order at 401 for the personnel committee. Um, we're all here. I guess we don't really need to take roll call. Um, so approval of the meeting minutes from the April 22nd meeting. Did anyone get a chance to look them over ahead of
time? Does anybody feel like they want to motion to approve? >> Okay. >> Is there a second? >> Second. >> Okay. All in favor? >> Okay. Opposed? No. Okay. So, that moves
on to old business 401 job description review. >> Randy program. district communication and >> communications director. So that's all
it is for this one. >> We just need to motion to approve it to move on to the >> send it to the agenda for the 10th. And I have nothing against this except for the fact that you know this is an
I just I'm just still concerned about going back to the teacher leveling that we start to reflect on their teachers being I mean I I get I mean everybody's overwhelmed but I don't want to deal with just just act 93 I want everybody
to have their job so that they can actually do it correctly. >> I don't >> I just I mean I just want to throw that out there. I know this is just on this. I don't have a problem send it to the board. I just wanted to get that out. >> This is just once again putting the
individual in terms of their focus. So the individual had seven or eight focuses, now there's two. So we've talked about communication needs to improve in the district. This will allow this individual now to re really super focus on that day in and day out.
>> Okay. Any other discussion, comments? Oh, is there a motion to put this on the agenda for the next meeting? >> Motion. >> Second. >> All in favor? >> I oppose. All right.
And on to community input. Subject 501. Is there anyone in the community that wishes to comment? >> Is this a meeting at that one item? >> Oh, yeah.
>> I'm going to beat a record. I think >> just for clarification for the community, can you just share the different buckets or the different responsibilities that our communication director had prior to? So there was um a
little bit of the website, some of the branding. Uh so there were multiple areas um that you know the director was responsible for which from my assessment was not allowing the individual to really focused on the
communication aspect which uh we all have seen a very difference over the past couple of months and looking forward to really being able to communicate effectively internally and externally. Also, the community engagement piece is really to be focused
on exactly um what we need to do communitywise to engage the community and what that potentially could look like. The district is working on a communications plan. Um we are probably about 80 90% done. We have a draft of it. The only thing now that we really
are waiting on is the branding piece. Um and that's taken a little bit longer than we anticipated at this point. Uh once we get the branding piece done, we can bring that and get that kind of approved. you know, we'll be able to start to on the website lay out exactly what communication should be internally
and externally. >> Well, and I guess I was more asking the question of like the scheduling and the coffee shop and all those things that really were outside the realm of communication that are shifted to >> correct shifted to other areas,
>> right? like how does Shannon do all that and then try to >> correct and now you know >> market our district >> right now the individual will have I'm not trying to correct I know she's here >> yeah so >> but it's not it's not it's a positive
rose because we're so um >> yeah the individual in >> behind the podium here >> so we'll allow it will allow Mrs. live to really be focused on the communication piece and it was very clear that having seven or eight things to do at the same time is you can't do seven things eight things well u but
once again I do think she can really look at how we're going to communicate internally externally and start to us have an uptick in terms of us being more effective in terms of how it's being done so we will be laying out the goal is by August the brand new piece is really holding us up now how
communication will happen so for example everything will go through Shaten So people will not be putting out these random messages without Shannon know exactly what's being put out. So we are going to have a clear process for what this is across the board. >> Will that include every school being
represented on Facebook? >> Correct. >> With Okay. >> Correct. All of that is going to be going to take some time to get to a point where it's consistent. Uh but that once again is definitely the goal in terms of what's on the website, what's being posted, so there's consistency across the board.
>> Yeah, I was going to ask the same thing. the CD. I keep calling the musical. It's not the musical. That's tonight. They ask where I heard it from. I heard it from my kids. So, >> well, we did we have been sending um the weekly up the weekly events. So, I send that usually on Monday. So, Shannon
started that probably about what two or three months ago. Well, yeah. Well, she will take all the events >> correct down to Right. So, how do we get that out to the parent level uh so they the people in the community know exactly what's going on as well? So if I heard you right, this is the
last position that needs to be corrected and reclassified. >> Correct. >> Well, the only problem with adjournment is we still have to wait till 4:30 to start the other one. I don't think we can start the other one sooner, right? >> All right.
>> So motion to adjurnn. >> Motion. Second. Second. All right. Motion adjourned. Uh, sorry. Meeting adjourned at 408 May 27th policy committee meeting to order. Everybody is here.
I have a motion to approve the April 22nd meeting minutes. >> Motion. >> Second. >> Any questions? All right. All in favor? >> I >> I
>> There is no old business, so we're going to move to new business, >> Mr. Turman. >> All right. So, we are trying to go as fast and furious as possible. Um, in
February, uh, we approved, um, us allowing PSBA to give us access to all of the policies. Um unfortunately right now we uh of the existing policies we have right now um well over half of them are back from 2014. So we have a lot of
revisions to do over the next year. Um so what we did our process has been is we have the updates uh from PSBA that was then given to each department. Each department took the updates worked with their team or work with a team and then
kind of figured out what revisions we would like to suggest. Um, so we sent those I believe it was last Tuesday or Wednesday all of them knowing there was a bulk that everyone would have to read through. Um, but there were there are so many that we have to do in a year's time
that it unfortunately until we get caught up. Our goal is to just get in compliance. So if by December, January, all of them can be updated and in compliance, then it'll be a lot easier for us to update, you know, the ones
that come through PSBA yearly. Um but we are just behind the eightball right now and um we just have so many we have to get caught up to speed. Um some of them are obsolete. Um there's a couple of them that are new that we have to do. So, um, this is the only reason you'll
see this level of bulk because we have to just get it's like fast and furious at this point. >> Can I assume because you you more or less just said it just that most of them are just tweaks of words orating because of technology. >> Correct. >> So, there are very few that are anything
>> major. Yeah. So, Mike is gonna Did you Did you hand it out already? Okay. >> Uh, Mike is going to give you a sheet. This kind of gives a summary of some of the changes. I'll give you an example. I did the strategic plan, the mission statement. It literally took me probably five minutes to do. It just wasn't updated. Like for example, the strategic
plan years ago was five years. Now it's three. So it's simple wording like that that had to be updated. Um but we just had to once again, we just have to get caught up to speed by January. And then at that point in time, it' be a lot easier for us to if there's one we want to really fine-tune, we'll be able to
pull that one or two out to really go after it. >> If I would have read this, I wouldn't have asked the It says everything right off the >> So, this document is really just to keep us organized and we're sharing it with you. So, I only printed out um the well,
of course, the the zeros are on top there, but we're focusing on the 100s tonight. So, that's all this our our document that we have on the computer goes all the way through the 900s that we're going to be working on this the whole way through. So, um you can see just uh you know highlighted here then
for the 100s the name of the policy if we're updating if it's new or we're eliminating the policy then who the lead is um or was in reviewing that policy and making updates the original adoption date um you'll see you know some for
some of those that was the last time that it was updated like you can see on that first page there there was a lot adopted in 2006 six and haven't been updated since then. Um, and then just on the right there, just a very brief description of what the changes were.
However, you were provided then in the email the redlinined policy that actually goes through exactly what language was changed in each thing. So, um, our, you know, our goal isn't to sit here and review every single line of the
policy. um we wanted to share those with you guys so you could review on your own time and if you have any questions about them, you know, we're happy to to answer um before it goes to a full board as well. Um I know I'm not sure if you have
reviewed already or if you plan to review, but if you had any questions currently, we're happy to answer those to the best of our ability. >> I was a fear that you were going to go through each and every >> Nobody wants that.
Yeah. Um, but I know, you know, I've heard from community members already that they've reviewed and had a couple questions but left notes at home and we're happy to, you know, answer those questions in the next couple of days too or couple of weeks.
>> I do have one question. Yes. So, moving forward, will there what will be the process to like review these on a regular basis? Like will there be like are we doing it every three years, five years? >> No. What we'll end up doing is we through PSBA every year you get maybe 10
revisions. So anytimes a revision PSBA will send you what the revisions are. So when we get the revision then we'll then at that point in time bring it and then revise it. Um when we get those now there are some that we may as a district say we want to pull out and revise. For example, we didn't put it on here um because it's in the eighth runner series
but the AI one is is completed. So, but we wanted to we're going to wait until August to bring that one because that'll give people enough time to process that one. Um, but that's one where it's like, hey, we this is one we really want to dive into and make sure we make some corrections. The cell phone one was even
though it was out of sequence was one that it was suggested that we dive into and make corrections. So, it'll be a little bit of both. If we see a policy that we want to make some changes to, A, or B, when we get these updates, we'll just say, "Hey, here's some updates that PSBA is recommending."
>> And that's the next question I was going to ask, and you more or less answered it, but the policies, they're suggested. I think they're okay. >> Correct. Correct. They're all suggestions. We can make changes to them if we see fit. Now, what I will say, if we're going to deviate from what PSBA
says, then we should send that to Mike Podkos to make sure that any language or verbiage in there that we put in that we're clear and we're in good standing. >> When when PSBA gives us a policy, there are oftent times, you know, within that policy items that you can check for your
district, like there's some options in there that you could check that would make the policy more applicable to your district and your needs and your and um your students. So that's a lot of times what we're adopting then um as we're
reviewing those policies. >> So just to reiterate, so moving forward, so should we be looking at this like three years from now just looking at every single policy and saying, "Okay, is everything still up to date? Do we need to pull this one out? Maybe change the wording?"
>> We on this one. So, we do get notified or actually uh Kim gets notified from PSBA whenever they're updating something. So, if um if it's, you know, something that we want to review, which I think that's what we'll want to do now that we're going to be up to date once
we get everything is okay, PSBA just reviewed this. There must have been some legal changes in it that we need to look at, review, um and then adopt that. They are on a cycle. So if we are on a cycle with them, then we'll we'll be able to
keep everything up to date. Yeah. >> Just another note, the the zeros the 000 and down um to 11, those are are going to be pried tackle more by me and working with the board because those are more board functions than anything. Um
so those will be opportunities for us to work on those over the summer. Um for us to kind of go back and forth and be in preparation for um August. So that's more of us and not more of the team. So there's there's been a few that have been updated. Um but when you start 000
all the way down to at least uh 005, uh we're going to have to definitely provide some language to and make some changes to this summer. >> All right. What do you what are we needing to move this forward to
our next meeting? >> Yes. >> Okay. Can I have a motion to um move this to full meeting? >> Motion. >> Second. >> All in favor? >> I >> I >> All right. And then 402 retirement of
policy 209.1. Yes. So, um as we reviewed and I don't have that in front of me. Is that in our copies here? Did we can put that in here? Um, so we had our own we had our
own policy. It was a headlight policy. It was not one that came from PSBA and that was the same number as the food allergy policy. So we have to retire the head lice policy in order to put the food allergy policy in there. It doesn't
mean that we won't address head lice. We have a procedure for that in our health manual. Um we just need that space for what is the state's number for the policy for allergies. So that's why we're retiring. Yeah.
>> So where will it be mentioned? >> It's not going to be a policy. >> It's not going to be >> it's not it's going to be eliminated. >> It used to be something where headlights week um excluded kids for headlights and now the the actual PA health the code or whatnot has changed. I want to say it
was probably 15 years ago now. So that is existing from back before the health codes and such changed. >> Yeah. >> You said headlights. >> Yes. >> I thought it was headlights. Okay. >> Headlight policy. >> Yeah. But I'll ask later, but aren't
there other invasive species that can be communicated from one child student to another? I mean, it was not just ter ringorm. So I think that's where that what you saying is that that medical >> right and and headlights used to be
something where kids were excluded even if there were existing >> I'm not going to get into it >> but that's been updated. Um there are procedures in place that our nurses follow whenever there are headlights. We like years ago do you remember as a kid like they'd bring the little stick over and all of a sudden your head would itch
and >> magnifying glass set up in the classroom. >> Yeah. That those things those policies and procedures are no longer recommended by the state. But I can tell you there are things like like you're talking about like bed bugs, things like that that there are specific um PA health uh
department of health procedures and such that we follow for all of those. >> Okay. >> All right. So, do we need what do we do with that? So I I believe Kim told me that we do we need to board approve the elimination of that policy, the headlice
policy in order to we already did approve the food allergy policy back a while ago, but that number is taking up that spot. So then once we eliminate that with a board approval, we can put the food allergy one in place. >> Okay. Can I have a motion to approve the
elimination of the headlights policy? That's terrible. 209.1. >> Second. >> Second. >> All in favor? >> I >> I >> words you never thought you'd say.
>> I'd like to eliminate headlights, please. >> That's where my >> All right. Um 501 community input. >> I just had a couple questions. I know it's after um my I'm just uh concerned about PSBA
having a monopoly on crafting um policy because they're not the entity that created the policy. It' be the Department of Education. So I don't I mean I have no opposition for us to continue getting the policies. My question would be why are we so far
behind? Did we have a process or procedure before or was there no organized review? >> I was gonna ask you guys since you've been on the board the longest. >> I can tell you it was all dictated by administrative secretary
as to what policies were updated and that was driven by PSBA. There was very little attention put on any of these policies >> on a whim. >> I would agree with Eric about having a monopoly, but that's why Eric said, you
know, the fact that we can >> take him under advisement. Yeah, >> this doesn't work for us or we need to add more. So, I I hear what you're saying. They shouldn't be the only one. >> Yeah. >> What >> Shippensburg University won't be able to use us as an example anymore in their admin courses. Did you have that
experience? >> I did hear about that. >> So Jeff, what I'm saying >> just because they give it to us doesn't mean that >> they would like to like take out >> that's why we have to look over and if it doesn't,
>> you know, follow what we're saying or what we want, we can change that. >> I I'll be public. I just think PSBA what we pay for uh membership fees is outrageous. I don't mind paying for >> Do you know of any other districts that do you know of other districts that don't utilize PSBA for
>> I haven't researched but I think based on the workshop I attended with stock leader uh I think they could provide onboarding. I don't remember the last time a board member actually went to a PSBA um workshop. So it's $20,000.
Again, I I I think we should talk to Walker about it or see what the option is. But when we get this, we unquestionably adopt it. And I'm saying is you can't presume that PSBA got it right. It's an an interpretation. So,
you know, I I think we've always basically, and Jeannie was right before, I don't even think the board voted on. So, it's a good process to go through. Um, >> do we do it because that's what we've always done and everybody else is doing it or is there another way to go?
>> Prior to Eric having a committees established, there was no committee or review on policies that was totally left with our administration. >> I always assumed there was one person that did all the >> It was It was our board secretary.
>> Yes. And that they and she brought it to our attention. So, as we're going through the review, are we reviewing everything? >> We're going to review everyone just to make to make sure. >> Correct. >> Um, so I don't want to, but I I guess my
concern is that there's some students who don't have access to uh medical uh facilities. When you have a contagious disease like lice or bringing or something like that, who is the entity that identifies that?
So if we have a student that has head lice, we do have some headlice kits and such for students that are um unable to um provide those. So we do have resources uh through social worker through our McKenna Vanto liaison. So um we've even I can tell you from
experience we had a um a situation where a family was struggling with lice in the home and such and we actually had a nurse that went out because they had no transportation to drop off materials and such. So when we have families that are struggling not not just with lice but with other things we do utilize whether
it's our social worker other entities in order to connect them with the resources they need. >> So I I guess need to rephrase the question is who identifies what's going on because the adult may not even be aware. So are are teachers or
professionals um prepared? >> I mean I know when I see a kid sitting >> Yeah. >> Well the ring constantly I'm sending them to the nurse. >> Yeah. But this is something that affects staff, students, everybody because what
we're talking about spreads. Uh >> so it it actually um does not spread quite as much as as you heard about growing up and such. It's typically something that is within a family and very rarely is something that spreads throughout an entire classroom
pervasively. in a situation if we had, you know, five kids in a class that all of a sudden was identified as as having headlights, that's something where we would notify um the the classroom and such so the parents would be aware and watch out for it. But I can tell you, I can't tell you the last time that our district had to notify families that
there was an outbreak of that type. Now for things s such as um measles which have vaccinations and such if we have students who are unvaccinated um for religious exemptions or because they are u medically fragile that if there is a let's say a case of measles in the
school those students do have to quarantine per guidelines and are provided that information. Um, so I know there's been times we've had some different scares about whether it's uh chickenpox or measles and that's communicated to them um through the the
the nurse, but we also um are we have a a a department of health nurse that works closely with the district. So if there's ever a question about whether it's treatment or getting resources or how to handle a situation such as x number of kids have a certain illness in
a they advise the district um on how to do that. Also our district physician Dr. Zellers is very responsive and has even if we we've had situations where we've had students that um for economic reasons are not able to uh get to a medical facility and she has assisted
with that as well. So there's a lot of different pieces but identification I would say between the nurse um school counselor the principal the teacher um we you know when when there is something or a concern it's it's brought up and and that team works together >> a prompting event nobody's inspecting on
a regular basis >> correct >> so um golly I can't think of the other question I I guess I don't know how to approach this there are some religions that prohibit I would imagine medical intervention. Um,
do we have, let me ask you this. Do we have a policy on um, inoculations and a policy for if people do not want to take >> We do. So, if a if a family has um a religious exemption or if the child is
medically fragile and because of other conditions, underlying conditions are unable to be vaccinated, they have to sign an exemption or a physician has to sign a certificate of an exemption. In that case, if there is a illness that the child is not vaccinated against, they are um excluded for school for the
quarantine time um which we are provided the advice of um the department of health in that case. I can remember a situation when I was a principal where we had a student um I I think it was measles. I can't remember off the top of my head, but this was like a Thanksgiving time and I actually um had
to go in and identify which students it would affect, contact those parents and let them know. Um, and we actually had like fact sheets that the Department of Health provided to us to notify. So, it's it's kind of a combination of working with them and and that.
>> I'm going to assume that I just want to make the statement that if we feel as though the parents aren't doing their due diligence that child line is correct, so we don't really deal with >> correct. If there was a if there was a um a concern that a child was being neglected in some way, then we would put
a children youth referral in. And we also have um a children youth rep representative in our district that um we would potentially reach out to. And that person doesn't necessarily need a referral, but they are kind of on the proactive end. So if there was a concern, they also are another resource
that may reach out to the family and say, "Hey, are you in need of help? Is there something that you're you're lacking that we can help you with?" But yes, if it was something we were concerned about a student being medically neglected, that would most definitely be a child youth referral.
I I have a question. Um, all these policies that we're changing, I remember at some point, Eric, you said Randy is going to need to do a supplemental document for each policy to get us into compliance. >> Well, it's what it's called is an AR. So, you're going to have your administrative regulations that once all
policies are done, now you got to say exactly how you're going to implement them. So, that's a whole set of responsibilities that we're going to have to work through. So, is that a part of that yearly time frame or >> I just to be honest with you, Jean, I can't give a time frame on that because there's so many. Um,
>> so we never had that policy. >> No. No. So, if in two years we can get this right, I would be happy to be at that point. But the amount of work it's going to take to take
170, >> I understand that. So there's is there are we in jeopardy of being >> um like in some some kind of financial >> No. No. So here the administrative reg so >> liability for that the state or
>> No. So some districts um don't even put out their administrative regulations and we've had some conversation about just keeping them internal. So basically it's just your pro process in terms of how you are how you're following your policy. So we don't have to put that out there. We just need to have make sure
that we have a clear process for how we are what the what we're doing, how we're holding people accountable and so forth. So, but that's not something we have to put out into the world. Um, the biggest thing we have to do is get through all 800 of these, whatever number it is. Um,
and get them all updated. So, at that point in time, then we can get on a process of, you know, what's exactly going to be the administrative Rex for each of the policy. Now, some of them have one. For example, when we get to the the cell phone one, we're going to have one for that. As an example, there's some you're going to have to get
in front of quickly. There's some there's just going to have to be a process to get to that point. >> So So that is basically what the staff does to enforce the policing and procedure. >> But like if you
we're starting at ground zero, >> so it just is going to take some time to get to a point where um it's going to make some sense. I just I can't put a timeline on >> student code of conduct might >> correct that's one that's one example you know so it's just it is going to
take time to get to a point where you have a process and procedure for all these policies that you're trying to update. So I don't want to put a timeline on it because I don't >> well and that's okay but it kind of makes sense why every school >> does things different every you know and
there's really no consistency. I think if we had something like that that would >> correct when we get to a point where we can have a system in place when you have a new policy you can send it out districtwide you can send out what the regs are and what the responsibilities are for everyone so they don't know
exactly what it is like right now I don't know how I send out 40 of these and have people make sense of them and at this point so it's the goal is to let's get caught up then we I think at that point in time we'll get our head our heads above voter tax to be
able to try and make some sense of it. >> And my assumption is they'd have to be available in different languages. >> Uh I think on the on the website, can't you press a button for them to to be able to see them different? Yeah, it does translate. Yeah. >> Yeah. >> Didn't that come with our little thing we
>> I believe. Yes. Yeah. There. I believe if you put it in Yeah. >> the language. So, the only other thing I'll add to this, you know, before we possibly adjourn is that we may have to go a longer period of time with this. I
I don't I cannot promise we'll get this done by January. I mean, just the hundreds took us probably a month, >> month and a half. >> 900 of them. >> No, two two under 30. >> Yeah. >> Some of them are quick,
>> correct? And some of them are quite lengthy because you have to really look at the detail. >> We have through January with what we purchase. So February, Jan, the end of January will be the last time that we can access them. >> And some are are like trickier than others. Like the 100s are a lot of like
procedural kind of things, but then when you get into some of them like >> the 200s, >> the 200s are going to be our the one that's going to be I think the the most challenging. >> That's what we're working through right now. Yeah. So, I just want to be realistic with everyone that the amount I just can't promise will be done by
January. >> Yeah. I don't know that you should be that aggressive. I mean, we've been without it for a long time. So, I'm not saying take as much time as you need, but you don't want to rush through it. >> Um, >> obviously, we've gone this far. >> Yeah. >> Well, we've also had policies that were
uh forced upon us in my mind to target board members. So, I mean you Yeah, you there's a couple we can point out to you. >> Those are in those OOS's that we're going to talk about this summer. >> Yep. Yep.
>> I think 008 or 00 Yeah. >> All right. Okay. >> Anything else? >> No. >> Okay. I have a motion to adjurnn. >> Motion. >> Second. Yes. >> All in favor? I. >> All right. Meeting adjourned at 456.
need to order. >> Now I forget what to do. Um uh do I hear approval of anybody want a motion to approve the minutes? >> Motion. >> Second. >> Any comments or questions? >> Dave, if you don't say anything, we're
going to assume you're You're good. >> Got it. >> Okay, we'll get through this quick. Um, all in favor? >> I >> opposed. Passed. >> Okay. Uh, no old business.
>> New business, unlimited donation to the district. >> All right, Jim, if you can come forward. Uh, so as you know, in January, we approved the construction technologies course. Um, with that course, there was equipment that, um, some of the teachers needed. And to run the course, Jim and
Unlimited were very kind enough to donate $50,000 to the district to pay for all of the equipment that the teachers will need at both CD High School and then also East High School for next year. So, >> did we have like a big check presentation?
>> We didn't do all that. Um, nope. He wrote a little check and I just gave it to Peter. So, >> can we do that? We we could do something like that. Yes. >> Marketing. Thank you very much. A huge >> And my question is, is there a lathe involved and can I use it? >> What's that? >> A wood is there a wood lathe involved
and can I use it? >> I that equipment still uh you're talking. Yeah, that that equipment uh I think is still being determined at this point. Um, I'd just like to say to everybody, first of all, it's nice to meet everyone, but uh that I just think
this course is honestly what is needed around the country. Uh, I have seen this over my 45 years in construction that the trades have just not been given the
need that they really they really have. Because look, when I came out of high school, college was not my spot. I ended up getting a degree, but it was later down the the road. And I think there's a lot of kids out there that, you know,
working with their hands is what's, you know, really in their mindset. And um and the other thing is the money's there because, you know, it's not it's not like it used to be. So, um, but I just want to thank everyone here also for the
partnership we've developed with Central Dolphin and, uh, we look forward to working with everybody in the future. >> Thank you. I think this is we have all talked about how important this is. >> Yeah. >> You know, when I give a a screwdriver >> to one of my kids and they don't know how to use it, it kind of just I'm
disappointed in myself as a parent not >> making sure they know. But I I agree with you. Yeah. That the things we could do when we were in high school. >> Yes. that the kids have no idea what to do now. >> That's right. It was second nature, I think, to our our parents teaching us like I mean I'm surprised how many
people don't know how to change a tire, but you know it it's >> it is what it is and we just got I think we got to get back to that a little bit. >> Do you not know how to change your tire? >> Don't you call like AAA or something? That's how you change the >> Well, Jeff, in high school, some of us
weren't allowed to be around that kind of equipment. >> Well, I can I can understand why. So we were going to put an agenda item on to accept the donation uh from unlimited but you know also wanted to make um honor and and appre James in terms of appreciating unlimited for um we had one
conversation about this course and how excited we were and uh they jumped right on the donation in terms of saying hey we really want to support the district in in this initiative. Um, so it not only is something over time that's going to work out for us, I think hopefully it'll work out for them as well and us
providing a pipeline of students who are then able to get right into the workforce right after high school. So it's a win-win for everyone. >> When is our next meeting? >> Uh, June 10th. So that'll be the first day that donations on. >> So you're going to be available to come to our meeting and get the
>> big do thing and it's right here. >> Yeah. Yeah. Sure. Absolutely. >> 10th 7 o'clock. That'd be great. Yeah, >> just to repeat, I'm so thrilled because we've been talking about this for years and years and no one has really like just wait someone to open the door. >> Yeah.
>> And this is just great. I I myself personally truly appreciate this, >> right? >> I actually appreciate the opportunity because I think it's really needed. You know what I mean? And and I didn't know where to always put my resources because we are a non-union company. I mean, we
pay prevailing wage and all that, but uh you know, if you weren't going through some of the the union trades, you can go to ABC and do it, but um it's just I think this is just a great a great thing. And I think I'll tell you what, I
really think what's going to happen is Central Dolphin's going to be the leader, you know, and then all of a sudden you're going to see West Shore School District do it, maybe Cern Valley do, you know what I mean? I think it's just going to >> Where are you located? Uh we have an office on 22 right beside Appalachian
Harley or I'm sorry Susuana Harley and then we also have a an office on the outside of Mechanicsburg. >> Okay. So you have an office located in our district. >> Yes. >> I think it's better that it comes from you. I think ABC would have the potential to I don't know how that would
go with the unions. I don't >> I Yeah. No, I agree. I agree. Yep. Well, I want to thank you and your support for having the vision to do this and put forth the effort. >> Yeah, I think for all of us, you know,
the concern we all had is the amount of students who apply to CTC and in the large amount who don't get in and that was a little bit of struggle for all of us that half of our kids don't get in. So, how we see that is that's 500 kids who are going into high school who are already uninterested in high school
before they step foot. So, how do we get, you know, if we have 70 kids who applied to get into the the construction field and I can see a pathway for them to to feel like, hey, this is something that's going to get me to go to high school and feel supported and this is really what I want to do. Um, you know,
we just just all makes sense. >> I think you're right, and I hope you're right that everybody jumps up. >> Yeah. >> You know, I we need a tech school for every high school that we have. >> Yeah. >> We got rid of our text shops. I mean, they're still there, but they're not anywhere like they used to be,
>> right? >> I hope this opens the door and I hope >> Yeah, I'm I'm online, so sorry I can't be there. Um, I think you're aware of, you know, we're looking at uh we talked about it at the meeting yesterday doing two kind of tech buildings on the outside of each high school. And I would
ask I would ask if you were able to or somebody through company to like come to the next building and ground meeting. They're going to talk about it. You know, just give us some ideas, make sure we're in the right place um what we're looking to build. But we're looking to kind of expand even more and then expand the space. So, uh, whatever, uh, you
know, your guys' ideas are, make sure we're in the right path, we'd love to hear from, uh, you know, local business owners that are in the field. >> Absolutely. Anytime you guys would need me to discuss anything or review anything, I'm here. You know, it's all
about the kids really. got it recorded >> and you're back on that. >> So once again, what we only thing we'd be asking for is that we're going to would like to move this to the agenda that we would accept the donation uh on June 10th. >> I'll make a motion.
>> Second. >> I can't do that. >> Second. >> Favor. >> Okay. >> Skipped a couple steps there, but that's okay. >> Thank you very much. Thank you. >> And I'm sorry, what was your name?
>> Jim Lim. >> Thank you all. >> Thank you. Thank you. >> All right. So, the next one is Dennis Ramsey from Train. Uh he's going to talk about the common space project donation for the district. Uh this project will
look to take over a 2-year period of time. Um we are looking to really revamp our libraries to make it more of a common space um to make them usable for any teacher in the building. Um there will
be some things for coming from train and supporting some of our gifted teachers. We actually met with gifted teachers um a few times. Um there's some excitement there not just at the secondary level but also at the elementary level. uh the elementary gifted teachers and I talked
about potentially bringing all the gifted teachers to the middle schools for them to start to like produce things, have competitions. Um so there there really is looking at this being a K through 8 type opportunity to use the
space. Um but also just to make sure we keep in mind is we are not just doing the way with books. So there will be, you'll see in the diagram, they're keeping all the shelving on the outside. Their shelving going to be on the inside, and we're going to be able to put spaces, smaller spaces in for kids
if they want to go and they want to read. So we're going to keep the concept of what a library can be or what it what it will be looking like moving forward. But now you have a space where science teachers, math teachers, English teachers, any teacher will be able to have a space uh to be able to use this
to be able to do some creative activities with kids. Um, in talking to a lot of the teaching staff, there's definitely been a level of excitement of what this space can look like and what it can do for them. >> Was that the presentation?
No, you guys went to like >> I sent this to the board probably like oh my gosh September I think I said twice September and then maybe sometime in the in the the winter in terms of what the spaces were going to look like >> correct you guys visit that >> we visited a place called Flux Space >> that's it
>> yes and u >> correct so this would be what train would be doing is purchasing that furniture to be able to put in all four uh middle schools so so Dennis I didn't mean is not eliminating the library. Just
just to make that clear. It's just reusing the space. >> This is just all for middle school. >> No, nothing at the elementary. No, just 628. >> The space more just for the public. It's making the space more usable. >> Correct. 100%. And that's why Jeff, we call them common space labs. So that way
everybody knows it's just a common space where it doesn't matter what you teach. It is an opportunity for you to be able to do activities in there. The goal is to have more teachers have to accept because right now if you go into our libraries they're just not used at all.
>> Correct. >> Is this something you would like to have advertised or marketed that you know you're writing this to us? >> Hey Jean, can we can we get through the presentation first? >> Oh. >> Oh, you I'll take some questions at the end and hopefully I'll be able to >> She wants your picture taken. Okay.
>> The marketing of it as a previous business owner. It's like invaluable. >> Yeah. And and >> I'm sorry. >> It's time for you to start. >> Thanks, Eric. Um, yeah. My name is Dennis Ramsey. I'm with Train. Uh, I'm a
comprehensive complex solutions uh engineer with Train. So, I've been working and partnering with the district for a number of years. I want to thank you for allowing me to be here tonight to speak, but I'm going to kind of piggyback off of what some of Jim was talking about before we get into my
presentation. And I wanted to show real quick. Um, so we work a lot with with school districts. I'm with the Mid-Atlantic region. Um, and so down in Rowenoke, uh, city schools, we actually built labs. These were, you know, HVAC
labs in in in their high school, similar to what you're moving on in in the in the future. Um and uh so we're in there with their their instructors and trained teaching, you know, the students, you know, HVAC principles and controls and
things like that so that when they move out of high school, they're kind of career ready or tech school ready or whatever they want to go into. So, um as Jim said, and this is really Eric and I have been talking about some of this for a few years. Um and the vision is just fantastic. So kudos to all of you here
as you're you move to really, you know, help with all of our our our students. So um is it just the right one to move forward? We'll try and see. Very good. Um I'm going to go over a few things. Uh so Train really is partnering up with you here and we're going to be building
out four libraries in the middle schools. Um so we'll talk about that, some space layout and considerations. Um some of the STEM like highlights. So, Train has what's called an educator in residence. Um, these folks work for us. So, they're former educators. Um, and
Bill Nelson is is who's working with us and and the district um I think 30 plus years in education. So, he really is a hands-on, you know, not I shouldn't say curriculum, but helps us to come alongside of school districts with their
curriculum to really enhance. And as we got through this, we were talking with Tim and Robin um who were really excited about what we're what we're working on here. So um if you have any questions, you know, just stop me. So Tra's partnership with CD really reflects a
shared comm commitment to the student success, workforce readiness, and lasting community impact. Um, together we're expanding, you know, access to hands-on learning that builds practical skills, supports future career pathways, and really reinforces shared values and
innovation, community engagement, and sustainability. Uh, and I'll be honest with you, I I got involved with this many, many years ago um when Train was looking for the next boys and girls that want to become engineers or technicians or whatnot. So it started off for train
as a I won't say a selfish in in engagement or endeavor but we really were looking for those people and it's grown into something um really kind of strong. Um so just to highlight based on our engagement with the teachers um and Eric
and and the vision um we're we're they're already embracing this space that we're talking about building out uh and train would be as Eric said we'd be working with Jim and some others and we would be renovating those libraries um
and turning them into you know labs, innovation labs, learning labs. Um we think the lab's going to create a new exciting way that we can collaborate together and help teachers you know educate in you know new and adventurous ways. So it's going to be a lot of
hands-on type things. We have like a alakart kind of menu of different things that we do and I'll I'll go through some of them uh here in a little bit. Uh but we're hoping the space will uh foster a cooperative learning by providing room to you know practice social skills as
students work together. The new space will be kind of a marker space, maker space. I'm sorry. Okay. I I I apologize. I'm not an I'm not an educator. Um that teachers, you know, can utilize for student projects, labs, activities that allow students to do to
do the actual hands-on math, science, English instead of just studying these these subjects. Um, so kind of recycling this space will allow teachers to create new projects and activities that require extra room for collaboration, creative thinking, and storage of unused
projects. The schedule looks like this. Um, you know, uh, this this coming summer we'll be getting into CD Middle School and CD East Middle School. Those will be the first two that we'll build out. The following summer we were Suera and
Lingualtown. This is uh I think maybe some of you have seen this. This is kind of a rendering. This one's uh the middle school. Um, and as we we we work through this and working with Robin and Tim and some of your your educators, they really
wanted to see, you know, space broken up into two different areas, per se. Uh, but as Eric said, the existing bookcases and and whatnot would all stay. We would come in and renovate the rest of the space to build it out looking like that.
um in some of those spaces. One of the things that we'll be doing is all of your your buildings at the district um utilize train uh building automation systems. So, we'll be actually utilizing some of that with some monitors and and screens for for kids to interact with.
>> Dennis, I'm sorry to interrupt, but Robin and Kim, there are a lot of >> teachers at CD. >> Okay, thank you. >> Yeah, one is STEM that dig >> digital X. Robin is digital X. >> The other one I believe is the
>> He's the um Tim H. Uh he's the business. >> No, >> I can't remember. I know she she's digital. >> Okay. I just we just we know who this is, but Okay. Okay. >> Yeah. Tim Tim um he he currently has a
lot of um you know equipment and things in his room. So, it was interesting as we were been working through this um he and Robin both made the comment that we don't know that we'll use this room so much because we have a lot of this hands-on, you know, in our classrooms,
but for everyone else, it'll be, you know, a real benefit. So, I I apologize, but that's Robert and Tim. this really. So, this actually is a picture of of uh Bill um and some of the things that one of the programs he has
is called Kid Wind Challenge. It's a national program um where we're teaching, you know, energy concepts, things of that nature. Um so, that's actually a picture of Bill uh with some students. Um the students compete internally um in groups. So they would
we pro provide them with the equipment to participate and learn the basics of that energy concept. Um and then from there they they there's a a regional competition and then national competition. So you know some of the districts that we work with the kids you
know move on through that. So it's but again teaching uh scientific concepts and things like that a lot around energy and things of that nature. Just another slide. It said Kidwood Challenge introduces students to science
and in this case clean energy, you know, concepts using hands-on experiments and things of that nature. So, they're they're creating windmills and trying to determine, you know, the energy. We we we partner a lot with districts and we're we're again trying to create
uh and help kids figure out what their futures are or what they look like. Um, so we're going to use some real hands-on analytics um, at the middle school, at the upper age groups. We could see something like this happening. We've done with eighth graders or whatnot. And
so really, we're taking like in this concept, it's showing a school um, using the building automation systems, using intelligence services, and then they're looking at the performance of their building. So some of the districts we work with, they, you
know, one elementary school is competing against another elementary school and the the kids are getting into the buildings and looking at the analytics on their tablets of, you know, what a chiller does, what a rooftop unit does, what an air handler does, and then they're looking at all that energy and all the energy spend. So they kind of
compete against each other. So that's really what that that looks like. And then we we build out some other curriculum that's called BTU crew. Um which is really um again uh supplemental curriculum to come alongside with school
districts to help them with math and science. Next slide really looks at when we look at your buildings um we're monitoring them every 15 minutes. So we're taking this is all data data analytics and 3D scans of of you know what the
performance of a building is and then train uses that um to then optimize that building. So kids will be introduced to some of that. Again there'll be like an alocart menu of things that you can kind of choose from. Some of the other things we do need the national energy education
development project. A lot of school districts and teachers are familiar with this. Um, so again, it's it's just some supplemental curriculum help, uh, but more hands-on stuff. >> Before you go any further, did you do the
analytics to our buildings before you the air conditioning units? >> Yes. Yes, we do. We do um full modeling, you know, to to select, you know, the system, the best system, and then cost the most cost effective systems to put into your buildings. But then your
buildings are monitored. You know, kudos to Howard and Trey and their team and what the they do and the heavy lifting they do. But your buildings are monitored, you know, 247 365 um optimization. We have ongoing meetings with Howard and his team um
about energy and optimization. Um over the years there have been significant uh dollars, capital dollars have been saved utilizing all this technology. A lot of it is just, you know, every year changes. So now AI is involved with everything and they're looking at your
systems and how they're performing and optimizing as we sit here. This one just is just talking about some of the other um you know uh scientific things that we're doing with with energy and and whatnot,
but really trying to get kids hands-on. What's interesting is I I've um last week PIOU was they had their conference in Hershey. So I got to meet I was saying to Eric the other day, I got to meet with a number of um I'm not going to call them they're they're educators,
but vendors that are out partnering with school districts on different hands-on activities. And um what I got excited about was a lot of the the math uh and science type hands-on things. So, we're going to work internally and I'll
probably bring some of those entities in working with your curriculum and your education people to does it make sense to to partner with some of these folks because it's really um and I just read an article from Lehi University um math and math skills and how they're teaching
them really in these labs hands-on. So, I saw like board games, you know, where they're teaching these concepts and and whatnot. So, um, I think we're going to head down that path with a lot of things so that when kids, you know, go to this to these these labs, they're excited.
You know, I think Eric and I have shared this, Eric's vision is is fantastic, but trying to get and make sure kids are engaged at the middle school level, you know, and keeping them engaged through high school. So, some of the other stuff that Jim just talked about and I think we could look at in the future is, you
know, doing some of these labs or something else um at a at a higher level in high school. So, kids are a career ready or or if they're going to a trade school or four-year degree program, they're even more ready that way. This is just and I'll make this a Eric
has this. This is just a quote from some educators um you know about our approach and and um you know he's just talking about when he sees you know his his students using this this uh interdisciplinary approach uh and the
success of it that he has at his district uh using this type of so again um train has um partnered up with you and so we will be um building all these these middle schools out over the next few few summers. So, we're
really excited about all that. >> Does anyone have any questions? >> I don't know if my questions are necessarily for you as they are for this project. What are we going to need to purchase? >> Nothing.
This is all going to be done by train. So, they're coming in. Dennis is right here. Uh we're working on the agreement. Um we're he's finishing up the agreement. Py Kosh has been working with their solicitor going back and forth. Um they will be ordering and paying for the furniture at Flux Base. They will be working with Jim and Unlimited to gut
the room out and then at that point in time u make it ready for the lab. This is all by donation. Now if we want to buy books or materials that would be something that would be an add-on down the road. >> Okay. >> Yeah. Tim had mentioned, you know, 3D printer in the labs or whatnot and
making sure that it's the same, you know, model or comp, you know, printer that he has in his lab. Um, so things like that would be out of it, per se, but everything else, um, you know, Train has has has has partnered up with you
here and, um, it's not train locally, it's it's corporate train. Um and uh so we've we've been working with Mike, your solicitor, and our trained legal folks to to work on a document uh that we should have here um momentarily and then
we can we can look to get that approved and then train would be um providing this to you as partners. But >> Dennis, you don't you guys don't partner with any other school district locally? >> We do. >> Anything like this? >> We do. Um I I you know again kudos to to
you and your vision and actually getting it there. I have other districts I work with throughout the state. Um and and this the reality is is we started Eric when Eric was at Harrisburg we had these meetings some of these meetings. Um a
lot of districts are very encouraged by it. We want to do it. We want to do it. We want to do it but they never get there. Um so you guys are going to get there. um and some of the other stuff that we're working on uh hopefully in the future with with some of the other things that we do with these these actual living learning labs I call them.
So like our vision was boy it'd be great to do this at East High School. You know if you do a renovate or something at that building you have a huge library but how much of it is used? You can take a piece of that library and turn it into an actual lab where train would come in
and we would put, you know, small commercial and small residential equipment, build it all out so that students can, you know, half of their day would be working on HVAC and learning HVAC in that lab. So when they graduate, you know, knowing that a number of them can't get into Dolphin
Tech, um, they have an option. And so we're doing that right now. I' I've got a brochure I'll share with Eric and some of you, but um we we did build one of those out and uh Ron in a in a city school district and um the we provided
all of the equipment and the buildout uh the the district, you know, staffed that, you know, went out and hired a professional and then they worked handinhand with train. So what what that looks like is we'll actually provide a technician. Instead of him going to a
job site that day, he might go to that lab at that at that school district and work with the the the instructor and the students on something, you know, whatever uh they're working on. And um so that's really exciting. So we're doing cool stuff like that um to really,
you know, give back and really, you know, help kids with their future. That library used to be the basketball gym >> before the renovation. That was our basketball. >> Fun memories there. >> Sarah, right?
>> Dennis, before you go, I had a couple questions. >> Can you send us this presentation? >> I have it. I can send it to you. >> I'm going to have some of these out just so you see what I'm talking because I said I was That's what we did. share. >> There you go.
>> Since we're just now starting our live stream, >> is this presentation shown on the live stream? >> Yes. >> Oh, perfect. >> Thank you. >> So, on the data storage that you have, how long do you retain the data?
>> You said you you you I at the >> Oh, for the building automation systems. >> Uh I >> I don't have the answer to that right now. I I I I know in the past it's been
>> uh there's a time on it. I just I'll get the answer for you. >> Okay. So, and that data is owned by us or by you >> train switches. >> Uh the data is owned by by train but you have access to it all through um train
connect. So yeah, whatever is stored in train connect you you have access to. So you you're um I guess my concern is I still I'm a book guy. I think we're in the book business and I appreciate you making uh space there, but um HVAC some
of the other things we're talking about. How does that mesh with somebody coming to the library for solitude or just reading to study? I mean what kind are there noise barriers or is this all together?
I I I I so I don't know like the lab information I shared with you that wouldn't be taking place in the middle schools. That was more for something at at a high school level. But um I would tell you that um they they are going to be it's going to be a quiet space.
>> Go back to the CD middle school. >> Okay. >> Are is that taking place now in our middle schools? No. >> Because there's no librarians. >> Correct. Did you >> So there's no time for kids to go just >> which I thought was a mistake. I still do. >> I agree. But that's done. >> Yeah. So, if you go back to the CD, let
me show you an area. This is at CD Middle School. You'll probably know where it is. All right. You see the all the way in the back. I don't know if you when you go into the by the side of CD Middle School. If you make a right behind the circulation desk, there's a small room back there. We're using those small rooms to put like a couple stools.
So, if you have like two or three kids who want to go in and read, they'll have an opportunity to do it in that back room. So, each building has a kind of a back room area. That's still it'll be small but you know >> has one middle school has one >> but they'll only be able to do this if there's an >> correct
>> a cert a teacher in the >> correct >> so how do we bridge that because based on what I'm hearing is that we're anticipating a pretty low uh enrollment regularly for people coming to read I mean we're not you know the days when we
took everybody to the library probably done I get that but there could be a class where they want to assign students to work in the library. What how many kids in the library could we accomplish? >> You could fit actually Eric to answer your question, you could probably fit
anywhere from two to three classrooms in here. So let's say we wanted to math science and English as a team wanted to work on a project in there. You could actually bring two to three classrooms in there to work collaboratively on a project very easily in that space. I've seen that happen before in spaces
like that where you know the math teacher, the science teacher, and let's say the English teacher all have part in creating an interdisiplinary like lesson for kids to do and then they're all just focused on three classrooms of kids like maybe three times in terms of what that lesson could be.
>> What's the capacity in terms of our fire code standards? How many people could we have? >> I I I off hand don't have that. I can get that but I don't have it off hand. Howard, we can get that. I'm assuming as big as those labs are, >> it's probably 100 people. >> It's a lot. We've had a lot. >> Yeah, we've had a lot of people.
>> We've had like I want to say I could be wrong, but I'm thinking a grade level. >> Yeah. >> A third of a grade level. >> I I Thanks. >> I think the other day when we were talking with Robin and Tim, they were thinking 34 34, but they were thinking
you could have like like Eric said, two to three >> teachers could bring their classrooms there. And I guess they would sign up. Sometimes they'd work on projects and those projects would stay in their area for a few days until they they finished the projects. Um, but I think it's going
to be a large space and that Eric, that's not 100% what we're doing. So, this is just a render, an initial rendering. So, we'll work with you and your educators on what you want that to look like before we actually pull the trigger and order anything. So, um, I
think that's a a little bit down the road, but yeah, we're I think uh Eric for your concern is I mean there's not very many people using the library like I actually think this is an opportunity to make that space exciting and then the kids are in there and they can use the books and say hey you know what I'm grabbing a couple
books so you probably uh really increase that. I mean some classes do use it. I'm not going to say nobody uses it, but um this is according to my uh my 14-year-old son, so take it uh with a grain of salt, but I think that's kind of a space for that age in this this
generation is that like nobody goes there to get a book, right? And so if you have a space that's exciting, it's going to open up opportunity and they're going to be, hey, you know, let me grab this book and take a look at it, take it home, and read it. And I think it'll really increase the the access to the books. I guess I think we've consciously
disincentivized kids to read by removing librarians. I don't know how often we replace books, but I I I still believe in books. I still believe in the library. If we have to do something to accelerate their interest, you know, that's fine. I agree with you, Dave. You
know, we use the space. Um but I'm not ready to surrender the concept of a library. >> No, I agree with him. um and his direct quote was that the only time people were in there is is book. So like I think for this generation right is a downated
you know teenage boy and and I know a lot of his friends is like everybody super excited about reading you make my kid read he actually is a good reader but a lot of people aren't. So this is an opportunity to do different things that you could do a fun project that's partially hey you know take that home and read that and come back. So, I think
it's a really innovative idea to to hit this generation. While I love newspapers and the Wall Street Journal, my kids never even read a newspaper, right? It's just the way the way of the world it is. And if we don't adapt, we're going to be behind and the kids are going to continue not reading, you know, really
reading. >> I'm not debating this issue. The reality is we live in a post literate culture. If you pulled our staff, I don't think the number would be high for the number of staff that read. And it's not a criticism, but a reality. I'm just saying I would like to stimulate kids
getting back to reading. It has a lot to do with attention span, how you research, things of that nature. So, Dennis, this looks like a great project. I'm going to take one from my house. Um, >> so the only thing, Eric, to to add to that is that, you know, English teachers
will be able to have an opportunity to have to build their own library within their classroom as well. So, it's not like any books in here will be going in a truck. You know what I mean? So, an English teacher will be able to build a whole library up in their classroom for kids to select books in there as well. >> This has changed the last couple years. I mean, we took our classes down for
projects, >> right? >> Some of my duties were to check out books, >> but but it was just whoever wanted to. There was no no one required anybody, but that has nothing to do with what little to do with what you're saying. >> Well, and and again, we're going to start with two schools to kind of pilot
it. uh when we met with your educators, they were talking about how they they thought that, you know, math and science would be like the projects they want. But, you know, as as the conversation went on, you know, reading um and English, you know, were the others. And so what's what's interesting is as I met
with a lot of these folks last year or last week at the IU conference, um there are companies or entities out there that will come along with us and and you can set up, you know, those types of projects that reading, math, science, uh it's all out there. Um and uh it's
really cool, you know, because again some of these things the students are working on that in the in their their lab or their learning space and then again they're competing against other students in other school districts. So like how many math equations did we solve at CD Middle School this week? Um
it's interesting again they're tracking that. So the teachers are turning that in at the end of that that that project or whatnot and then you you literally see the school district and the school ranking and they it's kind of like a national thing. So they're just
trying to encourage them to read and and get into math and and and science and stuff like that. So it's I get excited about it because it's I really, you know, I'm passionate about giving back to the kids and and giving them opportunities. >> We appreciate it. We'll take whatever you give us
>> and think about >> helps our budget tremendous. >> But you have to take a picture with holding. >> I'm excited about this for a number of reasons. >> First of all, I'm ADD. Maybe you didn't notice, >> but I'm a very kinetic learner and it would have engaged me and kept my focus
>> and learning. that because of the budget and tax increases and being financially responsible, a lot of these 3D printers were um available or able to be purchased by more financially
like the PTO's um that they could fund raise and get this money. So, some of our disadvantaged schools weren't able to have the opportunity to see and curriculum that was 3D 3D printed and things like that. So the opportunities
are going to be across the board now and it's something that we can make available to them. Um the other thing is with vote facetella is doing a tremendous job has vision like you do and getting you know the um basic
education and our vote people together and collaborating on curriculum so that they can see what they're doing in the shop is really that's why you need math. It's more practical applications and I'm just I'm so excited about that. I think
that's where some real learning is going to come kids. I'm just be honest. I wish I was going to school here, you know, once this gets up and running. >> So, the only thing to add is if you go on the page dentist gave us and Jeff
speaks to your point. If you go at the bottom picture and you look at what they're doing in Rowan Oak, now Dennis has invited me to go visit Rowan Oak. So, we I'm actually going to take him on that up on that and we're going to take a small team down there to kind of see what their process and how they utilize this. But the building structure that
Howard talked about yesterday, this would be an opportunity where if you wanted to add on, you could add on. So, down the road we said, "Hey, we wanted to add this component." We could add on add on to currently what we potentially could be building a year from now. You guys might want to reook at where
you're putting that then because >> when you put that out building there that's it for you're not we're not going to be able to expand. >> So I understand. So for them they have to come in. So we'll have the same programming. It basically look the same.
So we may have to come in to do it in what space they already have existing but it'll be in both buildings. it won't be. >> So for example, you are moving one, two, there's really three classrooms out. So now you have three classrooms open. So with the three that are open, you might
be able to take one of those and utilize and create something like this. You see what I mean? >> Or even in the library at East where that correct this huge correct classrooms. >> Absolutely. >> So there's a lot of opportunity. It just it just may look different >> programming may not look the same.
>> Thanks for making that. >> Understood. Does Vern have any projects down in R? >> Eric, come on, bro. >> Didn't he say North Carolina? >> All right. So, I don't have anything else. So, um the goal for us. Aren't isn't the audience supposed to
wait till the end? But, um the goal for us is we would like to put uh we should have the agreement. Pyos is going to make sure that both solicitors sign off on it. We want to put that donation on the 10th agenda to have it approved by
the 24th so that we can then know in August that we can start going to work. >> I'll make the motion. >> Second discussion. We just had discussion. >> Favor. >> I
think we go. >> Thank you everyone. >> Thank you. Thanks. Appreciate >> it. Right. Code of conduct changes. Uh Mike is going to go over uh some changes that we have for the code of conduct. Uh we
would like to once again get this booklet approved. Um this will be approved in June and then that way we can start sharing this with parents over the summer. >> Sure. You guys should have a copy of this in your packet. Um, as as you know,
we did some heavy lifting last summer to update the the the code of conduct. Um, >> this >> Yeah, this this one. Yeah. >> So, um, this is really taking, you know,
what we what we went through, what we created last summer. Um, it's it's still that same foundation. any updates or changes are highlighted in yellow um throughout the document. So um I won't I
won't touch on every little item as you know some things are just like an extra bullet point um to for further clarification. Um I will jump to page nine. Um that is
a requirement for us to um lay out uh as far as habitually truent students and cyber charter schools. We did add that to the code of conduct. Um that's in the section of course going over anything
regarding truency and um absences. So, as I believe you guys know already, there uh was a change um to the PA school code in November to um uh that would not allow now a student
who is considered habitually truent to move to a cyber charter school during the school year. So that is PA school code and that is something that we are required to highlight on our district website as well as our um attendance
procedures. So, >> does the cyber school >> it's this is they do not I mean I I'm not really sure actually what the cyber charter um has but um as far as our
process on our end we have um our our typical attendance processes that are handled by our counselors um principles home and school visitors that's kind of outlined in in the code of conduct here. Um we do have to send notice to a
student once they um reach their sixth day um or I'm sorry or actually their third day that they get their official notice letter that if they continue to acrue unexcused absences um and they you know reach the point of having six or
more unexcused absences that they will not be permitted to transfer. So that it is still a process that is being worked out. Um there is guidance from the state on how to do this. There is you know direction that has been provided to school districts as well as cyber
charter schools and we're all still trying to kind of work it out together of exactly you know how this works. But um and it's my understanding too that cyber charter schools are fighting that change as well. So um but this is just that change in here. we have to
highlight that as the school district. So that's why that's been included there. Um so it again if it not highlighted it's it's the same as it has been for this year. Moving on to page 14 there's
a a one page their description of um school police officers and law enforcement involvement. This was something that our we did ask for feedback from our principles with regard to you know what they if they saw anything through the use of the code of
conduct this year that needed updated or further defined or anything like that. So in getting and getting feedback from them um they had asked that we kind of further clarify the school police officers and law enforcement um involvement. And so I worked with Greg
Day in order to um put this section in here um and exactly what the process is for school police and law enforcement involvement in our schools. >> I >> that's definitely something I can follow up with. Yeah,
>> we need to make sure had in the past. >> Good point. >> Don't have any. >> Okay. Um then we'll keep moving on. Um I'm gonna jump actually to
>> page. Sorry. Can >> we stop? One second. >> Sure. Um, can we have a discussion about what like conversations took place to categorize the cell phone devices as a level two?
>> Sure. That's what I was going to jump to more of the information before going back to there. So, um, >> sorry. >> No, it's okay. I I see where you're going with that. I just wanted to get to our kind of our description and then come back to that. So, >> um, it is described on page 27. Now,
this section was always in there, the use of electronic and personal communication devices. However, now that we have updated our board policy, this section has changed um to highlight what our board policy um has been updated to
um saying that, you know, those devices must be off and away um in in our district buildings during the school day um or on district buildings, school property, our district buses and vehicles. So we are this essentially going along with the same theme of our
code of conduct. Um this is kind of outlining what is acceptable, what is not acceptable. And then when we go back to you know looking at what the discipline is for each level, we have the tier one, tier two or I'm sorry,
level one, level two, level three. So level one is meaning that that is something that is handled within the classroom. Um level two is when there would be an administrator involvement. So it is you know our because cell
phones and electronic communication devices are not permitted in school. Um that would make it a level two device not being handled within the classroom or I'm sorry level two offense not being handled within the classroom. We are
still as we kind of talked about you know policy procedure policy administrative regulation. Um this code of conduct represents like what is allowed or what is permitted what is not permitted and then we will work we are
currently working with the principles who are um giving us feedback on exactly what this process is going to look like to uphold this policy and what is written in the code of conduct. we it's really important for us to get that feedback from them. Um and then we will
be spelling that process out um in in AR for the principles of what those steps are and that will also be communicated to families as as it is right now like you know each school has a handbook that says like this is what's you know permitted and this is the consequences
of that. So, we're not highlighting those specific steps in the code of conduct to stay on track with um the rest of the code of conduct, but we we will make that clear as we get the feedback from the principles who are actually meeting um what two of our
principles will be meeting with Derry Township um next month to talk about lessons learned and um you know, feedback of their process. They've been doing this for this school year, I believe. >> Uh no, they started last school year. two school years. So, we're taking all
of that into account to kind of come up with our process then that makes sense for our district. Yeah. >> I'm thinking like these this is going to be a kid's going to wear it. They're not even going to know >> they're like is that going to be something that they're going to get sent
to the office for or is it going to be teacher in the classroom saying >> that's what we're working on. To be very honest, we kind of pulled different how everybody's handling these cell phones and it is even with the policy which are similar how they're handling it is
totally different. Um one school one school district has something called selcatraz. Okay. Um which is one extreme and in another district is doing it and it's it's not the same level of consequence for the action. So, we're
just trying to make sure we kind of whatever we come up with to present with this is what it's going to be that it's not one extreme or the other. And that's really what it is right now. >> I just worry that we're going to have like I will use my my older my son who
graduated last year as an example. He loves his phone and he loves like and there was times last year where even when we went with the no cell phones at East he had his phone out and he never had a detention anything in his life
like getting called to the office would probably have been panic attack. So you'll see in if you do go to page 18 that looks at the responses to level two offenses, you will see that it doesn't necessarily need to be, you know, a
detention or ISS, you know, right off the bat. It's assigned based on the severity. So it does give us some flexibility. Yes, it is going to be categorized as a level two offense because it's going to be handled within the office, but it's it doesn't necessarily mean that it's going to be,
you know, confiscation right away or we we just want to iron that out. We want to get it as close to right as we can um with input from people who have lived this experience. Um, so before we spell it out,
>> so the other piece of this that I think we make we need to make sure we are really strong on is a large portion of the percent of the points that for vote our behavior and they get the behavior record from
the from the middle schools. So, we need to make sure that like I want to be I want to be tough with this. Like I do because I know that this is important, but I don't want kids being stopped from going to vote because of
five or six level twos from a cell phone. Is it different than a a level two? That's a confrontation. >> You know what I mean? >> It's really we got to figure out the level is not is not necessarily going to be spelled out in the discipline. It's going to be like the amount of ISS and
OSS days that are going to be shared with >> remember the coding that if it's something is a 100 level or more it's more serious police involvement and such and this would not be to that level. So the coding >> our kids from being able >> no that's that's not the um that we
would we'd hope now. Now now if we have a student who has five different times that they're doing this it is going to become progressive. Do you know what I mean? But but I think at the same time we have to be mindful this is going to be a change for everyone. So we're going to have to make sure that we are both educating teachers and students about
what it looks like but also keeping in mind that these are these are children and and parents and and community and there's a lot of different feelings going along with this. So, um, but we would not want it to be something that prohibits a kid from an opportunity. >> And that is a good disc that's another
discussion that's going to need to be had like because we do I know there are parents in the community right now that are adamant that their kid is going to have their phone on them and you're not going to tell them and what are we going to do with the parents that are being
the forceful one? the kid has no >> We'll have to I I don't want to give an answer to that because that's something that you have a lesser amount of control over. Yeah. >> Um but that's something that we'll talk through what that is. >> Here's my question. How do they interpret it?
>> The coding is consistent statewide. So the whenever we um like for a level 51 is a um now I'm drawing a drawing a blank uh inappropriate behavior. So it is it is it's not something where it's like uh
the coding our levels um match essentially the consequences whereas the the levels one through three are not something that's a statewide thing. it's how we interpret the the coding, but the coding that goes to safe schools and such is specific and
statewide. So that would be something that um we would be considering. Now um a student that has one or two disciplinary infractions throughout middle school would not be a student who would be pro but if we have a student who is you know disregard some of this becomes disregard for administrative
direction because if you are over and over again um refusing to follow direction and such it it becomes something more essentially. But our students that are um essentially learning, you know, we're we're going to be providing them with uh opportunities
and education about what what needs to be done in order to be not ending up in that situation essentially. >> Is there any way that we can put a disclaimer in the discipline? >> So that the tricky thing with that
though is there are a lot of other disciplinary infraction. So what where does that stop? Because okay, we don't want to do that with cell phones. So what if there's there's other categories that >> and but just let me finish a minute with all of the level one, level two, have a
disclaimer to parents that any of these could impact your admission to do. >> I think it needs to be a part of a discussion that's taking place at our middle schools >> on here or >> I'm sorry that's me too. Um so >> so they're aware that this these actions
have consequences further than >> this is and how it can impact them before leaving high school. I mean colleges yes they do but you have such a broad range of where you can go to college that it wouldn't matter but if
this is the the >> this past year they needed an >> path they want to take >> they needed an 83 out of 100 points on the rubric to get into votech. If you had an 83 or higher of the points, you were accepted. Um, a large portion of
the kids that were below an 83, it was because of behavior and attendance. So, I think we these two things. >> Is the rubric something that's used consistently yeartoear? Yes. I mean, I'm sure it might be sliding the the score you need. So, maybe part of that is when we're educating kids about opportunities
post middle school that we are sharing like this is the rubric that's used by >> start, >> right? That's what I'm saying. So from the start, they know that this is something that >> isn't in isolation to this year or this class, but it could impact other opportunities. >> Yep. >> I want something that regardless if a
parent goes to orientation or not, because I know a lot of our parents don't, they have it and can see it if it's in some document or something that is given to them as a parent's guide. >> All right. I understand what you're asking.
>> Okay. Thank you. Okay. Um, >> I can't remember if there was anything after that. So th Yeah, those were the main not not a not a lot of changes, but you know, some as we just talked about.
Um, a couple of additions that we definitely needed to highlight in here. Um, so if you, you know, if you have any questions, we would of course like to move this to the board meeting in June. If you have any questions before that,
we'll be happy to answer. >> Yeah, we can do that. >> De, can you can you talk into the mic? I I mean, almost the whole meeting, I don't think I heard anything. This is new to me for the committees that is >> but I make a motion to move this forward
to first read. >> Oh >> second. Sorry I was >> stay with us just a little. >> All in favor? >> I >> All opposed eyes have it. I guess it >> you need to leave.
>> You need to leave. >> You You said you had to be >> I had I This next one is literally two minutes. Okay. >> Okay. >> All right. So, we the um I lost my train of thought. The course of studies book any changes? We already
approved those in January. So, the grant that we received uh we received the grant for $250,000. Um, part of that grant was to be able to go out two pathways, education and nursing. We're starting the education path this way pathway this year. I will tell you the
excitement the kids have. Um, Sarah and her team met with all of the co-op interns and the level of excitement for all the kids signing up and getting their badges. It was really cool today. Um, seeing it at both high schools. Then also her team set up the kids setting up for the courses. So one of the things
that have come out of our meetings in the past month is we need to offer a full credit commun effective communication course because we don't currently have that in our course of studies book. So in order for the kids to participate in the grant they need to be able to take a full year
communication course which at our course of studies book it's only a half credit. So we're just going to be bringing that as a change just for the grant just for those students to be able to participate. So, we wouldn't need any additional staff. >> No, it's nothing. >> Yeah, we're just in order for those kids
to get the dual credit at Penn State, we just have to make that change. That's all. So, the the dual enrollment piece for us, um, all the kids, all their coursework is going to be paid for. So, those >> not here at wherever they go, >> but they're going to Penn State. So, it's a partnership between us and Penn
State Harrisburg. >> It's not happening here. It's happening. >> Correct. Well, let me let me rephrase. Yeah. Yeah. This part is. So, I I Yeah. Yeah. So this course here is college and high school. So the one of the teachers at each high school will be teaching this course. So we don't have this
course in our course of studies book. So because it's not in our course of studies book, that teacher technically quote unquote can't really teach it. So we just want to make sure that the board's aware and approves the effective communication course that it's a year-long course and not half year, which is a half credit. That's all.
>> So do we need to move anything? Yeah, just move it to the next board meeting that we're going to be moving um the this with the dual enrollment uh course to be added to the high school course of studies book. >> I will make that motion.
>> Second. >> Any discussion? >> Discussion. Um all in favor? >> I >> All opposed. passes. >> All right, there's one more thing um that I forgot to put on.
>> Eric, be quiet. >> All right, so um parent square. All right, so I know Chris is here once again. All we want to do for parent square is right now remind shifting to parent square at the high school. That's going to be a tra transition. Chris has
already started that. The feedback that Chris has received is that the middle school individuals would rather parent square than what they're using now, which is Class Dojo, which is more for the elementary. So, Chris, do you have anything to add to that quickly? >> Um, one of the big things is um just all
of the extracurriculars and anytime that they're going out into the public because Parent Square allows for a virtual phone where they're able to make phone calls. So that's one of the the biggest up upgrades that parent square has over class dojo. Uh the other thing
is again with all with our combined sports where class dojo keeps them separated into their separate middle schools. Parent Square would allow for um communication from one coach in one space to be able to communicate with their entire sport. So it would just um
solidify because we also do have kids who are playing up playing down. So they're on two platforms. So it would just make one platform for all secondary. >> I recommend even looking at Class Dojo as an elementary school parent. It's horrendous as a platform.
Most teachers don't even use it for the ninth grade. >> Are you talking at middle school? Middle school. >> At the middle at the middle school level, there is a much lower use of Class Dojo where our elementary schools are using it at a very high level. >> I'm tell I'm talking about the elementary school level.
>> Yeah, I I say I thought you said elementary. If we yeah looking at our usage rates the elementary is actually very high and we have we have some buildings higher than others but >> no >> I mean they have to use it to communicate but it's like not a good platform like just designwise and functionality.
>> Okay. So you just don't >> you look at it and see you know maybe that why can't we do the parent square for elementary is there is there any features that it's missing that way we have one across the the whole school instead of having multiple >> if cost is not an issue we definitely could like it would go down to
elementary it would just cost more money. >> Yeah. What we what we might want to consider is we just bring on middle school for next year and then let's analyze elementary and then if we want to for 2728 say we'll be parent square across the board at least that'll be
easy for us to budget for and know what it is >> and if we do look at that and do it across the board I mean it could be that singular um point of communication for everything district and school and classroom. >> Yeah. So we can investigate for next year whether or not
>> that's a great idea for it. So, that's cool. That works. I just wanted to bring that up. I didn't want to slap it on the agenda real quick without anybody at least having a quick discussion on what it is. >> Okay. >> Thank you. >> All right. So, we're skipping five,
correct? Community input. All right. >> So, stare at it. >> So, a couple quick questions. Two of them for you, Micah. Is is there anywhere in the code of conduct that indicates what would trigger uh security
to attend an enforcement hearing? You know, because it's been uneven. Sometimes there is an officer there. Sometimes there's not. I don't know if that's the appropriate place. >> There's nothing in the code of conduct, but that might be something that would be highlighted in administrative
regulations. Um that's this is more so for our our parents and students to understand the expectation. That sounds to me the question that you're asking more on our procedure. Um and I'm not 100% sure if we have that noted anywhere.
>> Do you think they only come when they're actually had been a part of the situation? >> Yes, but there's a number of times when they've they've supplanted that with their te their testimony, but they're not there. It was a cross examination. >> I thought we had that discussion last year at the end of the year that we they
if they were giving a testimony they needed to be present. >> Correct. >> So the other question I have >> we thought you were asking we thought you were asking about the the um informal hearing. That was my like is that what you were thinking >> for but for an expulsion hearing or for a board hearing that they would be
present if they have testimony to prepare. Um the the the other question is throughout the code of conduct whenever you say verbal warning and then it escalates after that who tracks a verbal warning if you're given a ver verbal warning do you have to track that
you get how would you know that there's an escalation? >> Isn't a verbal warning it's still written it's just called a verbal. Am I right in that >> you're thinking of disciplinary p uh proceedings for um staff discipline. Are we using Swiss in all of our middle and
high schools? >> We're using ES schools at both of our high schools and we're using Swiss at our middle schools and elementary schools. >> So, so teachers are if something occurs in the classroom and it would be a level one something handled with the teacher, they are able to track that in the system.
>> Yeah. But I'm just how we coordinate that there could be a verbal warning for a similar issue in classroom A. In classroom Z, the same behavior happens. So now you have two level ones. It doesn't go to a level two. I'm just trying to determine logistically how we
communicate that throughout. The other thing with the cell phones is that whatever we do, it has to be uniform. I don't know that we can survive cutout policy. Um and I'm sure whatever we do, there's going to be a lot of unhappy
people. >> Yeah, we are. >> Well, what we can do is we can blame it on the governor. So, >> well, I I don't wait till the budget's done and then let's do that. >> Fair enough. >> Can I add something? >> Sure. >> Um, does that the cell phone policy
extend to after school? I know it says school day, but I think about sports and kids getting on the school buses or they have home games and they are on school district property. How do we address those situations?
>> It should read bell-to-bell. Um, so basically bell rings in the morning, cell phones away. When bell rings at the end of the day, they're allowed to have access to their cell phone. Now, there are some places that have gone to an extreme. No buses, no activities. They
even talked about you can't even bring them to sporting events. So, I even know how you monitor that, but um, you know, for us, it's bell to bell. >> Okay. Just wanted to clarify. for everything. >> So that that includes hallways and cafeteria, too, though. That might be a
little bit of a change. >> Yeah. >> That means they have to talk to each other. >> Correct. Correct. And not text each other across the table. >> I do have a question for you, M. >> Yeah. >> Are we keeping a change document for the
code of conduct so we know when changes have been made? >> Yeah. So, I mean, I do have like green and red all over the place on my document. I wanted to make this a little bit more readable for you to have the yellow, but yes, like these these are the changes um here highlighted in
yellow. Yeah. But I also have another document that >> says when we change >> Yes. >> Okay, good. Because we don't have to go back through board meetings to see when we changed them. >> Yes. Have that. Okay. >> Yes. And the only thing for the code of
con the the one that was put together last year um was a total revamp of the one that was approved the year prior. So um we'll probably just be going back to >> 25 26 do it like that but
>> but no thank you. Well, I'd like to add a couple more agenda items. >> You're not getting a right from me. That's >> I know. I'm planning on Genie. I've been left behind one too many times, man. >> I would like to make a motion to
adjourn. >> Oh, yeah. I got I got a couple things to say. >> Sorry. Peter MZ middle school teacher and um you were talking about the trade and I think it's a great program the renovation but is there going are they providing some type of uh education for
the kids um with the program that they I mean they showed a great program up here the um I want to say solar but it's not the wind powered generation >> so you mean the materials >> correct yeah for some of them um like the wind I think it was called the wind was yeah they will provide those
activities for teachers if they want to use those with kids. >> Okay. >> So, there'll be certain pieces that they'll add to that. There'll be certain pieces that um because we spent a lot of time talking to Robin um and and whoever she wanted to bring to some of the meetings. So, there'll be an opportunity for them to request certain things for
us to purchase. So, we're not going into this saying you're going to do X. We want to give the teachers an opportunity to pick activities they want to do with the kids. So, it's more about us doing the space. >> Okay. because I know right now they're just in their second well really I believe it's their first complete year of their um new resources that they're
using right >> for the curriculum. So I know they're kind of uh I don't want to say behind the eightball but that would just add more Yeah. >> you know to their plate >> kid win. >> Yeah. So it'll it'll be an opportunity then for any teacher in the building to be able to participate. >> Um we also are going to take it down to
elementary. Uh the elementary gifted teachers are very um excited about the opportunity to bring the goal is to get start to get to a point where we start to bring all the gifted kids at the elementary level together and start to bring them to have access to some of these areas because they don't
necessarily have that at the elementary level. >> Understood. Understood. Um the second item was um about the uh we have a uh pair professional who is monitoring the library during that time. Okay. throughout the day. Um and um he does a good job. But there are students, you
know, there was mentioned that the library is not being used. There are students that use the library uh for more than just printing or something like that. They do use it to uh go out there and read uh to get their books and a time to maybe relax, you know, during their academic enrichment
period. Um if they have, of course, if they're caught up on all their work, no NHI is not handed in material or anything like that. So, um, yeah, I want to make sure as, uh, as you had stated, you know, there are going to be pockets for them to use, uh, during that time, which are wonderful. So, I do appreciate
that. Um, the education, the nursing, and um, yeah, the education, the nursing uh, part of the high schools, I think that's u I think that's wonderful. I think that's awesome. Um, the um, I apologize for coming in late because I didn't finish the uh, donation to the district about the uh, was unlimited.
So, that's a big check. And um >> well, you don't miss anything anymore because we have it televised. >> Yeah, but I like to be up front and watch it, be a part of it. So um >> we think he's going to come to the June 10th meeting. >> I'm sorry. >> He might be at the June 10th. Right. >> Board meeting.
>> Right. Um the um >> Sorry. >> No, that that's fine. The um I think that's all that I had. Yeah, because when I saw the um the wind turbine, I wasn't sure. And it look again it looks wonderful, but I know right now it's like they don't have time for it in
their career. >> Yeah. Our goal is not to add things to teachers, but give them additional resources to be able to utilize if they choose to, but space to be able to do some of the things that they're limited in a in a in a traditional classroom. >> Okay. >> And if you have some things that you want to do with a co a cooperating
teacher who teaches I think you teach science, >> I teach social science. >> Social science. Okay. Like you and the English teacher come up with a project that you wanted to do together and you would be able to use the space for. >> Sure. So, it's really about the space more than so here's what you have to do, >> right? Okay. Wonderful. So, I appreciate you clarifying that. Thank you. And
that's all I have. Thank you, >> Peter. Thank you. >> Where did you >> Can I clarify my uh >> my son said that they document the verbal uh warnings. So, we have a teacher there. Is that confirmed they are documenting those? >> Mr. Morales, did you hear that?
>> Oh, I'm sorry. >> He was Mr. Dorman was Dorman was asking that um minors do you track minors of verbal warnings? >> Uh yes the Swiss does correct whenever we we have the option of whether we're going to advance this to the administration level or if the teachers handle it within and then how do we
handle it within our classrooms and we are able to choose verbal if that's what we're going to do and it does put it in the system. um it doesn't go any further other than when it comes time for if there are two or three for the same incident in the same day um then the
principal will say okay it's time for me to get >> what if it's not in the same day if there's similar incident >> still it's still the same >> thank you appreciate >> thank you for that
>> submit the supplemental pay >> check in the Okay. Any more public? I hear a motion. >> I have a second. >> Second. >> All in favor? We're >> done.