001I teach >> there's several of our good guys. >> Yeah. >> Okay. >> I said >> anyway there's Chase. He works. I thought he worked be able to make it. >> He was They shifted like he was real bubbly. And when he finally had them both, he was literally an inch tall. >> He like tell you what it did to him though. His knees don't bother his legs. Now his ankles stay up. So, >> they didn't line him up right, did >> they? They lined him up too good. He went too long before he got it done before. >> He lined his ankles up. >> Yeah. >> I didn't bring anything. >> Anything? sheet. >> Oh, do we sign up >> agenda? It's Carol's got >> That's right. Right. That's right. >> We got both.
002>> We were going to do it then. >> Yeah. Don't need it. >> Don't need it this time. So, no Shane, there's no there's no Right. That's why I keep doing research. >> I know. >> Did I ever share with you that you know we had our old technology out this company had just taken it >> but we got paid 12,000. We're going to make sure >> All right. It's 5:00. If everyone would please stand, uh we'll get underway with our meeting here tonight. I'm going to ask uh Ben if you'll lead us in a word of prayer and Becky if you'll follow with the pledge of allegiance, please. >> I will. Let's pray. >> Heavenly Father, we thank you so much for the blessing of yet another day, Father. And we just ask that
003you would be with us tonight during this meeting, Father, that we may look to you for guidance and wisdom and and hope and control ourselves in this meeting in a manner that is pleasing to you. Father, we're so thankful for Chester County. We we pray your blessings on all the leadership in Chester County. Father, to live and learn here and be a part of this school is such a blessing. Father, we just ask that you would continue to look over all of our students and faculty. Keep them all healthy and well. And Father, we just thank you most of all for your son and the sacrifice he made. We ask all is your most holy name. Amen. >> Amen. I pledge allegiance to the flag of the United States of America and to the republic
004for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you. You may be seated. >> At this time, I'll ask Mr. Killzer to please call the role. >> Shane Connor >> here. >> Ben Cup >> here. Randy Cherry >> here. >> Becky Hutcherson >> here. >> Norris Frank >> here. Dr. Kim Scott >> here. >> All present. All right. We have a quorum present. So we will proceed to call this meeting to order. And our first item tonight is we need a recommendation to accept our board agenda. >> I make a motion to accept board agenda. >> Second. >> All right. Made and seconded. Is there any discussion or questions or concerns about the agenda tonight? All right. If there are none, all those in favor of accepting
005the agenda say I. >> I. >> Any opposed? All right. The agenda is set. Uh next we have the consent agenda. and you've had a chance to look over that in your packet. Do we have a motion to approve? >> I'll make a motion. >> Second. >> Motion made and seconded. There is no discussion on the consent agenda. All those in favor say I. >> I. >> Any opposed? >> All right. The consent agenda is approved. All right. As we get going tonight, our first item is a celebration and spotlight segment that we have some educators we want to highlight tonight and uh we'll have Mr. Kilzer kind of talk about what their accomplishments are. Well, recently uh through Dr. Faulner, she reminded me that uh we have a few of our high school staff.
006Uh one of those is present tonight, Mr. Mike Showers, uh who serves our school district and Chester County High School in particular with a relationship that we have with a with a a group out of East Tennessee that we just call the CER. It's the comprehensive educational resources group. This was a group of school districts across Tennessee. Uh but again originated in East Tennessee to serve in a consortium with things like the benchmark testing that we use been using for the last several years. But in addition to just having a group of educators and districts working together to share their data of their student performance, um we've had teachers in the past and currently teachers this year or previous year who've served in this case on a curriculum team for ACT prep. Mr. Mike Shower
007serves in our local school high school as an ACT math preparation class. Caroline Williams and Leanne Skaggs serve for ACT reading and uh ELA. So uh with their service again, they're developing the curriculum platform using resources lessons that teachers across the state who are needing or wanting to use those same uh prep courses or prep lessons to prepare their students for ACT. Uh part of that work has been done by Mike and Leanne and Carolyn. So Mike is here to represent the crew from the high school and we'd like to say thank you for the service and I got a certificate to give him tonight in in uh honor of that service and it comes from that CER group specifically for our own representative Dr. Jill Faulner. So thanks Mike. I TRIED to during the
008in service and y'all walked out and didn't >> I don't think we had no last year. >> All right. Very good. >> No, I'll get them tomorrow. Thanks. >> Thank you. Y'all had a good one. Yes, sir. >> Appreciate. >> All right. Thanks and appreciation to those uh those teachers. And then next tonight uh we do have a delegation uh to approach the board and this delegation uh is talking about our prek classrooms and concerns and have Mr. Kilzer kind of share some introductory information. Well, uh, as we learned last month, uh, when we were having our meeting at the middle school, Monique Jones, uh, who serves as a PAR pro at Eastchester in the in the, uh, preschool program, had asked to address the board. When she learned a particular, she said, "We'll put
009me on the docket for this month." So, she shared with me what I had shared with you, what her conversation was going to be regarding. and since that time have had a chance to do some research. Uh, fortunately for us, uh, Melinda Parker's here, but I've had conversations with people from other school districts, school leaders, and I've also had conversations with u people at the state department regarding this. So, and I've shared with the board uh before you get started that our general legislators, the chairman of the Senate Education Committee and the chairman of the House Education Committee are approaching the general assembly to consider adding more funding to preschool programs. uh which as of course you may bring it up but I'll share that our preschool students do not count toward our ADM. So
010when we're talking about the funding that we receive from the state and from the local um resources, they start at kindergarten and after. So when we're talking about our preschool program, it's dependent on what resources we already have and also a very small grant that is occurring with our preschool sped grant. But we do use our VPK dollars to help contribute. So anyway, that's enough prelude. If you want to get up and say what you want to share, and I'm assuming that some of the board members may come up with some questions to ask. >> Well, I'll do my best to answer those. Uh before I start, my name is Mon'nique Jones and I have some packets for y'all to have. Um I am approaching my 17th 18th year of working in prek. I have
011ran my own classrooms before. Um I am originally from Las Vegas, so I don't sound like that's fine. Um but I thoroughly enjoy what I do. I know that what I do is a gift from God. He has now called me to go back to school to obtain my teaching license so that I can do that so at 44 I'm going to school and raising my own children. So let me just start. Good evening board. Uh thank you for allowing me the opportunity to speak tonight. I come before you with humility and with a sincere heart for the children we serve. My goal is not to criticize but to advocate thoroughly, thoughtfully, and prayerfully for what I am seeing in our prek classrooms. I want to begin by saying that I deeply support inclusion and
012the commitment our district has made to serve all learners. I also recognize and appreciate that many mandates and funding realities that shape these programs. I know the work being done is complex and I'm grateful for the efforts that have been made to support our youngest students. However, from a child- centered perspective, I believe we are at a point where we need to carefully re-examine whether our current structure is truly meeting the needs of all students as effectively as it could. In our blended classrooms, we are serving three-year-olds with IEPs along with four and 5year-olds, including general ed students and students with autism, i.e. the IEPs. Uh Tennessee's volunteer program, pre-K program, was designed primarily for four-year-olds in mind with kindergarten readiness as the goal. When three-year-olds are served in public schools, this is typically through
013special education preschool services, which are structured differently and intended to provide more individualized early intervention. At age three, children are often in a very different developmental stage than four and 5year-olds. Three-year-olds typically have shorter attention spans, emerging language, developing emotional regulation, and a greater need for adult support and play-based learning. Four and 5year-olds, particularly our general ed students, are working towards longer group participation, independence, and the fundamental academic skills that prepare them for kindergarten. When these wide developmental ranges and diverse needs are combined into one classroom, the reality we are seeing is that the demands on the environment become extremely high. While inclusion is the goal, the practical imple implementation sorry can make it difficult to consistently provide what each group of children needs most. I'm especially concerned about ensuring that our general ed prek
014students receive the focused instructional time they need to be fully prepared for kindergarten. When classrooms must frequently shift attention to intensive behavior, sensory or one-on-one needs, valuable learning can be reduced from the entire group. This is not the fault of any one child. It is not due to the lack of effort from our educators. It is simply the reality of trying to meet many very different needs in one space at the same time. Additionally, this year we are seeing students with more significant needs who are um appropriately require higher levels of support. Not every classroom consistently has the level of staffing needed to meet full to fully meet those needs throughout the day. Some children require frequent or often one-on-one assistance to remain regulated and safe. When the level of support is stretched thin, it
015can impact the instruction, academic time, classroom stability, and at times the safety of learning the learning environment for all students. I also want to respectfully note that not every three-year-old with an IEP necessarily needs full-time placement in the blended prek classroom. Some students may be appropriately served by coming to the school setting specifically for their related services while others may benefit from a reduced weekly schedule such as attending two days per week depending on their individual needs and IEP goals of course considering flexible service delivery models may help better much support match supports sorry I don't have my glasses y'all uh support students while also preserving ing instructional stability in the classroom. Related to this flexibility, we are anticipating approximately 20 students returning to the prek program next year. That is a much larger hire,
016much larger number than in the previous years. This projected increase may place additional strain on classroom capacity, staffing, and the ability to maintain developmentally appropriate instruction for all learners. Proactively viewing placement structures and support levels now may help the district stay ahead of these growing demands. Another area for thoughtful consideration is staff preparation. In some classrooms, licensed teachers are not held do not hold specialized special education credentials. Parrofessionals may have limited formal training specific to high needs preschooler learners. While our staff work incredibly hard and care deeply for these children, the increasing complex complexity of students needs may warrant additional targeted professional development and support to ensure we are fully equipped to meet the demands of this blended model. I say this with great care and compassion and please know that this comes from deep
017within my heart. When the safety of multiple students becomes a growing concern due to the intensity of needs in one setting, it may be a signal that the current structure needs additional support or reconsideration. Our goal should always be to ensure that every child is both included and appropriately supported. I also understand that this blended model developed over many years and that um funding limitations are very real. At the same time, the VPK framework became over 20 years ago. The needs in our classrooms today are increasingly complex. With humility, I would like to suggest that it may be time to revisit and thoughtfully review whether the current structure is still the best fit for the children we are serving. Now, while I understand that this is a state funded program with specific mandates, I also
018believe that there is an important opportunity at the county level. Local districts may play a vital role in how these programs are supported and implemented dayto-day. While I would respectfully ask us to to consider how as a county we can come together to further support our staff and strengthen the program so that it continues to meet the growing and changing needs of our students. Even within the state frameworks, thoughtful local decisions around staffing, training, flexibility, and classroom structures can make a meaningful difference for children and educators alike. I also recognize that surrounding counties are working through many of these same early childhood challenges. At the same time, some districts have chosen programs that structure structures that do not combine three and four-year-old students in the same classroom. I share this to simply note that there
019are multiple ways districts can are working to meet state requirements while still considering developmental groupings. It may be beneficial for us to continue reviewing a range of approaches as we evaluate the best supports our own students and staff. My heart is sharing this and sharing this is rooted in the belief that every child is created with purpose and deserves an environment where they can truly thrive. When support levels, developmental readiness, and classroom structure are fully aligned, inconclusion can be powerful and beautiful. When they are not fully aligned, even with the best intentions, children may not receive the full benefit we hope to provide. I respectfully ask the board to consider reviewing the developmental appropriateness of the current blended model, the consistency of support across the classrooms, and whether additional flexible options, staffing supports, or targeted
020training might better serve both our special education and general education preschool students. Thank you for your time, your service to our district. I'll close with a verse that guides my heart in this work. Let the little children come to me for the kingdom of heaven belongs to such as these. Matthew 19:14. >> Thank you very much. >> I know that was a lot. >> No, that's appreciate your heart and your presentation. Uh but I will ask the board before she sits. Does anybody have some feedback or a question? >> Miss Parker, I'd like to ask you a question. Is there anything that we can do on the local level? I mean this is state state and federal mandate. Is there things that can be done locally? >> We have to follow the guidelines of the
021state and the fed federal provides us. I mean we have to do that. >> Yeah. and and again as as Mon'nique shared um and I'll say this my daughter has also joined the ranks of the pair professionals there >> so you know I'm vested also as a as a dad um >> we want to and will continue to look toward those opportunities to do things different even though we don't make all the decisions based on funding uh there is very little state funding that goes into this. Yeah, the VPK is well funded just like I shared with you. But when the special education side of prek that we are mandated required by law to do, we don't have the funding for it. That's what I mentioned earlier that both the chair of the house side
022and the chair of the senate side education committees are sponsoring a bill. I have great expectations that there will be some additional resources provided. Not to say that it's all about the money, but we all work and we all need to be able to have resources to pay for our groceries and pay for our bills. So people don't are not asked to work pro bono, nor would we be able to operate something and ask people to do it out of the kindness of their heart. We've got to have those resources. The majority of our resources would be local right now. And it is local. That's where a lot of districts are having to spend several dollars locally to meet those gaps in performance. Uh so as we get more resources, we'll be able to consider
023more opportunities, but definitely >> I think that if I can interject there, it's not necessarily about the resources. What I think we want to know as your staff that are supporting these young minds is that you support us in the needs that we need and that you hear what we're saying because we're the ones in the trenches with these little ones. And the age range is so much it's it's so much harder than third grade when we're mixing all these this age group with the threes in there with the foury olds and the year olds that are moving on the developmentally. It's inappropriate. We don't have the right manipulatives for the three-year-olds. When there's IEPs mixed in there with certain needs um where I am not trained in those areas becomes a very very difficult
024day where um we have chairs thrown at students. I at me I could care less. I have seven children of my own. I do know what it's like. But when I have to protect my other little ones around me, I want that taken into consideration because it's not it's not the conflict with the one parent that I'm concerned about. It's the conflict with the parents of the whole classroom that we should be worried about. Because when that child starts coming home and saying hit, bite, throw from a non-verbal child and this is what they're seeing in our classroom because it's taking away the focus of their ability to learn during academic time. That's what's hard about the inclusion. And we just want to know that on the flip side that you all care and that
025maybe there's a a resource out there that If I may interject too again, it's not a matter of care, it's a matter of mandates because going back to what and this is not just a recent conversation that I've had with Melinda. This dates back >> a few years, >> but we are seeing an influx. >> Sure. >> And and and that's what's making it harder, you know. >> Well, we've already been talking about other options and we've already been talking about different configurations. >> Good. >> That's that's come that's been happening for two or three years because we see the and and our state >> we are working toward other options and other configurations for the future. I would say it's already been in the works. >> Our state legislators have been hearing this from
026districts all across the state. >> This is not like I said this is not just a recent issue. This has been an issue that they were confused initially two years ago >> that this was all a VPK and they would come back to us saying you're fully funded and we're saying we're not talking about VPK we're talking about sped preschool. We have we are required by law to go find those kids. The child fine obligation >> and now we have been remed >> the inclusion is not a choice that just our district is making or districts around us. That's part of the mandate and we have heard even out of the horse's mouth being the leadership of the state department reemphasizing. That was something I even went back and asked our core director, please confirm
027with me that the inclusion means as what we are portraying. >> Sure. >> And she said yes, that is right. She shared the same documentation of course that you can find online through the state department's website with the uh sped preschool. So when you say that there's in the works, can I ask does that mean separating the threes? >> Research shows that the typical three-year-olds don't make t don't make do not make good peers for other three year olds. Research shows that four year olds are better peers, typical peers, four to four year olds. And I'm not saying that we're separating them or that we won't, but there I don't know any districts around separate them. I'd like to hear about those. But that without without typical three year olds, we don't have inclusion, >>
028right? >> Where do you get the typical three-year-olds? That's another thing. >> No, I I'm aware of that. >> But I'm the word on the the peer issue there because yes, they can be an example and set the model. However, when we're getting ones that are just turning three, like yesterday they were two, >> now today they're three and we're changing five, six, seven diapers. >> Now, they didn't start as a 2-year-old, though. Am I just allowed to start at two? >> That's what I'm saying. That's right. I know. I know. And they may have just developmentally >> they're not closer to three. They're still two, >> you know. And so, yes, that is going to time for them to build up that >> um developmentalness there, but >> that that's where we're just having
029the hard time. Like we're just seeing the influx of it >> and the reality of it is because we're seeing such the influx and don't feel support. You're going to lose a lot of good teachers. >> Well, and again, I would say this that professionals >> there's there is not a desire to run anybody off. We are by obligation required to meet these needs of these children and required by the same group to have that full inclusion like you mentioned. >> So when the teacher cannot fully meet her standards what happens then? >> Meaning what what you mean what happens then? What happens when you know this child is not came in knowing all of this information but towards the end of the year should have met this goal and this goal and this goal
030but because we have all this other distraction in the classroom the teacher cannot fully meet her standards. So we're just shoving that child. >> Well I don't I hope that none of us >> mean shoving but you know what I'm saying. Well, I I think I understand, but definitely we have a desire to hire people who have that compassion for the stu the children. All children. I guarantee you that every mom, every dad who sends a child to Chester County schools sends >> I moved here because of your school district. >> Well, and I appreciate >> I think we moved here because of this. But but you know again and you've said it a couple of times and I don't think that's the implication but there is nothing that we're trying to do >> that
031is doing it solely with the motivation that we're trying to run people off. >> No, >> we know the challenges are out there and it's challenges that peers of ours are dealing with all across the state. >> Um Melinda Parker is been in >> well since I have been sitting in this role which is working on my 12th year. She's been the same role. So she's had 12 years of experience heavy in the weeds with conversations with other leaders across the state. >> That's that's great. >> But what I'm saying is >> in our you know and we as the person that is in it every day I have the right to be a voice for my other teachers. >> Absolutely. >> I have a question. >> What training have you received >> you personally
032for prek when you were hired? Have you received any training for prek? Because I know when I was principal, we went to some trainings. Um the teachers would go, that the assistants would go. Um have you been to >> I have attended one prek conference um last summer. >> Yes. And I I can speak to I have to and the only other thing we've had is like Miss Parker's her little >> Yeah. the beginning of training. That's all we had. >> Okay. >> So, to answer the pre typically prek um training, no. I mean, but like I said, I've done it, >> right? >> Yes. But for this district, no. >> For for a person coming in to prek, um pre preK is is different. >> Yes. >> Um so, I do think they they
033need some additional training. not only for VPK but but special ed behaviors. I know that that we um tried to provide that uh in the past but um and and I do understand three-year-olds are different and I also understand that we're seeing an unusual number of three-year-olds recently. That's not through any fault of >> of anybody, but um >> that's going to vary year to year just like we have more boys one year. >> Yes, that's expected. >> What kind of um support do you get from the special ed side of the teacher? I mean, my understanding is we're blended. there's to be some collaboration between the special ed uh side and the regular ed side and >> ideally everyone would be working together for for the good of all the children. >> So coming
034from my point of view um I don't see a lot of support coming from the two um special ed teachers for prek. Um, I don't see any particular students spending time with them, you know. >> Are they spending time with you helping you know some strategies to use? >> No, we've had Claire come in >> and help us, you know, particularly with one student, what can we do? How can we handle it? What is the expectation to be met? >> Um, those times are very much appreciated because it does kind of give us a little bit more you know, how to handle certain situations. Um, uh, office support. >> Well, I think in that regard, something could happen locally. >> Um, >> you talking about office support as in the specific school? >> Yes. >>
035Like Eastchester principal? >> Yes. >> So, that's something that the principal at Eastchester is going to have to take on and no other principal at any other elementary school is going to have to deal with because the the prek is only at Eastchester. That's right. >> That's right. >> I mean, that's a burden. That's That's a huge burden on her. >> Been that way for a long time. >> Yeah. That's why, you know, I when I first met with Troy last month >> and and I this is where the funding is important is that, you know, I know that like West has asked for a prek, >> you know, but that has to come out of the budget in order to do that, you know. So, I understand that and then, you know, we would
036have >> a bigger prek program, but have that extra sped support for those of us that don't carry that sped license or have that training I is so invaluable. I mean, we just >> Well, and I was going to interject, of course, I think Stacy was want to talk, but >> I was just going to mention that there are those extra days. >> Well, that's what I was going to say. We're working on the budget for the 26 27 year and we're talking about adding days to the pair professionals to provide them the training time needed. >> Um because we see we know the value of it. >> Yes. uh the more capacity that we build in you to be able to do your work work Yeah. >> the more capable you are to help
037the students in their ways and their needs and then it helps alleviate some of the responsibilities on our teachers too. >> This I really value my job. I enjoy what I do. I enjoy waking up every day and being around these children and I do not like the days where I feel defeated. I feel like wearing well I tried I did my best and and to some people that's great but for me I carry my heart on my sleeve and I want to know that I did my best that I did my best in helping this child in this situation to emotionally regulate to hey buddy I really appreciate telling me that you're angry that's great that you can share your emotions with me however it's not okay to throw chairs you know I want
038to know that in that moment he got what he needed and I did it the right way and that the rest of my children in the classroom feel just the same that they feel supported and loved in all their situations throughout the day. >> Now, I know that my daughters only started two weeks ago. Uh but she's shared some good times. >> Yes. >> Some really, you know, where some of the children who did not show that affection would >> Yes. Uh but then she's also told me on the opposite side where things have been thrown blocks and other toys and stuff. So um you know at the high school I never had to deal with people throwing things at me but I had to deal with some challenging times where two I also had
039has have I even made a positive effect today? >> Right. We don't necessarily know, you know, as they say, you can't see the forest for the trees, >> right? >> But and and some of these children don't start day one when school opens. >> They come in as the needs >> as they're coming in. So, you know, given that some of these children have started back in August, >> you probably have a much more positive effect on those children to begin to shape their productivity as the year progresses rather than one that might have started just a few weeks ago. >> Miss Monique, could you share that it is just you and the teacher, just the two of you, and that in our classroom is just the two of us. So we have five classrooms
040that his daughters said there are three people three people and three. >> Yeah. So when I said that you know not all prek classrooms have the support um as we are allowing more children to join the classrooms at you know we are getting they just got two new ones today. So there's just the two of them in the classroom with 13 >> 14 we're um I my I'm with Miss Vicky Brower and we have We're going to get a new one next week who is just turning three. And um we have one. He's the cutest, sweetest little boy, but he's very hard. And to h uh the expectation is to have more one-on-one with him. I'm very hands-on. I get on the floor. I do change diapers. I cut. I laminate. I do it all.
041And um that oneonone is very hard. a third person. So very hard. >> If you find it in your kind of hearts, do I agree with a budget? I would love a third person. >> Well, again, going back to where I started, if we're going to receive the possibility of us receiving the chance of having resources provided us where they're going to start counting those preschool students. >> Yeah, >> that makes the difference. And we're not going to sit on the money. We're not going to hoard the money. We're going to put those resources. >> I know y'all give it out. I know Vicki tells me all the time, we got to spend this. >> Yes, I I know. >> So, I I would share that knowing that I would I would hit up every
042teacher, every administrator, and write these senators and house members. >> Don't do it during the school day. >> Yeah. Not during the school day. But what you just shared tonight Yes. >> share this with the people about to make this decision as soon as possible. >> Yeah. and let them hear the advantages of what's going to happen if they approve this money because they're if they do it that makes our next decision easy but it really starts at that level so let them hear about it sooner than absolutely and rally the troops and do that >> and can I can I just say one thing sitting back here >> when they go to kindergarten now I don't know I know that it's been a while if some of us they are learning to read they
043are reading in kindergarten so we meet the the needs of every single child. So, we want the ones that are going on to kindergarten to be able to go into their their kindergarten classroom and know how to share and take turns. That's what the kindergarten teachers tell us. They they just want them to be able to acclimate and know how, you know, to do. So it it just puts us in a very difficult position by having, you know, seven four year olds, seven three year olds because three year olds, if you've had children, there's a big difference in a child that just turned three the day before and a child that is five. A huge difference. Huge, huge difference. It would be like putting kindergarteners with second graders. >> I appreciate y'all. I'd like to
044say something. >> Miss Brassville is fairly new >> at this position at principal. >> Very hard job. >> Yes. >> Uh, >> is is she working with you? Okay, that's I I wasn't getting that from you, but she is. Okay, that's that's what I want. I I I thought she was, but >> yes, she is a huge support and she is there when we need her. >> Whether I'm pushing the intercom button or I'm on the radio, >> she is there. She helps. She calms down. >> Tells us how we can, you know, go about it. This is our new plan. He's going to be stuck like glue. Where you go, he goes. He's my little shadow. He's my shadow buddy. So, >> yes, we are. We are very much coming off this now for
045sure. >> Good. >> Any other feedback? >> Well, thank you for your for your passion and your presentation >> and y'all and write those letters. >> I believe I believe. >> Absolutely. Thank you. Uh this is one of those rare months we do not have any actionable items on the agenda tonight. There is no business that requires a vote, but we do have several updates that we want to share. And I'll I'll just have Mr. Kilzer pick the ones that that want to need to be shared in the meeting. And then if you guys have questions on anything in the system, uh, we'll follow up with that. >> Well, I would like to announce which is included in your updates, is that the Chester County High School Vocational Center will have an open house scheduled
046on Thursday, February the 26. It will be an afternoon to the early evening from 5:30 to 700 p.m. It's a comeand go event. Come see the classroom structure, the shop space. I know you as board members have already been in there but this will be with the teachers also there sharing from their perspective what work has been done what will be done uh we've invited the community both at the state level community local level and I've had some feedback uh of people who are looking for that opportunity to come see it so um the progress we are getting uh the bell schedules intercom system is working. Uh the bail schedules is still being tweaked. Um the uh classrooms do have the technology in the classrooms with the smart panels for their use. Of course, you've
047been in the shop space and have seen the the equipment that's there. There's more equipment now than there was the last time we went. Uh because we're still able to tap into that innovative school model grant to purchase the requirements that they have to be able to deliver the best instruction for those programs of study. So, I look forward to everybody joining us and hopefully um uh everybody will walk away thinking that that was money well spent in our county for those programs of study. I also uh would include since we did not this year go to the TSBA uh legal and legislative conference. I shared with you uh the advocacy guide, the legislative theison guide. Um I know that for us we may not be as active as our representative is. Uh but I
048wanted to share with you uh that uh the newest addition to that content that I shared is uh Nolan Combmes. Uh he is a Freed Hardman graduate. If you didn't know Nolan, his dad is the current superintendent of schools in Typton County, John Combmes. Uh but Nolan is as it reads there, he is their director of government relations. He's the one that advocates for the TSBA position, what we support as a TSBA organization, which represents every school district in the state, and what we also oppose. And again like I shared already the part of the support document that's there includes the the uh bill from the chairman of the house the chairman of the senate education committees sponsoring or supporting for money or state resources through the TISA model that will support our prek programs.
049So, you know, if we get that through, that will afford us a lot of the opportunities that we've already discussed tonight uh to make sure that our programs are doing the best that they can with the resources that are available. >> Anything that needs to come before the board for questions about anything going on in this system? Anything else from you? >> If Well, let me and I I want to make mention of this. I know that uh uh we've had conversations in years past regarding food service. I want you to pay attention that during the time where most of us were staying around the heater or a few of us like Ben was out working the the wilderness, our food service group served 2360 meals during that time. And that is something that is
050commendable uh because you know we take for granted that everybody enjoys well we didn't enjoy this break but on the few days off you enjoy those breaks but there are some families that really suffer during those times. All of us suffered because we couldn't get out like we needed to. But our school district and our food service department served 2360 meals during that time. So hats off to their work uh thinking ahead, thinking outside of the box and meeting those students and families needs during that very time trying time that we had to deal with. So >> absolutely. >> All right. Well, on that positive note, uh that's the end of our agenda, but I will share that the next meeting, just to have on your calendar, is Tuesday, March 17th, right back here in
051the board conference.