001we can begin the policy curriculum meeting for June 9th. We have twoformational items on curriculum and then we have four policies. And to begin, we'll start with the middle school MTSS update. Mr. Lynch. Yeah. Thank you all for having us here tonight. Um, Dr. Myers presentation. I just want to start sort of where we ended when we met in April of uh what our next steps would be to to bring us here. Um, the big thing for the remainder of the the school year, the 2425 school year was to work on the schedule of where this intervention would happen, how the intervention would be delivered in the schedule that we had at the middle school. Um, we also had some things for the summer that we discussed that we'd be focusing on as it relates
002to data identifying students, who needs what intervention, how much of an intervention or how intense of the intervention would they need and where would that happen? And uh we discussed that throughout the school year, grade level teams would need to talk about student data, student performance as it relates to interventions that they would be receiving. but then also as the school year goes on talking about students that may be presenting themselves as needing further intervention. Um so where we're going to start today is to just take a a look at the schedule that we are we're going to work with. If you could jump to slides uh eight please Dr. Myers please. Yeah. Um, do one more. There we go. Keep going. Thank you. All right. So, uh, I'm going to walk you through this
003this slide here. There's a lot on this schedule, and this is a schedule that reflects a few different things. This is true to the middle school schedule that we run right now. trying to find times within the schedule that exists to provide intervention to students at the optimal place in their schedule without them missing or they get the chance to experience all the things that we offer at the middle school. We're also going to talk about where staff relates to this and the interventions that are offered. So, if we just go through sixth, seventh, and eighth grade, um this is not relating to time. This is simply the periods as kids move through their day. We uh start with advisory and our home room and advisory. In sixth grade, they have their core classes, two
004core classes first, then they get into their encore schedule. So, as we talked about in April, students that are identified as needing tier 2 intervention, we would leverage encore time to provide that. And that reflects that here. So, they would still receive Encore, they still experience the encore classes at a lesser degree than students that are not receiving intervention. Um, just please keep in mind that as we go through MTSS, the intention is to get the students the intervention they need and then start to phase them out of the intervention so that they're resuming their regular schedule. In seventh grade, they start with their core classes first, their encore and MTSS they end the day with. And in eighth grade, it's the opposite where they would have encore and MTSS if necessary first after home
005room and advisory. What we have bolded is additional OP. So there's the MTSS periods that are highlighted there. The other bolded periods are opportunities that looking at the schedule, looking at staffing that we feel we could provide additional MTSS support to students that need it outside of those designated class periods. as we look through student data over the summer. So, we're talking about standardized test data, students uh data from the end of the year with their benchmark testing, but also some anecdotal data that student teachers have gathered throughout a whole school year. We're going to have a good picture of who the students are that need intervention and how intense the intervention needs to be. So those bolded areas outside of period 3 for sixth grade, period 7 for seventh grade, and period two for
006eighth grade, those are the best opportunities that we see. We could provide additional MTSS if necessary. There's a lot on there. Does anybody have any questions about that? while I pause it just to take a simple water. So, we also took time uh last week, the district admin did a great job of planning for us, the middle school team specifically, I will say, to get more comfortable with MTSS, get more comfortable with how we're going to go into this school year and throughout the year, how we're going to approach looking at student data, how we're going to have conversations about students to make sure they're getting the the supports that they need throughout out of the school year. Uh we had the opportunity with some high school teachers to sit and we watched the Kutztown
007Elementary School who's been doing this for a few school years now. They held a data meeting. So folks that had never experienced something like that, we got to sit and watch them go through what are the conversations they have about kids, what are the things that they talk about, how are they making decisions to move them from one intervention level to another. So, we had a chance to really see what the the welloiled machine looks like and and take some things from there. We had conversations about how are we going to what are we going to take right away and then put into our our grade level meetings. Um, not on the slide there, but we didn't have the opportunity as a team, as a a staff at the middle school to sit with Green
008Witch, but Miss White, our guidance counselor, and I we sat with Mr. pile for about an hour and just picked his brain about implementation conversations that they have. What does it look like in their building? Coming to the understanding that our team functions differently than Ken Elementary does, than Greenwood does. We're going to have to put our own flavor on this, but just to get comfortable and hear from people's experiences and mistakes that they've made so we can hopefully not replicate those. Yeah, the intent was to schedule both, but it just logistically didn't work out in that second block that we're doing each team to do kind of similar fish pull takeout activity and we do think it's important to collaborate with both elementary schools because they've established programs that are very different but both
009elicit great results, you know. So, um again, it was more to say it's kind of that it's not one way to do this successfully. We have two versions in our small district that we are both proud of. As the week went on, um there were different opportunities for different uh curriculum teams to meet and talk about goals for the year and and structures that are in place. One of those being all four to 12 grade teachers uh met as a group with Miss Develin and learned more about structured literacy and um how structured lit literacy will support intervention and the scope and sequence that'll be used from those grade levels. So we have a we have a good idea of the standards we're looking at when we start talking about um learning gaps and where
010we need to address those with students. Sixth to nth grade teachers uh met here. Uh we talked about this was kind of twofold from my lens. It was the first time these groups were getting together to talk about student data. We used the student data that we had at the time which was that anecdotal data. They had just left school year with students fresh in their minds. What are the things that we can start the school year with with all students without looking at math or English, but we can have a team approach to filling some gaps that we noticed with things such as organization study skills that students have, test taking skills. So, we we can start that right away. Dr. And we're just continuing uh sorry also there were grade level transition meetings.
011Now these these happen at the end of every year. Sixth grader sixth grade teachers meet with seventh grade teachers. Seventh grade teachers meet with eighth grade teacher. So on um the focus was to really talk about data as it relates to students and student performance. Um to get the next grade level familiar with students that might need support on day one, but just to again get familiar with data and and having that that be the driver of the conversation at the end of the school year. and our sixth to ninth grade teachers collaborated to define and craft scope and sequence documents, process skills that I talked about, algebra readiness, structured literacy, and uh a lot of our teachers have already identified this is where they want to use their flex hours over the summer. Um
012I I guess I just want to say I left the week feeling very optimistic. I'm optimistic about this in general, but just nervous about getting the group together, especially at the end of the school year. You know, it's been it's a long school year, so getting people together focused to talk about a big change that's coming. I left the week feeling very optimistic that we're all pulling in the in one direction here and everybody's on board with it. So, we still have work to do over the summer. a lot of data to go through, a lot of conversations we have to make sure that we're identifying the right kids from from the get-go. Um, but I think we're in a really really good spot to start doing that. And I think Miss Deon was talking
013about some specific curriculum things as it relates to this. Yeah, I felt like as you might walk away from this conversation, if people were to have questions about what will this actually look like if my student is coming to one of these interventions, that's the piece that our teachers are really building and crafting right now. But I thought it would be I was like at a little activity at the end of things. So if you would go to the next slide, Dr. Myers um to take the guidelines of structured literacy which have all been coming fast and furious through legislation um related to act 35. The elementary has taken on and run with additions of phenemic awareness and phonics scope and sequence and instruction that we have already in the first year seen these incredible
014gains because we have just had this very strong systematic and explicit instruction for students. We're looking at end of year star data with those kids saying there's definitely a noticeable difference. And so as that continues to grow, we don't want them to kind of fall off that train so to speak. Even though phonics and phmic awareness skills might be strong at that point, there is so much language to understand. And what the science of reading or structured literacy is telling us is we've got to keep digging. We've got to keep talking about word study and how words are put together and roots and suffixes and aixes and how those things help us continue to learn words that once we get to the AP science textbook, those are still going to help us understand those. So,
015this was an example and I have just a very short article that just kind of came across my path recently. So, grab one of those and share those um kind of addressing this and this example comes right from that. But rather I don't want people to walk away thinking that students are coming in to like work in a workbook or do some sort of like tedious horrendous you have to go to intervention time and it's going to be awful because we have this group of teachers working to create a playbook so to speak of here's what grade level text requires. Here are some of the decoding and encoding or the reading and writing parts of language. So, an example up there on the screen, studying the word only allows you to investigate something like how
016it works to say Batman only fights crime. Only Batman fights crime and Batman fights only crime. So the teachers right out of the gate last week wanted to address not only the content that they want to teach, but coming up with a routine that everybody who has the playbook will be a part of delivering so that if a student might move from one intervention location to another, they've developed kind of this uniform process that students will experience. It becomes routine. So it might lead with investigation. Let's have these sentences on the board. students are looking at them and just talking about like what different Sean and I talked about it for kind of a while because it becomes a really interesting discussion to just look at the difference of the word only in those three
017sentences then to provide explicit instruction talking about what only is what it does in the sentence as an adverb then to practice that and then to transfer that into other modes of of how do we use only in fiction in non-fiction where would you see only and to look at how those skills move into other areas. One of the biggest things that our middle school teachers have been saying is that ability to take something that they're learning and apply it in different classrooms and to take it next door to science or social studies has been really challenging. Part of what the structured literacy scope and sequence that we're building will really do. It builds not just their ability to read, but it also really impacts their ability to write, which when you can really make
018that connection, that concrete is going to really help kids across all of their content areas really, really well. So, I'm excited for that playbook. And then algebra is doing a very similar thing where they're pulling out those algebra standards. Algebra standards start in kindergarten and I but we don't think of that because we think of algebra as an eighth or nth grade content, but there are algebra readiness pieces that start threading all the way through elementary school. Highlighting those starting in sixth grade and really making sure that students have those before they're moving forward is what that intervention play by book will really be built upon. So that when we're getting to eighth and nth grade, we're hoping to see a larger percentage of our students ready for algebra and ready to move into those
019more advanced math classes when they get to high school because we've created the space for them to do that. That's it. Yeah. Some of the I mean the goals here are to be able to deliver supports where they're needed to students that need them the most. Um I remind we remind each other we remind the team that you know this was when we adopted the uh comprehensive plan two plans and the most recent plan most recent plan including like a 22 20 to 25 and 25 to 20 or eight they keep changing the cycles. This has been one of those goals of being able to deliver interventions in a K12 setting and you know we we've made small incremental progress of of doing so in the middle school and the high school but dedicating the
020time and dedicating the you know our most important resource of person to really coordinate that was really really important. So kind of remind you that schedule piece of it. This all comes with removing reading from the eighth grade core. Um and then and 10 those periods go from being 40 minutes to 48 minutes. Those eight minutes going back into all of the core subjects including math, social studies, science, uh language arts and laural languages because that's on that sits on the core in eighth grade. Um and then uh using that reading position as the intervention intervention specialist plus schoolwide reading champion. That's my terminology for it. You know, housing out of a library where where you know the books remain and being a schoolwide reading champion along with intervention specialist of um you know, which
021is certainly in the heart and skill set of the person likely to be in that position. Um so, um you know, that's where we are, you know, within, you know, it's very easy if we were in this world where we could say, "Yeah, we want an intervention program and we can just add on a bunch of things." We aren't in that place. We know that. We don't rehash that conversation, but using the opportunity we have to really build something we think is important and valuable. We're excited about and the the district-wide approach is really exciting to me and that um you know, we're here in this library and you know, the person who lives and breathes here is excited about assisting that schoolwide reading champion portion and the teams at the elementary schools are really
022excited about sharing what they know and what they can do with the middle school team. It's it's there's a there's an excitement about it because it's a whole everybody believes well I shouldn't say every I don't want to use pros but there's a large group of people that believe in what we're doing and want to be a part of the team top building. So that's exciting too. I also realized we failed to mention um things like Alex that we had brought last year to the board to talk about as a math intervention and Lexio which is the literacy kind of partner to that. We are looking to still maintain those to some degree, but not that intervention is based upon those, but those are still accessible for small groups and for some of the maybe
023tier three pieces where we can hope to promote additional support um and work at home on building some skills. So, those are still there. Um we probably will cut down the Alex subscription a bit because we did not find we use it as much in more grade levels. So, based on usage, we're going to see exactly where we want that to land. Um and same with Lexia. I think we want to really determine exactly you know a solid number that is those are our probably two most expensive softwares that because they provide the most prescriptive comprehensive give the assessment it provides the instruction it keeps diagnosing and and adjusting instruction. That said we also have teachers who are like I don't really need that. I like what I can do with it. I like the
024data we get from it. And there's other ways to get some of those data pieces. Yeah, very good. One of the piece that was addressed in the previous meeting I think was looking at um well actually no this was a subsequent meeting frankly Mr. Williamson is looking to recommend that we um we talked about the role of journey plays in the middle school board fits into that schedule um looking to maintain the current journey structure that meets on those encore periods. um to do that with the removal of the research and design library course in grades seven and six um reconfiguring the frequency with which the other encors meet. So students would receive some additional days of the other encore classes that allows us to again with the same staffing to maintain the journey structure
025that we have those those periods which is um valuable for both journey and some bright enrichment pieces. That all correct? Yes. Sounds really good. Good work. Um, as we've gone over, we only have so much time in the day and to use that time in a manner that's going to support our students, especially math and reading at a greater level than we currently do is excellent. We have great opportunity. Can't wait to see how it works out. Yeah, we, you know, there's so much that happens in a school day. There's so much that students learn from coming to school about you know being a part of the community and being part of the team um you know being good citizens participating in all kinds of different extracurriculars but at the end of the day they
026can't read and compute by the time they graduate from here we're not setting them up to be as successful as they possibly be and so we need to prioritize that. Any other questions? Then uh we can you know the only question I have is a procedural one for us. There's nothing in policy that necessarily says like the like full board adoption of a schedule change but we've often brought major schedule changes to the board for a full approval. This is kind of in between. It's significant but not major where we're tweaking that. I feel like we probably want to bring it to the full board um you know for approval like you know as long as we have the support of this committee um you know so whether it be probably do that at the
027July meeting just so we can have the full details of that piece um I don't know if we can get the recommendation of of this committee to bring that to the full board July I'll make that motion second all in favor I Excellent. Thank you. And then did you want to share anything? I know it's just that brings us to the textbook adoption. So we have two of them. Um the first one um Dr. Myers can share if he would just click on the I think it's the center link on the United States through industrialism. And I'm not sure if that's just going to bring up the sales link. Um, but that is the textbook and I can share that link with everyone if you'd like to pull it up. Um, can't do it and
028talk at the same time. Um, this is a textbook series that we have investigated previously. So, we used this series with ninth grade previously for American history. There's obviously a lot of shifts going on as we're working through the course progression over the next two years to get it back to the eighth uh the American history one two progression that we had for eth and nth grade. But as Mr. Null, who has taught nth grade history for some time, has worked with this text. He wants to just bring it to 8th grade for that American history 1 group. And so we're looking at kind of the middle school component of the American history text. We use geography alive from the same series with sixth grade um for geography instruction and social studies. Um and Mr.
029Mer will happily share the sample copies that he has um with you to take a look at. There's a request for just a class set of student books, the hardbound, not even as thick as this. Um we also gain digital access if we wish. And there's a student notebook as well. If we just get a CL, it's and to figure out price quoting around this. You'll be able to see from the website all the prices are clearly laid out. Um, it's just a balancing act. If we only get a class set of textbooks and the digital license allows students to be able to access anything they need at home, that's becoming much more of the practical way of doing textbooks. But to look at an ongoing expense of a student notebook becomes a decision often
030between the digital access versus the physical student inter student interactive workbook. Um, I don't know that Mr. Null has a strong preference one way or the other. he would like to get the student interactive notebooks. Um, but he would be happy with the digital access as well. And so it's that we're very fluid in how that can work and we can pretty much make anything work. So the the request on that one is really around moving that content and working with this company for a textbook for grade eight. So I can potentially get some sort of online access for the week if needed. I can see what through the teachers that might be helpful. I'll see what I can get. Okay. The companies are generally when you're in this sort of process, they're willing to
031do what they can. Um, and I know I have at least one or two teacher licenses that we could probably just use at the moment because the teachers evolved. They all have access to the teacher side of it. Are we using now? I'm sorry. Where are we using now? Geography Alive. The sixth grade. Um, it comes it's Sunday. No, we need for eighth grade. Oh, for eighth grade. Yeah. Well, the curriculum is different. So, what's the ninth grade text right now? I'm not going to think of it off the top of my head, right? Because the the US the period of United States history that we're in eighth grade is currently in ninth grade. I can have so we don't have it, right? In eighth grade, we do not have United States history. So, okay.
032This would be replacing what n current nth grade courses in eighth grade and they've been functioning without a lot of textbook usage in seventh and eighth grade. their global studies are so all-encompassing of so many different things that the textbooks for those contents are so complex that they don't find they use them nearly enough. So there hasn't been a textbook purchased. I would have to really dig to find out how long it's been since an eighth grade textbook would have even been purchased. Probably anticipate the course changing moving it from nth grade to eighth grade. Is it going to be largely the same? Yes. in in terms of the the division of history across those two years. Yes. Is next year. Next year we're just start. Yeah. I have to I keep having to play
033out how the transition changed. But the transition for eighth grade happens fully in one year. They go to the United States history. So the biggest I guess all I'm trying to understand is how are we changing what we're doing? explain from the beginning what were changing in eighth grade how it relates to n like give a little bit of background as to so previously we had eighth ninth and tth graders had American history 1 and American history 2 right so we are shifting that one year back so that eighth graders now have American history 1 Mr. null used to be in the high school teaching American History 1. He will now be teaching American History 1 to 8th grade. So, a lot of it is that translation of the same content he was teaching to
034make it more appropriate for eighth grade, which means a change in text levels. You can't necessarily use a high school textbook with with eighth graders. Um, and just bringing that to a place that's middle school level as far as the transition goes, you know. So eighth grade they they're not really challenging from a transition because they're going to US one and eight and US two and nine, right? If the ninth graders um had US1 in ninth grade and they are still going to have US2 in 10th grade, um the rising ninth graders rising ninth graders have a condensed they're going to have a one-year survey of what would be most of US one, US2, right? So they're kind of they're the more challenging transition. So our teachers are trying to figure out that condensed year.
035And as I worked with them last week, it was a lot of conversation about they'll see those kids in two years, in three years, in other courses. Tuck away in some notes somewhere that in two years when you see those kids in government, here's some things they might have missed and how can we reinforce and bring back some of those topics that we might have had to move a little more quickly through through this survey year. So this year's a little bit tricky, but honestly the gift of having Mr. Null who did the ninth grade course moving to eighth grade with this is really pretty ideal. And there are no concerns then going changing the eighth grade curriculum but keeping the I'm assuming that going after this year the ninth 10th grade will become the
036nth grade curriculum. Yes. And that will be seamless even though we're changing eighth grade and yes that will become seamless at that point and the different text from different company it doesn't matter not a no because it's really time period based so the students get history up into from point A to point B what's the middle so it doesn't matter revolution I think yeah there's no to me the difference is the same as having two different teachers teach you S1 you know scope and sequence is the same but you're going to get a little bit of a flavor. The last um United States history book adoption was the McDougall the Americans series. Just that's the text and that goes back to 2005. Just remember as far as getting these resources around for people right before
037we get to that board meeting, we have two meeting two weeks before the board meeting as compared to you. We do have a little bit. It would be excellent if there is some sort of bonus. Well, and these are post July purchases. So, we really actually do have a little bit of time to play with on that front as well. I mean, there's two meeting in July. We have two weeks. We can get the resources around. Absolutely. All right. So, the second I would say just make sure it's not before agenda in two weeks. Yeah. Yeah. Oh, yeah. We'll have until, you know, Friday before Friday before to say, let's hold off on that. So, we'll just be optimistic and say, I'll see what I can get online and then the store has the physical
038copies as well. But do you want to just bring them back to the office? Yeah, that's fine. And then if somebody else wants to check them out. Yeah, if anybody wants the physical copy and wants it, we can share that. But otherwise, the online. All right. And then this is the second one and I'll pass this one around. Um this is for AP environmental science and uh the college board doesn't they cannot dictate what textbook is used. However, they can make strong recommendations about what will work best. This is the same textbook we have been using. So this is not necessarily a new text. However, the versions we have are over 10 years old. I believe they're 13 maybe. And AP highly recommends that you have a version that is within the last 10 years.
039And so for AP environmental, we are looking at 10 copies of the hardcover text at $162. The ebook is $83.90. AP knows how to make money. Yeah, college board does put this on. I sure do. That said, Mrs. Bigland went through the full scope of um reviewing it this textbook. I didn't ask her to go through multiple multiples because this is the textbook that she had been using, has been using, and will need to be using for the most part. Um and really it met all of the criteria of our textbooks. Um, other than the teachers addition not having clearly formatted methods or activities for students, it's literally the only thing that it was missing. So, it does a pretty good job overall. Um, the only other thing that didn't get a five would be
040photographs and illustrations um, including individuals with disabilities and of all like multiple races and ethnic and diverse groups. So that was the only other place that it didn't get a full mark. I'm concerned I won't understand him. We could do some advanced morphology study. I feel like I would need it too. My son is looking to take that course and more power to him. that was um a review copy that we purchased. So that one is in our hands um as our copy for now. And then actually I would only is that the teacher that's the student I think just so in case you have you know for the history book get a chance to look at it whatever resources we get assuming we do and then also environmental science if anybody wants to see
041it in the meantime um wouldn't ask for a recommendation from the committee on it just say this will unless we discuss otherwise because we don't get a chance to review them or there's some questions that we want to review at another time as a it would just go on the next agenda as a recommendation of the construction just you really don't have the full information to necessarily make a recommendation committee yet and but if anybody anybody has any reservations I would say the administration will hold off on that recommendation so we can and while I have precise numbers for the AP book because we know those enrollment numbers I don't have precise numbers but we can see the cost of the textbook we can see the cost of the digital if there would be any
042concerns about the student interactive li and then I can put that all together to put the exact cost on the agenda when we're at that place and website makes it easier than any the [Music] people. Anybody have any other questions or concern on on either of the texts? I can move us into policy then and we can pick up where we left off on 6.1 attendance at meetings by electronic communications. Yeah, I'm going to hand out you might not need them but I'll hand them out just in case. Yeah, that's the first and the fourth policies division. So the [Music] hard second and third one are minorities. These two pretty heavies. Thank you. Thank you. No, you can actually leave it here. After that, we'll put it up on the table. Nobody wants to take
043over [Laughter] for some light reading in your spare time. I'll be in here tomorrow, so I can just get it. I'm gonna take them with my car with just Not all discussion more or less. committee meeting and then and then I talked to Mr. Ruso. He had provided some feedback. He also provided the policy from the city of Philadelphia. He felt that some of what we discussed matches what they did with their policy. So the first paragraph um he was actually okay with the word extraordinary. I'm not sure I I uh provided an alternative there based on that discussion the other week mentioned circumstances. So whether it's extraordinary or we had felt that that list was relatively comprehensive. So that was my thought with that. Now he he suggested maybe work obligations rather than schedule
044conflicts and travel. Um but that was just a suggestion. He was human way. Um, one of the other major points with this is we had talked about the um, you know, possibility or interest of limiting the number of meetings that came up during the discussion. He had uh, Mr. Manuso had mentioned in school code it is okay for school board members to miss meetings based on based on legitimate circumstances. So, he he uh boked at that that type of idea just because of the way school code is written and school board members being able to miss based on that along with the fact that we are providing technology in order to participate. Um so because of those reasons just just so you know he he did mention that um if you want to look through
045this and see if there's anything else some of the in the list on the second page some of those came from the discussion with us and also some of the feedback that he provided through Philadelphia policy. Thanks for all your work on this, Dr. Myers. Um, I feel like the language generally is a lot stronger, clearer, and reflects what we did talk about. I did notice there's still a paragraph that I think we might need to have if the board president or committee chair. Um, so I'm looking at in guidelines after number eight, the next paragraph um, just refers to the board president and doesn't refer to a committee chair. You're just so for instance in instance in this meeting if someone was breaking the that makes sense. Yeah. Yeah. I actually think we should
046probably be deemed a school director think that Oh, right. Yeah. Just to be consistent. Yeah. And that came from Mr. Manuso what he had shared with like I said city of Philadelphia that line came from their policy. So we will change that to school director. And this whole what you're saying is a board president or committee chair first team. Yeah. Places few places and put school director. Great. Yeah. And the reason for that, he had questioned that too, but that's coming from the PSBA. I think simply because of all kinds of board members, but there's only one group of school directors. So I think they're striking that language out through various policies. That's priority. The only other thing that needs to be addressed I think in my opinion is that legal reference system only one
047is listed on third page through5. Yeah, I'm not sure. Oh, that kind of um the the uh PSBA make sure that okay all the citations there. Yeah, we did talk about that a little bit last time and I think some of the links are live on it, but yeah, I think Mr. Cook on the third page is only one, right? Yeah. Really not a concern, but like I said, the PSBA got sure that Yeah. I mean, sometimes when we're reviewing policies, I do like to look at the actual code that it's referencing, but I think I did that. Yeah, that's where the links, blue links, that's where I'm not sure where where we stand with that as far as those functionality points because an issue that existed before which is beyond our control. those the
048listing of them on the site seems to have gone back to normal. But yeah, it's just if if you go to the policy, it's linking one, two, and four, but we don't know what three and five references. I think the reason there's only one because it's all kind of there's links uh There are links that are live from the school district Philadelphia policy. Um I think the reason there's only one list general assembly. So even though there different Right. One minute. They all come from the public school code. There's just different section of sections of them. So like link one is 407 from school code 24 and link five is 510. So there are different we can get those things fixed is what they are basically they're all coming from school code about school directory.
049Is it possible to have those citations for first reading? Yeah. Oh wait for sure. Yes. Yeah they're here. We just have to get them to Yeah. Everything I think the changes do a much better job was finding a little bit more clarity, too. I I've just I'm always on the the side of presence in a meeting as being the best and the electronic being in the circumstances of snow events or you know things like that. But I understand uh things change a little bit. So um this at least gets us in the direction to keep us in person as much as possible. Based on Mr. Manuso's suggestion, are we okay with the current list of travel situations or would we like to substitute or add work obligations there? And the word extraordinary keep that that
050word out. I'm indifferent on that one too. How it is? Make a motion move to the full board. All in favor. All right. 6.1 move to the full board for first reading. It's us to 317.2 two, educator misconduct. Yes, this was this has been on the on the list for a while as far as on the agenda and the end of April 2025, PSBA changed some of their language that they had recommended a couple months before. So, we are back to mostly keeping this policy intact. the title nine sexual harassment and discrimination section. Looking to simply strike title N sexual harassment. Rename the title that section discrimination and then substitute the word conduct for discrimination in that paragraph. Those are the only changes in policy. There was some language that suggested by PSBA, but then
051some of the changes of title N legislation regarding back to previous Anybody have any other questions on that? Okay. Second. All in favor? I I 317.2 was the full board. And that brings us to 351, controlled substance abuse. Yes. And for 17.2 one we just looked at. If an educator is arrested for convicted of a crime, they shall report that arrest or conviction to the superintendent does within 72 hours. That's what it currently states. So the next one that we're looking at that's that's the change what made substance abuse under authority. Um once again uh an employee must must report that to the employer within 72 hours. Currently states five days but that has changed to 7 hours. So point being both of those policies with that match school code as far as that reporting
052requirement and that's the only change. Any other questions on that one? Motion to move that to full board. Second. All in favor? I 351 full board first reading. And then that brings us to 317 conduct disciplinary procedures. Yes, this this has not been revised since 2010. Um so there has been substantial rewriting to this based on the most recent PSBA guide. Um there's realignment of some se section segments and there's a lot of there's some crossouts but actually some of those are just moved. So what I did was try to form formulate this based on the current policy guide. So it might be easier for you just to review it and if you have any question be trying to explain all the changes. the full board first reading. Second. All in favor? I I 17
053moves the full board. And that concludes everything on tonight's agenda. Make a motion to journ. Second. All say