporadic and then they can use that to read normally just >> that's fourth grade >> I have a question which actually leads you use it for writing um I was curious if we actually are teaching any of our kids how to type >> for this point them how to type. Okay. >> Um, we do the first writing together and then I will pull up a document and I will show them like this is how you make a capital letter. This is how you indent. This is how a writing should look. If it doesn't look that way the second time they do it on their own and then

049obviously they have that >> um format >> the format like on the video. We meet I I conference with them. It's not like hey go do your writing then I don't see you at all ever again. we conference and we look at it and I say, "Okay, don't forget let's show me how you're going to indent to make a paragraph. Show me where you're gonna put a space bar." By fourth grade, they pretty much know how to >> what the buttons are doing. Do we ever teach them like the memorization of the certy keyboard? Like I continue to see high schoolers like >> Yeah. >> do this. >> So that's something that actually a group of us have been working on all year. And one thing that we're starting once to start even kindergarten first

050grade we have these site words with their their Wilson that if we can start with those it's like learning your name and then here are the site words and then here are these. There are very few typing programs just for elementary but we're on it. And please feel free to reach out with any other questions. I'm happy to help and provide information. Oh yes, Doug. >> Did you bring some students? >> Oh, I think that was referring to that first slide. >> No, I brought them then. >> They can drive now and they had other places to go. So, >> oh no, they're not here. >> I did have one. Okay, so this is a bigger I guess just concern or something for us to continue to think about is I see all of the

051really awesome ways in which we use it and that's great. Um, but do we know how this is impacting like a kids being on a screen? How that's impacting the de brain development of the kids just with their inability to focus on a task for very long because they're this just they're always doing something all of the time. So, they're very quickly bored and they don't know what to do when they're bored. It >> Yeah. So, I'll I'll speak to that just quickly so they can go. Um, but the balance approach thing is very intentional. Again, I'll use that word. And part of that task is actually helping them through that frustration point of the iPad's sitting there. I need to touch it. No, you don't. Okay, we all have phones in front of us.

052At any time during the day, we're like, "Oh, I have a minute." Okay, that is learning opportunities that we need to be able to get them started even when they're little because when they get home they see a phone, they see an iPad, they run to it and they're glued. So those are the learning little learning moments that we really try to hit home with them to counteract that. That was actually something I really wanted to touch on too is that um I think it is so important to recognize a lot of these kids are going home and they're sitting in front of a screen all night. And I think we want to be so mindful of how we use them in school, but I think it's also a unique opportunity for us to tap

053into their interest, what motivates them, what engages them and use that for good and use that to help them persevere through the hard things because that's when they learn, you know. So I think if we were to just take them away, we would we would lose the opportunity to reach all of our learners because this is what this is what works for them, you know. We have to tap into that in some way. I do I have one question that that that last that last part with all them colors. What are what do the different colors mean? What >> um the different colors were just they're um just different parts of the website that they were um accessing. They're all practice. Um I have the key. I'd have to look at the key to tell

054you what specific things they were, but it was overall just practice um for um in >> that had nothing to do with the use of the >> No, no, no, no. The the time is the total time they were accessing the app. So, >> I understand it is a useful tool, but one of the one of the one of the things that that I take notice to I'm from an older school is from people today aren't real sociable. A lot of your especially your younger children when you talk to them won't look at you. They're they're looking down. I don't have a fear that they're not recognizing people and being sociable because the iPads and the computers are taking place of that. I appreciate the tools we can use to teach them, but at the

055same time there is a thin line there. I believe so. I I totally agree with you and I think that that's very um something that our teachers are really good at is hitting the them where they need those soft skills and um encouraging them to move past those >> and there's still lots of group work that we do. So, we're still doing partner work without the iPad. Um I'm sure >> um we're both, you know, a lot of us are doing partner work, task hard work, things that are tangible things. just like work together. Um sometimes there might be an iPad at work like but in my room more likely no more likely it's most likely I also love the other things that we can do on the iPad. I think it's just we all

056find a really good way to mesh both of them together also. So they have to work together and they have to talk to one another and they have to all or nothing on either end, right? I would just be curious in terms of do you have any data to suggest that the iPads are helpful? I hear what you're saying in terms of meeting learners where they are. >> Um I'm just concerned that does engagement mean learning, right? And does that follow and I I I don't know. I I I really don't know the answer to that. And I I've seen data conversely, right? And there's districts out there now that are moving away, especially at the younger years um from using iPads, using technology. >> I think there great question. We don't I don't have

057that data with me right now, but it is something we could dig into and take a look and be like, okay, well, here's our scores. Here's what we're doing. Here's where we were. >> It's really hard right now because we've got some deficits we're still picking up from. So, it was here, here, here. You know, we have to take all that into account. So it I think it's a great idea and I'm willing to help. So >> great. Thank you. >> Very good. >> I'm going to say something similar but a little different. Um I think with technology there is a fear of the unknown and understanding where the balance is which is what you started off with. So um do we have parameters or are we looking at it to determine who is getting

058the best results with what balance and sharing it amongst ourselves. Um I think is um when we say that we're asking for data I think that's really what that's why as a group we keep talking about it is because we're trying to make sure that we are supporting what is best for the kids. So if we're getting a different set of results across different people in the same grade, are we sharing that information to understand where that balance is? >> That's data we can definitely look into. And >> ladies, thank you so much for the presentation. It was really good. >> Truly appreciate it. Something the board's been asking for. and any further comments or questions. What I would do is reach out to the uh curriculum leader, which would be Eric, and send him

059the questions and stuff, and he could bring those forth. So, Eric, you you may continue. I'm sorry. Oh, so we're going to toss this over to the rocket promise promise presentation uh by Put it here. >> Oh, maybe not. I could ask that we're moving again. Bill said, Bill said. >> I wouldn't know how to act being that high off the ground. >> All right. Uh, good evening everyone. I'm Dr. David Dietrich, principal at New Salem Elementary, supervisor of online learning and co-chair of the Rocket Promise. and I'm going to turn over to the rest of our committee to introduce themselves. >> Hello and good evening. I'm Fallon Mallerie, principal at Springrove Middle School. >> Good evening. I'm Cameron Gross. I'm in eighth grade and I'm a student leader in the web program. Good evening.

060I'm Quesa Vargas, an eighth grader, a student leader in the web pro program as well. >> Good evening. I'm Olivia Rodriguez and I am in the eighth grade. >> Hi, I'm Dan McMinn and I'm in eighth grade and I'm part of the web program as well and a member of student council. Hello, I'm Ava Dietrich and I'm a junior. I'm also the president of Renaissance leadership at the high school. >> Good evening. My name is Coy. Um I'm a I'm in high school. I'm a ninth grader. Um and I'm part of the Springrove area rocker team as well as student lighthouse. >> Good evening. My name is Pastor Sean Burkabile serving as a student volunteer. Not a student, parent volunteer. also have three students that are rockets. >> Good lur sport high school teacher. >>

061Hello and I'm Kobe Dietrich, class of 99. I am a parent of two current rockets and also one rocket alum. >> We have more members of our committee in the crowd here and and Mrs. Mer will introduce them here soon. But uh our task uh we were tasked with the job of basically taking what was coined the rocket promise and developing that and what we wanted to do was really develop a statement that represented the the ideals of our district. What does it mean to be a rocket? Uh but we knew that to get to that rocket promise, we first had to take a look at our greatest asset, the thing that we invest the most in, and that is our students. And so we really took the time to develop what we are calling

062the portrait of a graduate. And that helped us to bridge identify uh what we really want to see in our graduates which allowed us to bridge that gap to getting to that rocket promise. >> Okay. So the most exciting part of this process was as a core team. So that was myself, Dr. Dietrich, his lovely wife Kobe Dietrich, and Steph Kennedy. We came together and we were very strategic and intentional in forming a committee of stakeholders that came from all different walks of life. So students, parents, teachers, elementary to high school coaches, community members, alumni, uh members of the school board and administration. We wanted to get that because we wanted everyone's shared perspective. We wanted the transparency and the collaboration in forming something that would be meaningful. So, I have the amazing committee behind

063me, but we have um some other committee members in the crowd. So, please stand. So, next I'm going to turn it over to Kobe Dietrich and she is going to discuss our process. So, I volunteered to help co-f facilitate uh this committee. Uh based on my 20 plus years of experience in public relations and community engagement with a committee this size, I knew that we really needed to be intentional about our meeting schedule and our meeting format so that it was designed to encourage to people to talk uh so it could encourage listening and also with activities designed to build toward consensus. So we did uh a lot of workshopping collaboration uh we narrowed focused we really sort of marinated on topics we came back and revisited topics we pressure tested ideas and ultimately we

064built consensus through an iterative process. Um we spent a lot of time talking about what it is to be Springrove and what it is to be a rocket and we tried to look at it from all angles. So you know what makes us a rocket? What makes us Springrove? Uh why are we here? what impact are we having? Uh who are all the people who even care about spring rockets and what do we need them to know and about us and also the future that we're trying to create. So I want to um invite Pastor Burkavile to come up and share a little bit about how that perspective and process uh benefited us while we looked at uh what it is to be a rocket but through the lens of all these specific groups that

065we serve. Thanks. So, um, as a member of the community, uh, being a service member of the community, it's it's been a real privilege to be a part of this process. It brings together at sometimes 27 members of the community from students and teachers, faculty members, admins, um, invested stakeholders like coaches and members of the community. It was shaped into a very diverse group that looked at our diversity statement and our portraits of a GA graduate as a district. But what made this process so meaningful for me was not just the outcome. It's how we got there. From the very early points, we spent time listening to each other, building relationships, engaging in creative exercises, but truly the heart of this work was listening to our students. You might assume that it was driven mostly

066by the adults in the room, parents like myself or Christian Tumi that sometimes don't know when to stop talking. Um, it was a real joy. than we when we really heard directly from our students and what they value about their Springrove education. I can honestly say that the voices of these students were not only heard but they were received and they were honored in the final outcome which you will hear shortly. There's something powerful about seeing people of all ages come together with diversity of backgrounds, from different places of our country, from valuing one another's perspectives and our differences. And it truly was a genuine expression of our community at its best. At its heart, this has been a collaborated effort rooted in shared care for our students and our community. It's been a joy

067to see so many voices come together with a common purpose and it's truly grateful for me to be able to call some of these students my friend. Thank you, pastor. And you know, as he mentioned, that collaboration and feedback loop was really important to helping us to narrow our focus. Um, as we've met, very broad talking about all the things that make us Springrove. And that then allowed us to have a focus and some things to take to the community through a community survey. Um, and there were 396 completed surveys, which was a great response. So that feedback was helpful to us. We also did a separate exercise where we benchmarked against other districts to look at their portrait of a graduate and to pay attention to what were some of the characteristics and things

068that we like. So I also wanted to invite Gotham who's one of our very eager contributors um for him to talk about how that really helped us get to a final product by looking at all of the uh examples that we had. >> Um thank you everybody. So when we were trying to get ideas for what we wanted to do for Rocket Promise, um as was already mentioned, we basically had posters with um other like ideas and other stuff that um we have already seen. And what we did was we took post-it notes and we like wrote things that were good, wrote things that you know were that things that you know, oh that's really something that we should think about. And then there are some of the things that we need to look like,

069oh, you need to be aware of some things. And so this really helped us narrow it down to what we need to do for the portrait of graduate as well as it also made it clear as to how like we need to be precise and we need to use uh words that are strong yet are subtle with the amount. >> Thank you, Gotham. So just to recap, through this thoughtful and thorough process, we prioritized collaboration, transparency, and stakeholder input and voice. We successfully brought together a diverse group of stakeholders that build cohesiveness and grounded and rooted in a shared purpose. We engaged our community in meaningful work and authentic input, which again, like Mrs. Dedrich shared, we had over 300 responses. That was phenomenal. Um, the feedback was not only heard, but it was actively

070used to refine and strengthen our work. As a result, we developed two key outputs that clearly represent our district's commitment to students and our collaborative vision as a community. So, without further ado, I'm going to have some of my amazing middle school kiddos come up and share our Rocket Promise and our portrait of a graduate. We are now going to share the rocket promise. We commit to creating an environment of respect, dignity, belonging, and positive engagement with our community and beyond. Perfection. I am beyond honored to present to you the Spring Grow's portrait of a graduate. Prepared, hardworking, and accountable to make an impact on their local Springrove community and the world around them. Our Rocket graduates are ready to launch. We look for our students to be academically ready by being engaged, lifelong learners

071who are competently skilled and teachable from a foundation built on solid academics and applied critical thinking. We want our graduates to be well-rounded. This means being able to communicate effectively, being flexible, and being open-minded in daily life. We want our students to welcome a challenge by being motivated, resilient, and poised to solving problems. We want our students to be community centered by being respectful of others, leading with compassion, and showing up as a responsible citizen to serve others. Students that come through the program will be prepared to drive others to succeed, be trustworthy and reliable, and are ready to lead in our community. So, our next steps in our mission for the Rocket Promise specifically, we would want to get announcements out to our families, our staff, our students. We would also want to provide

072timely updates of posters in our buildings, offices, and classrooms. And we would also want to update our website. As far as portrait of a graduate, we would still have to do some work on that because like Gotham had mentioned, other school districts, there are visual representations of their portrait of a graduate. So, we would have to work with graphic designers. We may even pull in some high school students. We would like to create a solid strong visual rep visual representation um that can be displayed in our school buildings. >> In closing, I I just want to say um as far as committees go, this is probably the most fun committee that I've ever been on. I think we we truly look forward to meeting every month. We had a ton of fun. There were lots

073of snacks. >> Oh my god. I don't know if the kids appreciated the fellowship and or the food. They love the food. >> Both. We're going to say both. We're going to say both. But we are extremely proud of the work that we've done. Uh we're we're extremely proud of the the rocket promise, the portrait of the graduate. We believe they're very representative of what it means to be a Springrove Rocket and what it means to be a Springrove Rocket graduate. And we hope that uh at the next meeting you vote to accept both. Thank you. >> Thank you. Mr. White, as you're coming up, I just want to say that um this it really makes you proud to be uh here in Spring Grove. You all did a fantastic job. It's not easy to

074come up to that microphone. So, congratulations and great job participating and coming to the meeting. You all did fantastic. >> I would like to piggy back on that too. Um when we talked about doing this exercise, it was not wellreceived. Um because we were changing something and the thought process behind involving our students and being able to recreate something. I couldn't be more excited about what this uh came out and what it was, how it ended up. Um, I don't need the question now or the the answer the question now because it's probably too soon. But I'd be curious to hear people's thoughts on when we do it again because a cadence of every so many years and allowing that kind of a group to come together and do something when there's inclusion there's typically

075more buyin and that was one of the huge drivers for myself as to why I wanted to see it get done. So seeing those kids be involved and do that um is cool to me at least. >> Yep. And I uh second uh from Jess and Ben. I mean outstanding work to pull the community together, the administrators, teachers, parents, um you know, and the students and just come up with ideas like that is just amazing. I am not a graduate of Spring Grove, but I say this to everyone of being married to a Springrove graduate. It is amazing. And I think Daphany probably seen it more since she's uh been here a little bit, but I say what a vital community of strength because the people that graduate here always come back to represent Springrove

076or work for Springrove and teach our children again. And there are not many school districts out there that you could say Spring Grove truly is a family school. And when you have moms and dads and brothers and sisters, aunts, uncles, it is a true community. And if one thing I can say, that is a proud proud moment. I think all of us can sit here and say somewhere along the line if you graduated, you're back here working for the school district and giving back to the community. So kudos to everyone and thank you so much for the presentation. Truly appreciate it. >> I'm going to keep piggybacking. So I was involved uh in the the the group uh and it was a real pleasure. It was very fun. Um uh but what was most exciting

077I mean from day one the whole way through we kept talking about how the rocket promise and the and the portrait of a graduate is beyond our classroom. Um I mean multiple coaches were involved and you know they were talking about immediately like okay let's get this thing together. I want to bring this to my coaches. I want to make sure that all of my you know my uh my athletes are very aware of what they uh aspire to do. We were talking about local comm uh employers and how how can we kind of sell the springer graduate to the the local community. So it was very very cool because we were looking at it really as a the whole community as opposed to just the school and that and that was really exciting. So

078job presenting. So good job. >> And I just I just wanted to say an extra special call out to Kobe because it was a large group and I was when I first got I could only make a few meetings. So I really appreciate the invite. Um but um Kobe, you did a great job just trying to keep everybody together and on task. So, it turned out beautifully. So, thank you. >> How many times did she have to say squirrel? >> All right. Well, again, thank you all very much for taking the time to come out this evening to put on the presentation. Thank, you know, the students, the staff, the teachers, the coaches, you know, every one of you. So, appreciate it very much. All right, we're moving on. Um, it looks like Deafany, you're

079up next for an overnight conference. >> This is a request to attend the Superintendent Advisory Council conference. I I've not met any of these folks yet, but they assure me that it's going to be a valuable learning opportunity, and I'm looking forward to meeting folks and learning a little bit more about leadership, student engagement, and all that good stuff. So, appreciate the opportunity. All right, Steve, you're up. >> Thank you. You uh have in front of you the next uh step in our uh curricular uh process for the uh year. Um you remember back in the fall you uh approved a a group of new courses to be written um and some other courses to be revised. you have in front of you right now the complete list um electronically um all the links will

080take you to the work um that the teachers and the administrators did on each of those courses um this is just the first look at it you have it um for this entire month um then we'll bring it back again in May um the uh DSF in May we'll have administrators here able to answer any questions you might have um and then we're looking for approval of the courses at the and in the meet voting meeting at the end of May. >> Question these new courses coming involved. Are there any courses going to be eliminated and we will will we get a list of them? What what is being >> they're not officially like wiped out but there are courses each year that don't run. Depends on what students sign up for what. So some

081of these courses might not run necessarily. It all it's all driven by the student needs. So yes, every year there are groups and we don't groups of classes that don't get run. Um but we don't throw them out necessarily. They're still there in case we need to bring them back. They're also going to be rotating some classes so that some classes will be offered in the fall but not the spring. Some classes might be offered every other year to try to get all those things in. >> So what is the delineation of that to Rod's point? So, like is it five students have to sign up, 10 students? >> The high school hasn't I'm not sure what the exact number is and it's not I don't know that it's a hard and fast number. Um,

082but there is a number. They need a certain number of students that to run a course. I'm not sure what it is. The high school could tell us. >> Okay. And it does vary depends on type of course and when I I just wanted to highlight my continual concern over this process um and how we do it. So, I looked through all of the courses um that are being proposed and I'm very concerned there are a number of courses that are while they're preaching like an impossibility. So, within those units, it'll show I have one written down here. there is a course then within the very first unit not the whole course just the first unit um students are going to be able to complete 18 objectives which for the non-teers is that's a lot

083of objectives and master 41 standards all within the first unit that to me and I think impossible um and so this just highlights again my desire uh for someone within the upper admin building who is focused and tasked with the education of our kids primarily. All of our administrators, you know, touch the educational process in some way, but we don't have one person to fully focus on the academics, so the instruction, the curriculum within our classrooms. And that to me is very concerning. That is why we exist as a district. Um, and if these by the time these courses get to our like the board's book, I mean, I strongly believe they should be completely valid um and coherent and we continue to get courses that are not either of those. Um, and they're we

084have some process in place to get them here. Um, but something that really needs to be addressed. So, it's a big concern of mine. It's not a question. Uh but every single time we have these courses, it's it just highlights my concern. Else we move on. Uh oh, it looks like Steve for some major trips. You're still on the still in the hot seat. >> Yes. have um a list of two rocket uh two rocket launches for trip two trips for rocket launches and an FFA state convention uh in State College. Okay, thank you Eric and all uh presentation. So, moving on, we have uh budget and finance. Well, let's back up. Is there any does anyone have any more questions and anything on curriculum before we move on? All right, seeing none. Uh, business

085and finance. Uh, Jessica, >> thank you very much. I will turn it over to Mr. Zette. >> Thank you, Jessica. So, um, as we annually do this time of year, we have a nutrition memo for you updating um, our process. Uh we will be presenting the uh final nutrition budget uh to the board uh in May, but just wanted to give you um a memo of what we're currently working on with our nutrition services department. Um second item I have there is the York Learning Center. Uh we mentioned this at our last budget and finance committee meeting and we'll continue to be um talking about this over the next couple of months. Um but the uh York Learning Center looking at uh doing some major capital improvements to its buildings. Um over the past year,

086uh the members uh the superintendent uh of the the member districts have been meeting with the York Learning Center to uh to discuss funding options as well as building concepts as well as the project funding. As we mentioned in the budget and finance committee uh meeting, we do have those numbers budgeted for the 2627 um uh fiscal year. uh more information to come uh in the August, September, October uh timeline. You do have all of that uh information presented to you. Um third item that we have there is uh due to some of the uh residency changes with u with the charter school as well as some of the manual up updating that we do on a daily basis, we are recommending a software system by the uh by by the name of clear. So

087after some evaluation uh with um with the Dr. Ledwick's office, the high school um with their Chrissy Kenny's office as well as the business office with uh some of the items that we've talked about uh over the past number of years with verifying students um uh and their residency. Uh this is the software that uh will will actually uh um if used appropriately I mean not used appropriately but but the resources as they're used appropriately will be uh time consuming. uh it will save the time consuming manual checks as well as making our our methods more accurate uh and efficient. So uh by identifying students uh that may not be spring residents uh we can actually save the district um uh funds. So uh this software um as the memo mentions uh is funded through

088is is funded through the PCCD grant. So it's no impact to the district's general fund budget. And then last thing, um, last year as we were working on the budget cycle question, sorry, let me hop back to the residency. >> Uh, it says that it's going to be paid. Is that in perpetuity? Like we it's going I saw a three-year plan, but we have often paid for things with grants and then we end up >> Great. >> gets put under our budget. >> Great question. So, our plan for right now is to um is um is to pay for this for a three-year uh with with the PCCD grant. As you um are aware, if you're not aware, uh the district has been receiving PCCD grants um every year for past number of years. So,

089um we would be able to in three years be able to talk to the board and say, is this something that you want to be added to the district's general fund budget or we could still add it to a um a future PCCD grant? So, I don't know if that answered your question, but we would have that determination in three years >> and that that will definitely be within when we go. >> I just want to make sure that we are aware of that when it does come up for renewal that it then ends up on a paper and not just in the general budget so that we're just approving correct the vast >> Yep. we would show that to say this is another this is a a a new item and it'll also give

090us uh time over the next three years to see if this is going to benefit as we mentioned you know you save um I don't I'm just going to throw some highle numbers out I know um Mrs. Mrs. Leo, Mrs. Leo can give us the precise numbers, but if you look at what we pay for a charter school student for basic education right around that say $14,000 range and a $36,000 special uh special ed student, you save one of them and it's paid for itself in one year. And we've we've seen numerous um students that are at these charter schools that aren't Spring Grove students. So again, it's one of those things where I think over the next three years, we'll be able to give the board a lot more information to say, is this

091something that's really truly working and we need to keep it? Um or and and and um and funded then through either a future PCCD grant or the board may say at that time, yes, this is really working. Um use the PCC grant for another project and fund it through the general fund. >> Mark, I had a question. Are there any districts currently using that program? >> Yes. And uh >> Yes, it's me. >> I don't I'm sorry. >> It is. Yes. Southeastern's using it. West York, a couple other districts are using it. >> Have you talked to them about it? >> I have and they feel like it's worth it. I mean, >> I don't know if you know much about residency. We really think it's going to help us with the cyber, but there's

092it's Chrissy and I are your residency team. your residency verification team. And there's sometimes we have to do a stakeout. I'm not kidding when I say that. Um, recently we went on one um where we got up at 6:00 a.m. and we went out to make sure a student was living at the address that they say. So, it it is a lot of time, but we think this will help save us time and also be more proactive. So every year or two we've updated our processes and procedures like so that we have a tighter way of enrollment when we enroll. Some students can enroll through different avenues. We think this will help head off that in the beginning um so that we have a a heads up. Sometimes we don't figure that stuff out until

093like mid year because we're doing our own investigations um ourselves. So, we think that this help this um software will definitely help us out. Um the other two districts that are currently using it, they've found at least one student and it paid for itself. Um >> it wasn't somebody that Springrove had to pay for. >> It could work both ways. >> Not at this time, ma'am. >> Thank Thank you, Dr. Lrid, for that. >> Yes. >> Thank you. >> I I have a quick question. So with that data, even if it saves us one, that's great. But do we know how we get that reporting or how that's shared? Is it within this system? Is it easy to pull? Do we know anything about that? >> I think it should be easy to pull. Chrissy

094and I just had um a a little um a little uh meeting with them last week to do some kind of verifications, but then we ought to be going into the training very soon and then I will have more to report. >> Okay. Thank you. >> You're welcome, >> Doug. >> Yeah. I just said I have three questions. You don't have to answer them tonight, but maybe you just get back. One is how are we going to verify this information? You know, this sounds like a big database. I don't know if it's AI generated or how it works, but we have to have a way and I'd like to know how we're going to verify that information that we're getting as opposed to just getting it and saying that's the way it is. I think

095we need to to have information on that. The second thing is uh what input do we have to put into the system? In other words, I know we're going to be getting information, but what are we giving into the system? I'd really like to to know specifically the information that we're putting into the system so we know what we're putting in. And thirdly, in regards to the information we put in, I'd like to know who has access to what information that we are putting into the system. because this this sounds like a big database to me. So, if I know we're using it to get information out, but I like to know who what we're putting in and the third question, who has access to what information we are putting in. >> So, in in

096the memo, um it addresses your first question, Mr. Stein um what the what this clear uh software does is it uses um national phone data, consumer and credit bureau data, department of motor vehicle um records, real property data, known associates and relatives. So as you can see as u Dr. Lewick was mentioning when she's doing those uh on-site verification, these are all those items that she on a manually on a manual process or Chrissy have to do on a daily basis. So it's using all those um all those resources in one uh one database. Um, other than this, other than the parent and guardian information of the the address, and I'm just looking at my team here. I don't believe we're putting in anything else. So, we're asking for where does where does Mark Zap

097live? And that's the information that we're getting back. So, we're not putting in anything of Springer's data or Springer's information. We're basically verifying where does Mark live. >> It's an address. Then >> a name and an address. Okay. >> Name and address. verify that Mark and his kids should be in this fingers. We should be ready for >> and um I was writing down your second question. I missed your third. >> The first question was how I we're getting back is really true. >> I got those. Yeah. Who has access? Um it would be anybody um any there we're not putting in any information for Spring Grow. So there wouldn't be anybody anybody that has access that um uh to the system would have to pay for this system. the um the the software company

098uh this is isn't something that anybody um out there in public can actually gain access to this. Uh there has to be definitely u a background check. So we can only have certain individuals that can actually use this system. So it does it's very powerful. Um I know the the gentleman online joked u you know we're not going to be looking for um for famous actors and finding out their information. So, we have to and Michelle's team has to verify, somebody has to be um subject to that confidentiality to say uh if if Dr. Lugwick is the one who's using it, she has to sign a consent form to say I am only using it for this for school district's uh use. I'm not I'm not looking out for any any um you know, rock

099stars or public uh out there. So, >> we just had to do that. That's what we did last week. We had to kind of verify that we were using it for um our use and that we won't be using it for any extraneous uses. >> Right. >> So it sounds like we're only putting a name and address. So and it sounds like well that's very limited. So I guess the the big question then is the first question. How do we kind of verify that the information we're getting? I mean you still have to double check it some degree somehow. when when we when we're asking the parent uh or guardian for the verification, what we're asking them for is to show this data. And many times um they're the ones who are either um falsifying

100it. You can basically make a check or a tax form or anything on AI. Now, so this is going to help us verify that information. Yeah. Mostly we've gotten AI bills to be honest. Things that were made up from the internet. You can buy I don't know if you guys know this. You can buy lots of things from Etsy, even a doctor's note. So there's sometimes we get documents that we have to verify. So um we have a pretty vigorous process that we go through. We make people produce like documents that um that can't be replicated or would be harder to replicate. Um and then we check we sometimes check on those as well. Um, and we sometimes have meetings just to make sure we're they're following our process because we as stewards of the

101district, we want to make sure um that our what we do is give our students, you know, what they need, but we want to make sure you're our student. We welcome you, but we just want to make sure that you're living within our district boundaries. >> I'm just curious this and this could be a stupid question, Michelle, but are are we how often are we dealing with this? like how many how are there is there is there an average number of students that you >> it's more I think every year they've been here it's been more um so like recently we had two or three sometimes we have a lot district residents that will call in um that think people don't live in our district but um >> Michelle and I meet every week and

102I can tell you every week it's >> going investigations the ongoing ones new ones are popping up there's m two or all the going on all the time. Like they even once one gets figured out, she's getting started on another one. It takes >> a couple months of time. >> Takes Chrissy and I a couple months usually. >> And I just want to add too from a charter school standpoint. I last year I was battling with a number of charter schools where one I had a neighbor who moved a next door neighbor moved out of the district and we continued to get build from CCA. on that student. I sent property records. I had to literally jump through hoops and bounds and we still ended up not being able to provide enough information to to

103not pay for that student. But that's just one example. And another example is um we got a um safe to say um notice and when the officer responded to the address that the district had on file for a student we were paying for, the student wasn't living there. So >> the York suburban she was a residing York suburban. So those are just a couple but it's for for the cyber charter schools it's I mean even now that they have to do their verification twice a year so November and March I've seen more come off our roles since they've gotten verification because a cyber student if they don't notifi no but they fall through the cracks all the time because they don't have to report to us they're reporting in cyber >> they don't investigate they

104just accept >> right >> okay so so and Thank you, Dr. Lug. Thank you, U Mrs. Lleo. And then last, um uh as last year as we were um um looking at the uh budget reduction um um supply items, um the switcher that's used for our live stream broadcast was one of those items that uh we removed. We are recommending uh replacing the switcher here um soon. It's it is failing and um we uh we know that uh we need to replace it here because um items like graduation are coming up and that's one of those items where we don't need that switcher to fail. So we're asking the board to um to uh um support our the administration of um recommending that we uh purchase that equipment this fiscal year and not wait for

10526 27. Any questions? If not, I'll turn it back to you, Mr. Wright. Any more questions? >> No. Thank you very much. >> All right. The management committee personnel, Nicole, >> thank you. So you have before you a memo of a proposed transition from absence management for absent management um recruiting and hiring software and requesting addition of records management um recruiting and hiring and absence management transition from frontline to Red Rover and then the addition of a record management tool in Red Rover from a human resources perspective, a big the biggest reason why I'm requesting the transition from one software to another is manual entry and percentage of error in data. Um, right now in frontline we have absence management, we have time and attendance, recruiting and hiring and professional growth. And none of those

106systems or programs talk to each other. In addition, Frontline does not talk to Skyward, which is our payroll system. There's no communication between those systems. Um, when we recruit and hire somebody through Frontline and we select them to hire, we have to manually enter that data into Skyward. And then we have to manually enter the data into professional growth, absence management, time and attendance in frontline which ultimately increases the risk or percentage of error. That also increases the risk or percentage of error in that employees benefits, their pay, and all other aspects of of hiring that employee. So this is proposed to transition to Red Rover for those programs because Red Rover is one system that that communicates with all of those parts and in turn it communicates with Skyward. So if we hire someone

107through Red Rover, it'll automatically create a profile in Skyward for us. There's no manual entry. um if we hire somebody in Red Rover, it the profile is in Red Rover for all those other programs that we're using inside that tool. Um for records management, one huge thing right now is the amount of paper records that Springrove has and we know that there is a retention policy for records. Um, but having the ability to digitize those records and um have them in the employees record and allow them access to the records they're allowed to have access to. They don't have to reach out to HR and say, "Hey, do you have my teacher search? I don't I can't find it." Or, "Hey, I did this uh course and I uploaded my credits. Can you get they

108can go right into their record and pull those documents." um eventually they'll be able to upload documents and request them to be added to their digital record. So that's the um gist of it from the human resources perspective. So if you have any questions, I'm available to answer a clarity question for me. Um in there for the price it when it said that we currently have in the current budget an all aotment of $44,000. Is that what we're currently spending on front line or is that including Okay, so that's what we're currently spending. So, perfect. So, then the 41,000 I think is what Red River said. It's just a reduction in there and it would be cheaper for us as well as an improvement. Well, I I'll let Jen talk the cost part, but improvement

109for us would be adding the digital records to that total amount where we don't right now have that in frontline. So, >> yeah, perfect. Thank you. >> Yeah. Yes. Correct. And does this I know that we're going to continue to have conversations. We've had those in budget and finance regarding substitutes and collecting that. That is a separate thing. I mean, we would use this to gain substitutes, but the idea of possibly hiring someone to locate substitutes for us or going to an outside agency to do that for us, is that tied to this or it's not? I would say not necess Yeah, it I think it's separate. Red Rover is just tracking absence. >> Substitutes will get notified of a vacancy through Red Rover instead of Frontline. The big pro for Red Rover is instead

110of a substitute having to log into Frontline to to accept a job, they can get a text on their cell phone and just hit I I want that job and it updates the system. there's less um steps involved in it. So, I think it will be a benefit for substitutes. >> If we would end up if we end up deciding to go with an outside agency to help recruit substitutes for us, they would then they would also just use Red Rover and that like both of those agencies would use >> this is a familiar program to them. >> Yes, it is. Yep. Yeah. Red Rover and two top vendors out there and actually the the Red River Rubber was created by individuals that left Front Line. So they're all very very comparable and Yes. >>

111Thank you. >> You're good. Thank you. Um and then the final uh point, there's a confidential memorandum for proposed for the proposed April 27th personnel actions um for you to review. >> All right. And is there any planning items to be considered for future agendas? No. And then we get to do our favorite, our adjournment. All in favor? All right. Well, thank you everyone for the audience participating. Thank you everyone at home for listening. Student, staff, teachers.