001begin the policy and curriculum meeting for February 9th, 2026. We have some curriculum items and then we uh have one policy item on the agenda for tonight. we can begin with um the high school curriculum and programs and Mr. Dr. Fletcher speak on that. >> Yes sir. Uh thanks for having me. So I'll go through I print off copies for everyone. There are this is pretty much exactly what you got. There's one or two little tweaks that I made uh from the the document that you received and then I'll speak to that here too. So what I want to go through just touch on for a few moments the graduation readiness how of a job that's going and the choice we're giving to students how well that's going. We're going to touch a minute or
002two on prerequisites a few little tweaks we made revisions from last year's document to this year as far as things we learn and then button it up and see if you have any questions that's okay. Does everyone have a chance to look at it? >> I'll reference a couple page numbers as they go through just in case you like to clip and turn group. So graduate readiness is page nine. If you go through what just to give you speak a little bit grad BCTC senior seminar independent study college courses and internships are areas is that meet that graduation uh readiness requirement. So if you go through and you kind of break down BCTC is about 22 students. So out of about roughly a class of 106 students senior class about 22 students uh attend BCTC.
003Same number about 38 students in senior seminar. In college courses like off-campus college study off-campus roughly nine students there and then in internships we have uh 15 and for teachers assistance where we have students shadowing teachers here librarians what have you on so roughly around 90 people 90 students out of 106. So the difference there you also have some students who are full-time KBA who may not have that as well. But all in all the the graduation the flexibility we're giving students are taking it and they run away and they're really having a lot of fun. I think you heard them speak maybe before Christmas about the seminar. So they're they're really enjoying that experience as seniors are. Um what have we learned so far this first year? The students and families love the idea
004of the flexibility. They love the options, the opportunities. There are some growing pains along the way for students with the senior seminar. They're going out there, they're trying ideas. They're they're pitching ideas to businesses and they're coming back saying, "Wow, that's a lot more work than I thought." But the they're fully invested in the idea and they're enjoying the experience. They're working with Mrs. Sunday, Mrs. Howard, and Mrs. Westgate for this first year part of this program. It's going going uh very well. uh the the growing we're continue to grow our partnerships for our students as we go looking at year two next year with partnerships. Uh a few of two of the main things I'd like to point out is we had community outreach from the the reading career link specialist came in in
005September spoke to all of our senior seminar students. And then we also have on the 20th coming up the financial reality fair from first uh Commonwealth Credit Union is coming in to do a entire reality fair uh for all of our seniors on the 20th. So we're looking forward to that as well. Uh what changes have been made if any uh as earlier communication making sure we're communicating to junior families and really enticing them. They're always offered and invited to come out to the the financial aid night and the college night, but really let them know this is very valuable. The more information you have in the spring, prepare yourselves for the future, be here. This is a really good time to be here. So, we're going to make sure that we really enforce that
006this year to make sure we have junior families at the college and the financial aid that as well. uh prerequisites. We added a few prerequisites that from two years ago. The idea being to communicate to families so parents could communicate to their child certain expectations, some parameters as far as what that course could entail as far as work ethic you have to bring, some of the expectations you have to bring. But it's purely to to communicate to the families and so the families can have that discussion to have that choice so they know what level courses to take and to what prepare them for. I removed uh one or two little pieces there. One was the PSAT requirement and the as a as a requirement and a one or two little writing prompts that were
007required simply because the idea is to to communicate though people have that information but not to prevent and inhibit someone from taking that that opportunity taking that task head on. So that's what you'll that's one little tweak that we made here. So, do those apply to individual courses or >> the PSAT had a couple were tied to one or two two courses. That's removed as well as two of the history courses were removed, which is I believe it was the language was a writing prompt could be offered. We removed that as well. I removed that. And then just to give you a couple little examples of prerequisites that remain or that are in, if you look at page uh 39 for AP chemistry, students must earn a 85 or higher in honors chemistry to take
008to be recommended for for AP chemistry 85%. Another example would be on page 43, AP human geography, an overall of 90% in US honors or 93 in US academic to uh to take that AP human geography course. And then there's one example on page 22, advanced AP uh studio art, successful completion of advanced studio art prior to taking the course or teacher recommendation. a few new courses I'm going to touch on here just a few little revisions. So I got through any questions so far. >> Yeah, >> you were talking about the financial aid. >> Um do you know >> when they hold that are they also talking to parents about or students I should say about potential scholarships and things that should be you know on the horizon for that? They do, but I'll
009make sure that that's a a talking point as well. That's really mentioned as well. Thank you. >> Uh Mr. Hoffman, a couple reintroduction of a new course. Page 30, you'll see uh we pre-alggebra is reintroduced uh this this coming school year uh for students. the go we had this year we had we went we had a the math 180 but there's a there's a group of students that would have benefited from having that that course between algebra 1 and math 180 and that's why we're reintroducing that algebra for a select group of students and that's on page 30 Mr. Hoffman uh is offering new a new course of page 23 contemporary crafts. And then the last two here on my new list kind of the highlight on page 42. It's the ninth grade US history
0102 academic course and the US history 2 honors course. Because what happens now is in eighth grade they're taking US history 1 with Mr. Null. Then in ninth grade they're taking US history 2 at the high school. That's on page 42. So again, very similar last year, few little tweaks here and there, but the rationale is to make sure we communicate, but give access, make sure people have some information to, you know, make the choices that they want to make to their family and their child. looked at all of the classes, but for the science ones, it seems that AP environmental science is the only one that's dual enrollment. Uh, chemistry is chemistry is AP chemistry. Um, it's not listed in here as a did it. My daughter took it last year as dual enrollment.
011is listed chem2 honors is listed as the enrollment but the chem is not and that would probably tie into we have to follow certain things with with rack and the requirements and that's a that's a process we follow that well what courses they're going to qualify some of the AP courses are the chem2 honors would get to more students more students have access to chem2 honors as a dual enrollment as opposed to the answer your question >> but then the AP students. So if you're taking AP chemistry, the only way you can get the credits by passing the AP exam, you can't take it for D growing. So the second year so AP chem is not listed as a dual enrollment course. That's correct. >> Yeah. All right. And AP US history is not as
012well. AP US history. That would be correct. So my question is, so you can take honors chemistry 2 to get college credit, but you can take AP Chem and possibly not get that would be that would be correct. This course will Oh, yes. And that I'd have to look a little further into the RAT requirements for that and I can get that for you to make sure I clarify that. But I can I can get that for you to make sure I have that. >> I just don't understand that you're taking that like the AP class is higher than the honors class, right? Oh yes sir. Absolutely. So you should be able to take that but the chem academic there's the chemistry has dual access the chem 2. Yes the it's through rack which a
013pro it's like a separate >> oh I know we had to go run the class before but my question is if the requirements for your for honors stem can get you college credit why couldn't you? Shouldn't they both be dual enrollment? Are you asking if you don't take the AP test? >> Yeah. Well, even if you take the AP test, if you take the AP test and you get a three on it, there are some colleges that won't accept it. >> That won't accept it. >> But if the if there it had the dual enrollment behind it, you could still get dual enrollment from from even if it's from RACK, it's still be >> Yeah. The the issue with that is what RACK requ >> some of our teachers have gone through that program to
014the we call it concurrent. So if they are taking the course here with our teacher and they're getting RA credit, it's a concurrent course. So in other words, um a dual enrollment KU versus that to where AU professor will be teaching the course to us that's dual enrollment. the uh dual credit or concurrent course where one of our teachers uh is the instructor then he would also get credit elsewhere the guidelines not the guidelines but the bargainance of that come from >> and different yes so they they run that program they set those parameters um we'll [clears throat] get the clarification of course >> um I do know historically it was up to the teacher the teacher Um there are a couple things the teacher has to do in order to to uh go through
015that program with RA. So our teacher teacher themselves is is a big part of that process. So but we'll get clarification on those couple courses. But the reason I'm pointing that out is some of that language is sometimes confusing like what's droll credit. What rack considers to be dual enrollment is different than what Ktown University considers to be dual enrollment. so that the [clears throat] the language itself can confuse all of us. So the reason we broke it down to go credit or go in which is to bring some clarity through that process but if there's a way to create that that credit we would definitely but like Dr. Fer said we're going to have to look for you to see why that is. I'm not privy to that personally with current teachers for their
016statuses with RA, but it's really that status with RA that determines that. >> So, does it basically come down to how the agreement is written and certain >> and they follow the pacing as well? >> Sure. So in our agreement like at at this time we have certain courses kind of maps. >> Yes. Correct. Yes. >> Yes. And that's where >> again work best for the students as well that certain courses that fit best for the students as far as what they would possibly take in college or what they could not have to take in college by taking here course if that's not their path to college. Sorry. >> No, it's okay. Yeah. Yeah. But that's really it. The mapping the curriculum. Now, an AP course is an AP course. Um, but again, like I
017said, the the teacher him or herself is part of that process. So, we have certain teachers who are aligned with RACK and some who are not, but we'll we'll get more clarity on that piece. So, are are teachers required for certain courses to make an agreement with RAT or is that the teachers decision? >> They have to have certain but the the teachers have to have a master's degree like they have to meet the requirements for RA. >> Oh, no. I understand that. What I'm asking is do you as the principal of the building say, "Oh, you're teaching this class. It's a dual enrollment class for RACK. You have to fill out the the um the syllabus for the RACK course." Per say force it. would probably work with them so they can find the
018course that would best fit the most mel students best need for the students. Okay. >> So they're they're they're initiating we're guiding and assisting. >> We'll make sure to grab some clarification. There's actually a policy page on Rack's website for for this I'm just wondering if it has to do with the test because Rack says you have to score a three or higher on the AP test to get the dual enrollment. >> That's not true. >> It's I'm looking at it right now. you you might be able to look at that, but the courses that they've run it before were if you had a curriculum in your course um in the high school and you matched it with the curriculum from RACK, >> they would take your your credit. As long as you got a
019C in the class, you got full credit from Rack in the course. >> Th those are the courses that we we word those as credit courses. Other words, our teacher is teaching a course, >> right? They said there's requirements they will accept that course. So it's a dual credit. You're getting credit here. You're getting credit there. Our teacher teaches the course. So concurrent dual credit, but I think rack unlike KU says the exact opposite on the website. They were calling that dual right, which is where the confusion comes. Does that make sense? Um to us it's dual credit just so we can communicate with students as far as what that piece means. >> So dual credit is they take the class here they get credit at rack and here dual enrollment they go to KU.
020>> Yes. Or they can go to rack. >> Yes. Rack go to >> but then they still get credit here and there as well. Correct. Okay. Does that then explain why they don't AP isn't >> No, it still doesn't explain that because the if the qualifications for the AP course are higher than the honors chem course, you should be able to get you should just be able to take the test and you should either be able to take the test, but if you don't want to take the test or you don't do well on the test, you can still get eight credits. >> Well, this is dual enrollment, so they're at rack already getting those credits, >> correct? Or if it's dual credit in that here as long as they right but that that's the
021there's the confusion right >> that's the dual >> this is dual enrollment so so where it says here this course may be taken for dual enrollment credit that's there that's at rack >> well am I following that at this point so in on page 39 it says this course may be taken for dual enrollment credit with rack if you go to page 48 maintains dual concurrent Enrollment agreements with several post-secondary institutions. It's titled dual enrollment. Students may earn college credit while in high school provided the student is accepted if they can earn one KHS credit. The course exemption for so these are occurring at the university >> at the college. >> Dual enrollment's here. >> Dual enrollment here. >> I thought dual credit was here. >> Right. [laughter] This is why I'm asking for clarification.
022Okay. Every document that I've gotten for my daughter's stuff is all dual enrollment and they're being taught here. >> Okay. Yeah. That's because Rack calls it dual enrollment. >> That's the confusing part. >> Dr. Pace is well versed in. [laughter] >> Can you help me clarify? >> Maybe when they take courses at KU at this point, their grades don't transfer back. It's just a past fail situation. that has no impact on their GPA and they earn credit at KU, but they get they get course credit here, but it's not they don't get grade credit. And and my understanding is that's dual enrollment. They're a high school student and a college student at the same time. Concurrent classes are when they're taught by a faculty member here and earning college credit. But the the I was
023looking in the um in the program of study and it implies that those things are the same the way it's written and they're not. I think doesn't a doesn't a student who finishes chem one with a successful performance as a prerequisite. They could take AP Chem or they could take Kim 2. Yes, ma'am. >> Chem 2 will get them dual enrollment. Yes. AP Chem will not unless they earn credits for the exam. Right. >> Yeah. I don't know why that's the case, but >> that's what I was asking. >> Yeah. >> So, maybe we need to clean the language up a little bit. >> I will get some clarification on too and they u maybe can double check the language too as well. I think the bottom line like I said with the rack courses,
024the teachers who go through that process, the teachers that have the aligned curriculum, um the teachers who who fall under instructors, that's the key. Whether you want to call that dual credit, dual enrollment, concurrent, whatever you want to call that, because everybody's calling something different. Um my point historically we've tried to delineate the language just to help students keep ourselves straight with that language. Um typical dorm and course you're being taught elsewhere by that teacher. So Dr. Flicker he'll work on that with with those teachers >> provide some clarification on that. If these are two separate things, but in our program of studies, there's only we only have dual enrollment listed. Should they be differentiated in the program of study? >> Yeah, if you see the word concurrent in there, >> well, dual enrollment, I
025think says concurrent, right? >> It does. Yeah. >> Maintains dual concurrent enrollment agreements. >> So then we don't they should both be clarified. Well, the slash correct but as far as what concurrent is versus what the um like I said that's that's really the only difference like who who is teaching the course is a professor in a college or is it one of our >> as an adject so when they so when the students go to KU and the professors at KU are teaching them that's they're taking care of that so when the teachers here at KZtown are teaching the class that is concurring with what's going on in Iraq. Does the school district get anything for the teachers here teaching that course for them? Not right now. No, they don't. It's just an opportunity
026for students. My understanding in my experience is it's the I mean it's different county. But you you submit your essentially your course syllabus and if they want more information more information and then they approve it or don't approve it. >> Oh yeah. So I guess does that lead to the question then would or you're basically wondering if the AP course would that be a viable option to move is that what you're saying like towards that? >> The AP course would also fall into that category. Yeah, that's what I was. So, the the honors chem meets the requirements. I'm assuming the AP kit class would as well. >> Yeah, I'm not familiar with as as far as like the AP criteria if they're >> well >> if they're mixable because they're two different programs. >> That's
027what I was going to say too. AP has their own standards. So, when you're talking about an AP >> College Board, right? >> College Board has their own standard. >> But it's a valid question. Yes. But I don't I just don't know if I'm not familiar with being done >> versus versus an honors course to learn RA and situate that curriculum really accept the course in partnership with our teacher. That's really the difference if it's college board running a course or it's or it's um that's where our teachers come from that process. Well, the the AP curriculum does match what Brack does because they'll give you eight credits for it. >> But as it says AP, that's where the college comes in. So, some of that is not racket that I'll double check. >> Anything
028else? Clarification door. And then double check what just racks language like an AP can for example and then make sure that we include making sure we're double downing on the scholarship opportunities financially. So, does that need to go to award for a vote? And do we want to see clarified dual enrollment language in here? >> Yeah. >> Before we >> Yeah, there's it's definitely confusing. >> Yeah. I think I think even is really important. Because like I said historically we've gone round and round this up calling it one thing makes all of us so he is what we're going to call >> right so that when the students and their families are making choices they know what they're choosing. >> Yeah. So, are you looking for a motion then for those adjustments to be made
029to full board? >> Yes. And that >> motion say I or all in favor say I. >> I. It's a full board. And then that brings us to BBC career readiness research project. >> So, can we back up one second? All right. Well, I I just noticed on page And this is very minor. I just want to see that page 11 it has that dual enrollment section again. It says please see link for additional information on dual enrollment. But that link does seems broken. So if you could check that as well. >> That that link will go to the last two pages. >> Oh it just takes you to the last >> that will go to the bottom of the document and all those links are live >> for rack delv. >> Oh okay. No,
030I I meant maybe I'm going to find more information here. If I say see, please see link and I mean the link doesn't go anywhere. But if it's just taking me to the back, that doesn't help. And that's not giving me any more information. Thank you. Studies and course guide for the career readiness research project. >> Okay. The career readiness research project that is being run through the Burks business education coalition. Uh personally I've been involved with them. Historically, we've had students go on local trips to businesses to better understand career technology through the paths and opportunities that are out there. Um, currently Mr. Pen Chen's on the board as one of the educational leaders who are involved with this and what they're looking to do is use Lepson research in order to conduct a
031focus group study that would require student participation in that research. And those focus groups would consist of a high school group here and a middle school group here. Four to six students. uh it would require current parental approval for those students to be involved with it. And what they're trying to do is figure out students their thinking, their their readiness, uh any roadblocks that they have, uh what their thoughts are wonderers, what information they've been provided, what gaps exist and so forth. So that's where the f focus group questions come in. So what they want to do, their their task is to step in, see how they can help as far as increasing the level of career readiness with students across the county. So we would not be the only school district involved with this.
032There are other districts in the county. Um like I said, Mr. P Chhatten sits on the on the education board with feedback and had brought this to the agenda in order to receive feedback and to see whether or not we're interested in taking this to the board for approval which based on school policy does require for our students to participate in the research study. How many students did you say would be uh four to six middle school, four to six high school be a small focus focus group? >> Really small. >> Yeah. And what they're what they're trying to do is just pretty much a circle discussion I think and just ask those questions to to gather those viewpoints of students and where they stand. Um they do this across six to eight schools. I
033guess they're feeling they're trying to get the perspective lens that they need for the study. But Lson research group that's that's how they they want to design it. So and how would these students four or six students be picked? >> Yeah. Well, there is a there is a screener. There's a in order to in order to figure out who might fit the bill for that um screener here. of course picking them there's a script as far as the type of question we're going to ask like you said goes goes along with some of the uh some of the [clears throat] topics that I just mentioned um I would have to defer to Mr. haven't chatted on that one piece. What Lepson has mentioned in their materials is to identify potential participants. And I think what
034they're looking for through the screener is some diversity as far as what they're looking to do in the future, what career paths they're thinking of, what are they're thinking of college, um what type of courses they currently take in order to get diverse views from the students. So, what I'm looking at here, I think there eight eight school districts listed. So, we're talking approximately 50 students overall throughout the county. So looking looking at this screener and the focus group questions, I think that's what they're expecting the schools to do as far as interviewing students to try to find out different tracks. In other words, you wouldn't want five students that are collegebound, looking at the same type of colleges. What they're looking to do is create a focus group of four to six that uh
035would include workforce futures include college futures maybe community college futures to uh to make that diverse group again and I think you're correct four to six not very many but that's again how Lepson hasn't designed our thing would be to approve it [clears throat] work with feedback on it and and have them uh utilize cuts down students to do what they think is best with this study. So yeah, I personally can't disagree with that that point, but I I personally think before we approve it that we should see this the questionnaire or whatever they're planning on using to pick these students with to see what kind of questions and other information that they're looking to to gather. the um I can I can script. >> Who are they? What is what's the research being used
036for? >> Well, again it's feedback. So the Burks education Burks Business Education Coalition. >> Oh, they're using this research. >> They are they are using Lepson they are using Lepson research group to collect the data. So Lepson has set the research study up in this manner >> feedback you once once Dane in order to figure out what to do throughout the county as far as career readiness. >> Okay. >> So we do have the links for the interview script and the screener form in cougar tracks. >> Yes, that was sent. I was going to try to pull it up here. But Dr. Myers, do you know if this were to be approved to move forward how Kutztown would be determining seeking interested students? >> Yeah, and that's what I meant a few minutes ago. I
037have to >> Mr. chat was in the meetings for this. However, in looking at this screener during the project right now, >> I mean that looks like it's for once students are already identified as potential participants. >> Yeah. And I Yes. Well, recruiting screeners. So, if you look at the uh Sure. See that? Yeah, as you identify students who may be great candidates, please use the recruiting screener below along with the quot guidelines. So, in other words, looking at question number one, like I mentioned a few minutes ago, are you looking at a trade school? Are you looking for your degree program? Are you looking at military, direct workforce, uh, parents occupations, extracurricular activities you're involved in? Um, have you worked part-time while you're in school? Have you participated in dual enrollment or college classes
038while in high school? Gender th those are the screening question. That's that's the diversity that they're looking for. >> Sure. But in cougar crack in cougar tracks, um, Mr. Tim Chatton wrote that it's design that form is designed for a broad audience, but KZtown's only going to ask a small number of students to complete it once they're identified as having the intent to participate. And he says we can target students based on the criteria, the postsecary plan. So I it sounds like he has some >> an angle for it, >> right? Um but I also saw that they need the students by February 25th or something because then those meetings are happening at the beginning of March. >> Yeah, he was he was hoping that we can come to some type of conclusion with this
039just because of the time. >> Sure. >> Um now I just highlighted there in the second paragraph once again to ensure we have a representative sample of students pursuing very light pass. So that that's what they're looking for, >> right? I mean, I don't have an issue with it if the parents are going to approve their participation and um you know, it's something we've been focusing on a lot and the district is career ready and you know benefit is the organization and it's trying to help identify ways for schools to keep improving that. um think it makes sense for us to participate with some of our surrounding districts. >> Yeah, it looks like the form is going to be submitted 25th. We're doing approving this would be third. So I think that if we are
040bring Senator forward we I'm sure Christ could start getting this information to submit 24th and 25th >> right >> um I mean I would encourage >> it it would be my opinion that we move it to the full board. If you have reservations, I would encourage you to reach out to Christian with any questions prior to that board meeting on the 23rd, but with parent permission and um I really don't have too many reservations. I mean, we could always just >> So, it also says, sorry, I didn't mean to interrupt that in in uh Christian's summary here. contingent I mean only initiated if the committee recommends moving the proposal to the full board. So he's indicating in his intent to like try to you know start process because we'd have to >> Yes. Yeah. I
041I think their parent will number one, you're going to have students who are going to agree to do it. They're interested in doing sharing their perspective. >> If they're not interested in sharing their perspective, they're not going to say much of the focus group that from the screeners for to make sure that there are students who are share their viewpoints freely and then the parental uh parental signature sign that they're okay with. >> Yeah. And then there are seven of us here. And Mrs. Zigguire also sent her support of this. So I don't I don't know what we're feeling here. There are seven of us. >> Okay. But I won't be here on the 23rd. So my person because it matters what do you think? >> I I'll make the motion to move to the
042full board. >> All in favor say I. >> I. Yeah, Sigler did she did communicate. I guess she's on a flight for business right now. Um, she communicated out that she was she's okay with programming studies of course catalog. She likes some of the edits that were made from last year communication understanding obviously not the uh the current slash dual credit enrollment piece but beyond that. Um and she also offered support of participation in the meet group research project. Very good. Brings us to Mr. Ashman with the acceleration guidelines and process. Is that right? >> Yeah. So [laughter] it's always nice to have experts next to you when you present something. So yeah, Mr. Ashman, Dr. Mer here. I I will say this. Last spring, it was last year at some point it was brought
043to my attention that some type of acceleration, guidelines, policies, procedures would be of benefit for our students. So what we did last spring, we started looking at different policies that school districts have. we contact PSDA. Um, some districts do have policies, some simply have guidelines and many don't have either one. Um, some of those polic they're they're really all across the board. Some are based more on high school. Um, some are comprehensive in nature. So there was one particular school district simply talked about early graduation as a concept. So there point being there really nothing standard out there. Way we looked at it going back to the course studies guides from the high school it happens naturally at the high school whether it is dual enrollment or an AP course could be two math courses
044uh it could be a summer course. So acceleration at a high school can happen in many different ways. The difficulty is the elementary and middle school levels. So Dr. Mason, Mr. Ashner are here to talk about I asked them, you know, if they would want to speak about some case studies and that's really how this came up is some historically of certain students that it was felt would benefit from this. Um the packet that we put together was a thought that the guidelines and a process where once again parental permission to evaluate and also engage in acceleration the teacher input the data team analysis of standardized test scores and so forth. So the the heavy the heavy paperwork involved with it is really meant to guide the process because it's not something for the masses
045of students. Of course, we're talking about a select few students who would engage in this. Whether it's a first grader taking a second grade math or even being promoted right to third grade could be a possibility or it could be a middle school student uh who's in sixth grade but um is ready to move forward with that. So part of the trick is us finding a way to make that happen for any given student who uh really would I would say need and deserve it I think deserves a great word deserve that acceleration opportunity. So with that being said, I can want to add to that. >> Sure. >> Yeah. Um and I guess for context for many years we did this with accelerating students but without any real guidelines or plan or it was
046just when we saw a need we figure it out and then it kind of tapered off. I think just naturally I don't think it was any intention for it to taper off. Um, and when we brought up that we noticed some students that might benefit from this, the point we made, we really should have a process in place for how we do this. Um, and so that's where this work came from. Um, and so I think an important distinction being the two of us sitting here is that this isn't intended to beed accommodation. This is a need-based across the board for whatever students need it. Um, and we were careful in the paperwork to keep the the two, you know, the two groups separate. um that the accommodations in their gifted program could like help
047with the soft skills or help with the the adjustment kind of things, but this isn't tied to their gifted identification that this is just as students need to we would look to start this process where >> yeah I don't think I have much more to add is that it's it's been kind of loosey goosey like if a student if we see students that need acceleration or a parent is advocating then we try to find something but there's no not been any real official mechanism and a few years ago this year's ninth grade class when they were in fifth grade there was a group of about 12 kids at KES and there was a handful at GES that I did some math acceleration with them but then when they got to middle school they just were
048there wasn't um we didn't have a mechanism for accelerating them um we had some sixth graders that coming in sixth would have actually been ready for seventh grade math. We didn't have a mechanism to do that. Um, and then I have a kid on my case load at the elementary school whose parent has been asking. Um, he's in fourth grade now and and I'm able to provide some small group stuff, but it's there's more than just him that are ready to do something. So, we felt like we needed some kind of district guidelines so we can communicate better to parents and teachers. And so, we had a mechanism for making things happen. >> I'd look at it from the other way also. So if you want to look at all the data there might be
049a single or you know two viewpoints that hey this is the student need acceleration but the data team comes into play to where okay let's look at all the data and let's make this decision together similar to an IEP meeting even though it's it's not related to that or to gifting um but looking at all variables and if you look in here there's social emotional readiness to it also which is very important So, it's it's not simply an opinion of, you know, I think I think this student needs to go on. It's we're going to analyze everything together and then make that decision as a team. That's why that's why it's so heavy as far as different steps to it. So just explain um your your example that you just used a little bit. So
050So you have this group in fourth grade. >> Yes. >> You're going if this is approved, you're going to take these forms to your parents to evaluate them to accelerate them as as a group as >> potentially. Um so at the elementary level we have um four data meetings a year where we come together as like grade level teams and we look at student data and and to figure out what they need. And so often we we have we have a lot of mechanisms in place for the students who aren't performing at grade level but we haven't we don't have anything real formal mechanisms for children who are forming above grade level and ready for something more which makes then providing that more and more challenging because there's no because people aren't expecting it. So
051in this particular year I have fourth and fifth third fourth and fifth grade groups at both buildings that potentially some of those children right now they're getting math enrichment potentially they will be ready to some of them will be ready to accelerate. It may be a group yeah >> and it may be a student or two um we as Dr. Myers mentioned that you know the social emotion development is part of that as well to know if they're ready to accelerate. What we don't want to have happen is children who are actually ready. Um, we keep using math because it's a it's a part of our curriculum in the way we teach it in the elementary buildings that makes it sometimes a little more challenging. Whereas with reading um children read at their readiness level
052in that same class, it doesn't matter. Right. >> And and we want to figure out how to do that for subjects such as mathematics as well. Um so that the children are being are able it doesn't it's not tackon work. It's not extra work they they're doing because they're ready for more. It's that they're able to actually accelerate and work at the level that they're ready. So it could be a group and it could be a kid or two here and there >> group. Right. >> Right. Yeah. >> And this formalizes like the identification process essentially mostly. Right. >> Does it do anything for beyond that? So we have the ident how we are going to identify the students and then does it set a track then or is that still going to be something
053that is determined on a you know a needs basis? >> Yeah, it sort of well one of the things we're working on too is developing then um a mechanism for developing what the plan would look like as a team and the guidelines kind of help identify who the team will be and how we'll go about doing that. And then it'll just require it will require a meeting much like an IEP meeting um with the stakeholders to make a plan for that particular child. Um >> yeah, >> you want to add there? >> Yeah, I think there would be expected paths that are typical but I think it would be based on what that student needs that it wouldn't be a menu of A, B or C. These are what we can do. It would be
054match if the kid, you know, needs to advance to math as same as other classes or whatever that student needs. >> Sounds good to me. >> One of the one of the biggest caveats, how do how do we make that happen? That's that's our job once again to make proper words deserved. What is the student deserves. What does the student need? How do we make that happen? Scheduling. Scheduling is difficult. Got to make it happen. >> Is there a vision as to how the acceleration evaluation teams would be formed or like who would be responsible for that? Yeah, similar as an out. I thought it was in the guidelines of who would be on the team, but I mean it says that it could can include but isn't limited to classroom teachers, principles, school counselors,
055and school psychologists. >> So like with the building administrator assemble a team? >> Yes. >> Okay. I mean likely in the elementary buildings because we do those regular dating meetings, there's already kind of a team that is in place. I see. Yeah. Okay. >> And are all potential members who would be involved in this team on board with this? Are they >> excited? Yeah, we vetted this through administration. Um, Mr. Lynch was involved in in one of the meetings where we were putting this together. [clears throat] Um, Mrs. Barnes has worked with Dr. Mason some of these ideas. Um, so yeah, it's been vetted through administration. And I think the key is here and it's this is again not high school based so we're talking about next school we're talking about two elementary schools and
056knowing the background Dr. Barber think knowing the feedback that I received I know administration's good with it. I also know from Mr. Lynch's standpoint and scheduling. That's that's the nerve-wracking piece because it can make things very difficult. But we've also gone through that as far as conversation behind him. You know, it's the best thing for students. It's what they need. We want to find those solutions. Yeah. Um, with the scheduling situation we already have, if we accelerate somebody's from fifth grade to sixth grade, just say math, how would we? >> Yeah. Now, between buildings is a little bit tricky. Um, that we would pretty much talk about intramu curriculum here. So, it fit the six. I'm gonna pull on you, Dr. Mace, as far as what your thinking is with that. We talked about that.
057Yeah, >> but that student would be at the fifth grade level. I'll let you take it there. >> Right. We we acceleration doesn't necessarily mean leaving the building. And so, um, a child who is ready to accelerate, say, in fifth grade may not be ready for full sixth grade math, but they're ready to move through fifth grade math faster. And so, we would come up with a a structure for how to make that happen. Okay? >> And then they would start sixth grade math. And it may happen. Let's let's say they can do all fifth grade math in a semester and then the second semester they do all sixth grade math. Then we they would be ready then to just go to seventh grade math when they got to the middle school. But at this
058point my conversation with Mrs. Barnes has been if it's an elementary school kid, we're going to feel like we need to keep them in the building for a whole host of reasons, but that we would find a way to provide the acceleration in in the building. Well, I'm more inclined about students from GES because, you know, we're obviously not going to bust them down here for one class, then bust them back up again. >> Exactly. >> You know, that's Yeah. >> You know, if if it be somebody from Kes, it's a little bit easier to move them from one building to the next. But if it's somebody from GES, now we got a logistical nightmare going on. >> Exactly. And we don't want kids to extend kids school days. So, we wouldn't want is a
059kid to a fifth grader to come to middle school before they get to elementary school and have this really long school day. We don't want that either. So, we'd be looking to do it in the elementary business. >> Yeah. >> From the middle school to the high school though, I think the maturity wise and the logistics of it make that more feasible >> and we have done that for the middle school advice. >> The big thing is they can walk down the sidewalk as as you know 14y olds that happen. >> We're comprehensive mechanism. So it's not just the kids whose parents may be aware and they're pushing the acceleration and then there are children who maybe don't have an advocate but are also ready. And so we want to make sure it's more comprehensive
060[clears throat] for all the kids that are ready. >> Very good. >> Short on time here. So it looks like we're looking for a motion to move this to the full board. So >> all in favor say I. >> And then we're out of time. So we'll have to be policy 004 for next time. Looking for motion to adjurnn. >> All in favor say I. All right. Eating a We should be good to go. >> Like to call to order tonight's facilities and extracurricular committee meeting. Um got a few things on the agenda and I guess we'll first start with facilities. That's up. Okay. >> Uh waste collection area, >> otherwise known as the dumpster area here at the high school around back. U something something we kind of talked about, but I always think
061our stadium is the, you know, the marquee used for graduation, soccer, football, all that. And we walk right by our dumpsters. And I just wanted to get some prices and get everybody's, you know, idea on making a enclosure between the locker room walkway that comes up and then other walkway for the exit and build a cement pad with a steel fence, six foot steel fence around that area. and then where the current dumpsters are and curbing eliminate that and add some parking spaces back there. So, I have multiple quotes from some people uh people that we dealt with before. Promax fence quoted us 32,770. Uh folk paving was $3,720 and uh concrete for $14,000. All totaling at 50,4.5. Uh I had some other paving or other paving companies, concrete companies, and actually another construction company
062that would would have done the whole thing complete. The one company did not get back to us and the other company was almost $20,000 more than those quotes combined. >> So again, just want to put it there ideas. I know it's not, you know, it's obviously been like that for years. You know, it's more of an appearance thing. >> Did we contact the trash company to see if they can swing our trucks? >> We work actually worked with the burrow. That's the burrow. And uh they actually would prefer this because they can pull into the exit and then back directly up. Right now the dumpsters are parked on an angle and uh that actually run over part of the grass. Do that. So yeah, they they're in favor of this and that will clean up
063all the recyclables as well. >> What was the first price? Did you break that down? So you have three components to that. >> Yes. That so that is the fence. >> Okay. >> Fence and posts. uh the concrete because it would be you know concrete concrete. >> What's the size of the pad? >> 48 by 26. >> Okay. >> And then the uh paving where the where the current area is that remove there's some curbing there. If we can remove those remove that curbing and uh pave it, we could add about two to three parking spaces. >> So that totaling is uh roughly 50,000. What's the totaling for just getting rid of the curving? >> Uh that probably will go 3,720, but that doesn't move the dumpsters. That's just the curbing where the recyclables are.
064Uh we have three four garbage cans there. >> What I mean is if like we don't put parking spots if we don't >> uh it doesn't doesn't matter because we want to eliminate the curving. So there's that that price is just to kind of remove the curving and repave that area. We would do something with it. We don't have to. We could probably eliminate that that 3,720 and just leave that curve there, but doesn't really mean as much. >> That's what I meant. So it's 3,000 for if we don't do that. So it's okay. >> This again, if we did this would be a summertime summer. What would the source of funding be for that capital? >> Yeah, that would be um capital reserve fund which currently has about $560,000 in the next months. Most
065likely we'll get some quotes back for some additional paving uh at the middle school for round back and since we have added the buses. I don't have the quotes back yet, but just another thing on payment. There'll be some additional folks on paving next month, questions, comments. The idea of spending money that way budget, you know, I'd rather budget than try to figure out where it can come out of out of the budget before we spend it. So the capital reserve fund um is set aside outside of the budget, but those are funds that are outside of the general fund budget. Um we don't per se create a an annual budget for that. Those funds are set aside for larger capital improvements. Um the the budget as I understand it that's covered by the basically
066the tax base. >> Yes. So if we have other funds that we can pay for these kind of things without impacting the budget so to speak. >> Yes. >> Alternative way of paying for >> Yeah. And this capital reserve fund um clarification has in the past those funds have come from a budget line. So getting here where we've um been able to had a line line item in that year's budget, general fund budget to move some money over to capital reserve so that when improvements are needed. So, okay. So, it's not the fund balance. It's they're separate. >> It's a separate account. >> Take something. >> And those those funds are only used for capital projects >> like like this. >> Yes. Once set aside capital reserve, >> they are forever set aside for capital
067improvements. There's no shipping them back. there. >> Well, I'm not opposed to it, but I don't want you oldtimes. I'm new to this process. You know, >> it doesn't have to get done. I just want to make that clear. There's nothing wrong with what we have. It's to me it's an improvement of what we currently >> mean. I mean, my first my the first big question in my mind is 50 grand. Where can we spend that >> that maybe makes more of a difference? Sure. Lots of differences. We can spend that kind of money. And and again, admittedly, I can't really envision it right now either to have a strong opinion either way. >> I mean, I do remember walking past the dumpsters >> going to the gym backside. >> Yeah. >> That's what it
068is. Interesting. >> And again, we don't need any, you know, we want to look take a look out there. You know, again, I'm not expecting anything today, >> you know, but I just wanted to bring it up with the numbers. >> How much was that fence again? >> Fence was 30. >> It's a steel >> like a solid >> solid steel fence. The like the chain link where they have the >> No, no, no. It's much I can I can share some photos what it's on website. >> Maybe we should talk about marquee first. See what that's going to cost us, right? I've seen enough [laughter] out there. >> It's a great point. >> Kind of on the same fence here about spending 50 grand just to hide a couple dumpsters and trash cans versus
069put that potentially somewhere else. >> Yeah, >> that would make a big difference. My issue with those is they have them at like McDonald's and places like that. The trash companies bash the crap out of them too. Put a lot into the burrow. I I really it really works. >> So something something along those lines. >> I got you. I know you're >> Yeah. >> almost like on the front side of >> dumpster enclosures. >> Still think rudders has something around that around that size. >> Just tape it at this point. I think that's my inclination too. >> It's very fair. >> Maybe see what you got. >> It'd be a great idea though on graduation day. Just move the dumpsters out of sight >> for graduation. >> Some kind of temporary closure around the
070corner for the day. >> A great place for a big graduation. [laughter] >> Maybe we could paint. >> There you go. Mr. Pton's doing that steamroller thing. Get him to make some big pictures of that. >> Yeah. I mean, I keep think about all all the events. >> Yeah, more. >> You're right. Like, how many people actually noticed them? >> I mean, now that you we're talking about them, I can picture them there. I just never gave a thought. Probably because I mean they've been there for >> Is there another It is what it is. >> Is there another place on campus that we could move those dumpsters to like on the back of the building or something? >> They are. I mean I mean definitely we can you know move them for certain events
071but that's going to be requiring working with the bureau on that. As far as additional location the biggest thing is the food service. They constantly are using those dumpster for food service. >> Okay. not only you know the pans and everything that they use but also every day's waste from lunches go into that those those are dedicated just to the kitchen. Those two dumpsters >> we have uh two additional two or three additional dumpsters around campus just in this building. So >> yeah, I'm fine with tableing. Um, you know, take a look at it. >> Our homework for next month is to drive around and see. >> The last wall that was built was in I think 2019. They they added a a wall that cuts down elementary to just one wall to hide the
072dumpers of the brick a brick wall. Not sounds like we're just going to table this for now and maybe revisit it later on. Uh, next on the agenda is the >> you said I would that would be happen during summer. >> Yeah. Yeah. No pillary. It's just, you know, as I get >> Yeah. Bring it bring it up. >> Yeah. >> It would be good to have a a list or what as we get closer to the summer like, hey, these are this is what I presented. We're getting close. We can pull the trigger on these and we're going to do them. This is what I presented. Which which do we have interest in any? If so, which ones? And >> what's their detail on that fence, too? >> That I didn't check, but >>
073yeah, >> just he gave us they gave us four different options for fences, but Christian and I looked at it. And then there's they gave us six foot high, 8 foot high, vinyl, or metal. But, you know, I'm just worried about vinyl. That's one That's the ones that you see that aren't going to hold up. >> Yeah. Fish in this cold weather right now. They break easy. >> Yeah. I hate to see it just drop off. Forget about it. >> Yeah. No, we'll we'll keep it on we'll keep it on the list and revisit it. And I'll again I have some other things coming up. I'm just waiting for quilts back uh for additional paving the uh set of at the middle school and some other smaller projects. Nothing major at this point. All right.
074Um next on the agenda is the marquee here at the high school that we had talked about last month. >> Yep. So just uh know how much Mr. Chen had shared with you at the board meeting following that uh committee meeting. Just a refresher. So the original board out here now uh was purchased in October of 2016. Cost of the current board was at the time 13,85 $52 and it was deemed to have a 10 year lifespan on it which seems to be kind of like the kind of going thing for for that type of technology. So signature sign they originally installed that. Um, so we went back and and got a quote for a a new sign, kind of their standard base model that they're installing um, in certain area in in buildings like
075ours. That one that's currently out there right now, that's a 20 mm LED board. So that's the space in between each of those little LED lights out there. So that was the base model kind of 10 years ago. Right now, their base model is 10 mm. So those lights are a lot closer together which gives you a crisper picture, able to do more things um within it just has a better overall appearance on it. They also offer a 6.67 millimeter which again just another step up uh with that um again crisper picture from the 10 millimeter but they gave us those two options. So the 10 millimeter option, same size, everything that's out there right now, it's basically just taking out the old one, sticking in the new upgraded model. So for the 10 millimeter
076one, which is their base model, uh they have that quoted at 19,207. And then they also quoted us to 6.67 millimeter at $22,222. And again, same explanation, same type of lifespan as expected with, you know, the uh the newer boards and everything. So, we're looking at, you know, roughly around a 10-year lifespan for for a newer board. Um, so that's where we're at right now with it. So, I guess the part of the conversation was how much use are we getting out of it? Is it >> That's a great question. How much use are we getting out of it? I mean, it's it's generally used. Um, Mrs. Noly, she's uh she puts 99% of messages on the marquee, you know, typically to celebrate student achievements, uh advertise uh events in the school district, specifically here
077at the high school campus for events that are open to the public. Um, and um, again, just big achievements and stuff like that. Again, it's a piece of technology that's out there that people drive past and there's not a whole lot of >> it. Remind me again what was the what's the issue with it though? >> So, there was potentially two issues with it. One, it seems to be is not an issue on our end. an issue with uh the radio transmitter out there receiving the signal. >> Um or it's a potential power supply or a combination of the both, >> right? >> Um let me go back and find what the original quote was. Believe it was around $3,000 if it was both. >> Yeah. >> To fix the current issues. And [clears throat]
078again, from the original installation, you know, we found out that these really only have a 10-year lifespan. So, if we go and spend $3,000 to fix the current board that's out there, we could be it's like what's what's right around the corner >> next $3,000. >> Yeah. >> Or now we're replacing the whole thing cuz something >> What kind of warranty do they offer? >> You know how big that is? See, they have fiveyear warranty on all parts, one year on parts and labor, one year cell motor instead of radio, >> right? It's all on the solar here. The LED viewing area is 2' 4 in high, 7' 4 in wide. That's the same as the cabinet size. So basically the frame that sits in [clears throat] they do have I mean it's 10 years
079later from what we have. So they do have a an updated operating system that they say is much easier to use in the current one that we're using right now to put messaging on there. Um so the ease of use is is better now than what it was 10 years ago. I see the uh with the 10 mm as the new base model, pictures, animations are going to be crisper. It's going to look a lot nicer. Currently, we're going to have more functionality with it what's out there right now. I mean, right right now [clears throat] when we have it is hard to read sometimes what's put on that marquee. [clears throat] Aesthetically, it's obviously it's nice nice piece. Um question is how many people read it? >> Yeah, >> the angle of it. Richer
080and I talked about this, but um if you if you go to ruers out on 222, of course, you're sitting at the red light looking at it, you can sit there and study. >> If you go behind it, there's two big black streaks that like it's a double-sided. Theirs isn't working correctly. They they've had issues with that one for years. >> Yes. >> Since I opened that store up. >> Yeah. So, uh like I said, it's nice to sit there at the red light and see it, but in our case, you can't do that. So, >> just awkward. However, >> there's a stop sign there. [laughter] >> Got to talk to the burl about that. Well, what's the option if you don't if we What would be the option if we removed it? What I
081mean, we're just going to have a blank. >> Yeah, that's the thing. You know, what we put there in place we would have to build something once again that's aesthetically >> Yeah. Easy. >> Yeah. >> You know, we'd have to come up some ideas for that. But, you know, it's something that's going to constantly be replaced and constantly cost. And maybe it's worth it. They're like saying it's not worth it. Well, if we get 10 years out of it and say we go with the 10 millimeter, that's $2,000 per year that you're paying for that if you get 10 years out of it. >> Yeah. >> Um I would be swayed either way on this one. I have a little without doing a traffic study. I would say that most of the people coming down
082this road are coming to these schools already. >> Yeah. So if you're looking to attract other people and still stay on grounds, you know, again, you take a look at at Ktown Elementary, you have that marquee already. You can see that I know coming this way. You can see it from pretty far down the road. I just just really different idea. >> You wanted something that more for the public to see, >> right? >> Yeah. Why is it a price? You're right. That's not a >> most of the activities are here. >> Sure. But it's not >> you're going past KDS to get to the >> I mean there's a lot of traffic going by that road and maybe you don't want people look at the sign and >> Okay. Interested some of the specs
083of the the newer sign is 4 in higher, 4 in wider. What you're seeing the 10 millimeter has 48,584 LEDs. The 6 millimeter has 108,864 LEDs on it. And the operating system can be controlled with laptop, PC or by cell phone now. So has an app just like everything else. >> Yeah. I mean the price I don't think seems I don't think it's the price. >> Right. >> It's a non >> it's not needed. >> Is it? Yeah. Is it providing right >> a benefit? >> Right. I feel like the one at the elementary actually benefits more like with the little things that the one at the elementary school lets parents know like the little Yeah, it just has all the letters that you put in, but they have like five lines that it's like
084this date is this thing, this date is this thing, this thing is this thing. So that one I'm like, oh yeah, I guess we have off that day. I love that one. It's very informational. But the one at the high school, yeah, you're right. like because it switches so much too. You're like, "Oh, I missed what it is." You don't say there >> and you're not going to sit there. >> You're not going to sit there and wait. >> So, yeah, it's a good idea, but it's not. >> I think I would like to know what we're going to do with that. basically would come out >> planters. >> Okay. >> Put a big sign with our logo on it because seminary high school. >> That' be probably the easiest thing. >> The cougar like
085a like a nit. >> There's one over at the We can move the We can move the cougar from the stadium. >> There's one up the stadium. But yeah, before you >> Well, you know, we can start with what they do in Fleetwood with the Bears and what do they have in Fleetwood? The Tigers >> throughout town. We'll start it here and then spread it throughout that >> cheap again. >> Yeah. I mean, >> strong feelings. I know that I don't ever know what's on that board. So, >> that's the thing. Like I said, you go buy it and most times you can't understand what's on there anyways because it's so, you know, not real clear, right? Most people that are paying attention or following what's happening or need to know, they're using Facebook or
086>> Yeah. Yeah. All this all the high school students going up >> and their families, you know, >> they're not they're not relying on that sign to figure out when their kids next basketball game is in the language. We just look at other options to do something else there, like some other signage or something. >> I'm pushing the movement of a cougar. [laughter] >> I like it. >> Find out where Cleveland gets their tigers made at little modifications and got a cougar. >> I actually know the person who painted one of the tigers. I thought those were all done by places though because I know we did the one we put the ones in for bank and that was done by their artist of choice. The one across from the one across from Fleetwood Bank
087and that thing that was painted by a alumni from uh Fleetwood High School who's now an art teacher. >> That's cool. It's kind of signed by a bunch of kids. >> Yeah. I mean, functionality wise, I just don't know if there's functionality >> $22,000. >> It's a lot. >> Yeah. >> It's a lot for something that I think I'd rather spend the 50. >> I mean, if it was like everybody's going past that real slow that they could read it, I' I'd be inclined to say, "Yeah, probably. I don't think anyone's noticed that's not working. >> Yeah, >> not really. I mean, has anybody really mentioned the fact that the sign doesn't work? Were there any complaints about it? >> Right. Not that I'm aware. >> People who like they've been seeing their name up
088there for the past seven months. [laughter] >> I'd be interested in other ideas. Okay. So, we'll table that again. All right. And uh anything else facilities wise? >> Okay. Uh extracurricular. I guess we'll do the winter postseason update. >> Yeah. So, we're already here at the end of the winter season and looked outside. Yeah. We're still very much in winter. No, no sign of spring coming up. Um, so I just wanted to give an update as far as what the postseason holds for for all of our winter athletic teams here at the high school. Um, how some teams are wrapping up, how some teams are looking to keep going into the postseason. So, we'll start here with the Unified Botchi team. Uh, they concluded uh their regular season already. Playoff teams will be announced uh
089this Wednesday, February 11th. Currently, we're sixth in the division with a four- six record. Um, but the team is still practicing on chances. Some schools may not participate in the postseason. Every school signs and submits a letter of intent in order um to participate in the postseason. Every year there are some schools that decide not to do it. So, we're just kind of waiting until Wednesday to see if uh we by chance get a uh get a spot into the postseason. Our rifle team, they had the Northeast PA Rifle League match all-star match on Friday, January 30th up at East Rouseburg South High School. Lyla Gordon placed second overall. Uh Cohen Cohen Whisner finished 13th overall at that match. And then uh on February 12th, we have Northeast PA Ripper League state individual qualifier match
090at Helertown Sportsman Club. Laya Gordon and Joel Ario will be competing there. And then the state individual match is also in Helertown at Sportsman Club on Wednesday, February 18th. and Llaya Gordon will be competing in the three position small boore rifle and standing air rifle state championships on Saturday, February 21st. That's at the D boy rifle and pistol club in Deote uh out west in uh PA. Uh so again, Laya Gordon competing out there and good luck to her uh at that competition. Swimming this past weekend, we had the Burk Swim Championships. We had Haven Begley competing. She placed third in 100 breaststroke which was first put first first out of all doubleA schools in Burks County and 10th place in the 50 freestyle which again was first out of all doubleA schools. District three
091championships are Friday and Saturday February 27th and 28th at Cumberland Valley High School and then hopefully Haven makes a return trip to the state championships which are March 11th to the 14th up at Bucknell University. wrestling uh their regular season has concluded and coming up this weekend we have girls sectionals tournament uh this Friday February 13th at the GMAC Governor Mlin Athletic Center. Uh the girls will wrestle to six places with the top four in each weight class advancing to regionals. Uh the boys sectionals are this Saturday, February 14th at Central Dolphin and East High School. They will wrestle to eight places with the top six in each weight class advancing to districts. Then the boys district 3 championships are at Central Dolph and High School on Saturday, February 21st. Uh again, they were going
092to wrestle to eight places with the top seven advancing to regionals. Uh boys basketball uh we it's not official. The power rankings are still uh being counted until this Wednesday, February 11th, but it is with a high degree of certainty that we our boys have qualified for district three tournament as the number six seed. will play at number three, Antidum. If everything stays the same and by all the power rankings, the way it looks like, it looks like we are kind of locked into those uh seeds. So, that'll be next Tuesday, February 17th. That'll be at Antum High School. Then the girls basketball team, they qualified for the BCIA playoffs. Uh and the quarterfinal round was this past Saturday. They play they were the number eight seed and they played top seated Wilson. Unfortunately, they
093lost Saturday night 53 to 19. Uh Wilson is just very phenomenal basketball team this year over there. Uh but our girls are getting ready. Uh again, power rankings are not finalized until this Wednesday, but by all accounts, it looks like we are number five. Going to travel to number four Holy Valley to face them for the third time this year. Uh so that'll be next Monday, February 16th. So, a lot of good exciting things for all of our student athletes finishing up the winter season here as we wait for green grass to appear. >> I went to my first botchi ball >> Mhm. >> game. It was amazing. It was really riveting. I never realized how exciting it was to watch. If you've never been to one, it's really fun. My daughter, the other day,
094we went to a basketball game. She goes, "I wish it was botchi." [laughter] So cute. >> There there can be a high degree of suspense doing a botchi math when you're ready for that. >> Yeah, it's gonna be there. We must say that our botchi team challenged the staff and admin team last year and uh I forget the final score but we got crushed [laughter] >> and we did and it was legit like we got crushed. >> Is that why you forget what the score is? >> No, it it it was uh Yeah, it was bad. So, need a little practice because any good >> do it again. So >> make it an annual competition. >> Should be an annual competition. Good money to see that. [laughter] >> Okay. Well, congratulations to all our student
095athletes and coaches and uh hopefully they do good in the postseason and we'll look forward to that update later on. All right. And with that, we're moving on to Kutztown Park softball. So, this all started with some um conversations and uh you know, we've talked with uh Josh Schmooer and Brian Bailey uh from from the burrow. They've been very helpful um and helping us find out information, sharing information and kind of uh um looking to see what we can do to to kind of bring consistency and and and and upgrades to certain facilities around here. we know our our Pitstown baseball and softball teams, they use the uh the fields up at the park and uh we're trying to, you know, bring quality consistency to all of our fields across all of our athletic programs.
096And uh we wanted to kind of look at what this what something would look like long term to kind of um bring some upgrades, some improvements to the softball field up there. kind of bring up to the level of uh kind of the same resources that we have with our fields here on campus and our other fields and facilities that we use. Um so they shared uh the agreement that they have with Legion baseball with Timothy Briden and Field. Um and while it's nothing is approved by the burrow, they do seem amicable to um kind of listen to any sort of ideas that the school district may have to bring about capital improvements up onto the softball field up there. Um you know, you're looking at dugouts, fencing, rest box, you know, storage areas up
097there. Um, and in return, again, nothing nothing set in agreement with with the bureau yet, but they would be amicable to waving any kind of usage fees that we have paid in the past or paid in the past. And also allowing us kind of like a primary access to the field throughout the year, the same way that uh Legion baseball team does have with Timothy Bringham Field. Um so our next steps is kind to uh contact some construction companies um sports construction companies. I reached out to uh some of the schools in the area that currently going under projects kind of get some information as to some of the companies that they've used. They've shared some local ones in Burks County, ones in surrounding counties that um they have good reviews with. So, our next
098step is kind of reach out, bring some people in, get some ideas as to what we could look at with uh with with the field up there, what type of improvements can be made and and bring that information back to the board, see if there's anything interesting that that we can do to help um upgrade some of the some of our facilities up there. look forward to hearing more information on them. With that includes everything that was on the agenda unless anybody else has something else. If not, looking forward motion to adjurnn. >> All in favor?