Hello. Hello. >> It's Bonnie Young. Is Is this Troy? >> Oh, it is. Okay. Very good. Uh, this is Bonnie Young from Fox Rothschild from the solicitor. We're just waiting, I
guess, still. >> Yeah. >> Okay. Very good. I wanted to make sure I was in the right place. >> Yep. >> Well, Testing. Testing. 1 2 3. >> I can hear you,
>> Junk. Yep. I'm still an attendee. Oh, there I go. Thank you. Good evening everyone and um welcome to our first school board meeting of the year. So happy new year to everyone. And now I would like to call to order the
January 13, 2026 committee of the whole Oh, excuse me. I just went all out, got excited. So, if we can please rise for the pledge of allegiance, it'll be to my left.
Pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Uh we will now uh take a moment of
silence to observe in remembrance of one of our Harrisburg school district students uh who actually passed away on December 24th of 2025. that we can all take a moment of silence. Thank you. So now I the school board met in the
executive session on January 13, 2026 to discuss student personnel and real estate matters. U Madam Secretary, can you please call the role? >> Thank you, Madam President. Miss Copelan, >> present.
>> Miss Anderson, >> present. >> Mr. Carter, >> present. >> Miss Hughes, >> present. >> Miss Johnson, Miss Ratcliffe, >> present. Miss Robinson, >> here.
Mr. Roy >> here. >> Mr. Thompson leader >> present. >> Hi, this is Jamie Johnson. I'm here. >> Thank you, Miss Johnson. >> Yes. Yes. >> And and Dr. Suski, >> present. Thank you. And we have a
quorum. >> Thank you, Madam Secretary. We will now move to the approval of the minutes in the agenda. So, is there a motion to approve the minutes of the December 2nd, 2025 school board reorganization meeting? >> So, move.
>> Is there a second? >> Second. Anderson. >> The motion has been properly moved and seconded. Madam Secretary, can I have a roll call vote, please? >> Miss Anderson? >> Yes. >> Mr. Carter? >> Yes. >> Miss Copelan? >> Yes. >> Miss Hughes? >> Yes.
>> Miss Johnson? >> Yes. >> Miss Ratcliffe? Yes, >> Miss Robinson. >> Yes, >> Mr. Roy. >> Yes, >> Mr. Thompson. Leader. >> Yes. >> Nine. Yes. Zero. No. Zero abstain.
>> Thank you, Madam Secretary. Hearing majority of the yeses. So, that motions will carry. And now, is there a motion to approve the minutes of the December 2nd, 2025 schoolboard general business meeting? So move Brian Carter.
>> Second. Hughes. >> Thank you. The motion has been properly moved and seconded. Madam Secretary, can I have a roll call vote, please? >> Miss Anderson? >> Yes. >> Mr. Carter? >> Yes. >> Miss Copelan? >> Yes. >> Miss Hughes? >> Yes. >> Miss Johnson? >> Yes. >> Miss Radcliffe?
>> Yes. >> Miss Robinson? >> Yes. >> Mr. Roy? >> Yes. >> Mr. Thompson Leader? >> Yes. >> Nine. Yes. Zero. No. zero abstain. >> Thank you, Madam Secretary. Hear majority of yeses. So, that motion will
carry. >> And uh uh to board president, we do have one item to remove before we move forward with approving the agenda for tonight. Uh if we could remove the 11.5 the appointment to the lord board. Um move that item from the agenda.
>> Thank you. Uh Dr. Henry and um Madam Secretary, did you have that noted? >> Yes, I did. >> Okay. So now may I have a motion to approve the agenda for the January 13, 2026 committee of the whole meeting as
presented in board docks with the removal of the 11.5. >> So move Brian Carter. >> Is there a second? >> Secondary. >> Thank you. The motion has been properly moved and seconded. Madam Secretary, can I have a roll call vote, please?
>> Miss Miss Anderson, >> yes. >> Mr. Carter, >> yes. Miss Copelan, >> yes. >> Miss Hughes, >> yes. >> Miss Johnson, >> yes. >> Miss Radcliffe, >> yes. >> Miss Robinson, >> yes.
>> Mr. Roy, >> yes. >> Mr. Thompson Leader. >> Yes. >> Nine. Yes. Zero. No, zero abstain. >> Thank you, Madam Secretary. Hear majority of yeses. So, that motion will carry. And um we'll now move to our presentations for this evening. Uh Dr.
Dr. Henry, do we have any presentations this evening? >> Yes, we do. Um to our community and to our to our board, um once I arrived here, one of the thing that I was tasked with is to provide update on how we were doing in our monitoring state or our recovery state. Now that we're in a
monitoring state, um I thought it would be a great idea to really list some of our partners to come and present to the board on different initiatives that's in our plan. Um so you all can have idea on some of the work we're doing. Uh so tonight we have um affect the school
solution, two of our partners here uh to present some work we're doing around mental health in many of our schools. Um so tonight uh we have Ann and Colleen that going to be coming up here from affect the school solution um to give us an update. Um they provided this update to us a few weeks ago and I thought it would be very vital that we provide this
update to our community to show how we're supporting mental health in many of our schools. >> Thank you so much Dr. Henry. Um thank you everyone for having us here this evening. My name is Anne Bman. I'm a regional director with Effective School Solutions and I directly oversee the
clinical programming um that we have in every single one of the school buildings here in the district. Um and I'm Colleen Patterson. I am the director of professional development for effective school solutions. >> Sorry. >> Yes. And um and I oversee the
professional development coaching that we are implementing in the district. All right. So before we jump in with some of the exciting progress and data that we have to share with all of you this evening, Colleen and I wanted to take a moment just to briefly overview the current partnership footprint that
we have with the district. Um so as you can see um from this chart, we are um we uh have all uh tiers of our um ESS support within the district. So we provide um on the clinical side our tier 2 and tier three programming. What that
refers to is mild, moderate to intensive level mental health services that we provide to students and families who are enrolled in our program. Um we also provide tier one level supports um that look like both psycho education and seal type of group services that our clinical team runs in some of the buildings as
well as the professional development coaching and consulting that Colleen will be discussing more of. Uh regarding our clinical footprint, we have 14 clinicians um across the school district. Um we are um embedded in each of the school buildings providing the support. Each clinician carries a case
load between 15 to 20 students. The majority of the students that we support fall in that tier three category meeting the intensive needs and they're seen on almost a daily basis. Most students seen at least three, four, five times a week in the building by their assigned clinician.
And then on the professional development side, we are offering coaching in all the buildings as well. um which consists of upfront training as well as monthly individual coaching and group coaching for um about six teachers per school. It's a little different depending on the
building. Before I share some of the uh data that we have for marking period one of this school year in terms of the students being supported by ESS, I wanted to take a brief moment to point to the partnership goals that um the ESS team and the district team meets. um to
asssure that we're aligned on throughout the school year. And so at the beginning of this school year, we met to discuss some of the key goals in this partnership uh particularly on the clinical side. I want to uh point to goal number four um being a major one of reducing restricted placements for students particularly those referred to
ESS um and specifically referring to students being referred to Rivervark so that we can keep them in their home school uh more frequently and with ESS support. Um, we've been tracking the the progress of that and one thing I'm excited to share is with some of the
longerterm partnerships we've had in some of the school buildings. So, looking at Fouse Elementary, Marshall Math and Science, Lincoln, Melrose, um, some of these schools, we have actually seen that so far this school year, um, not a single ESS student has been referred to River Rock. We're continuing
to track this and some of our newer partnerships for this school year, which include Camp Curtain as well as John Harris. Um, we are continuing to work towards that and we certainly anticipate that the progress we've seen in the long-term partnership and some of the other buildings, we should see over the long-term partnership and integration of
our services in some of the newer buildings for this school year. So, jumping right in to overview our clinical services and where we're at so far this school year at the halfway mark. Um, these two graphs show data from the beginning, so the start of school year and the beginning of September all the way up until actually
last week to give you the most up-to-date data. Um, and so we have provided over 4,500 uh total services to students on the case load. That includes both direct and indirect services on a weekly basis for students. In addition to that, we've supported over 140 um students on the
case load so far this school year. Again, we anticipate this number will continue to go up as we move into the second half of the school year. Um, as well as we had made all of our final hires by u the new year and so we have our full uh staff ready to go for the
second half of this year. In addition, oops, jumped ahead a little. In addition to providing both our service delivery and engagement data every marking period, we also track uh three areas of educational impact for each student enrolled in our
programming. So we look at grades, GPA, and that's specific to middle school and high school students. Just because of the nature of how elementary schools uh students get grades, we can't format that into GPA. And then for um the other two areas, we track both attendance as
well as discipline. And those are for all the students enrolled in our programming. When students come on board um in our service, um we first capture their baseline data in that moment time. So where they're at based on GPA, attendance, and grades. And based on that baseline, they get put into one of
two categories. Either the intervention category where they're significantly struggling. They have below average either grades andor attendance and or discipline. Um and so the intervention category we specifically target those areas in treatment for those students to uh work on improving and then some
students while they might have mental health struggles maybe are not having impact in those areas of functioning. So they might get put into that prevention category, meaning we want to continue to either maintain average or above average in GPA, attendance and/or discipline or of course also work to improve where we
can related to grades. And all of these um uh data points are district-wide data for all the students across all the buildings that we work with for marking period one of this school year. Students in the intervention category demonstrated 95% improvement or
maintenance of their GPA. students in the prevention category had 68% of students either improved or maintained their GPA. Moving to attendance, um we saw 100% of students either improve or maintain in attendance with 78% significantly
improving who were struggling with their attendance and we saw 82% of students improving or maintaining their attendance in the prevention category. And lastly for marking period one for discipline and we track discipline in two different buckets. This one is specifically focused on in school and or
out of school suspension. For those in the intervention who are struggling with suspension, we saw 93% of students either improve or maintain in discipline with 73% significantly improving. And we saw 60% of students either improving or maintaining in their discipline related
to suspension. The discipline other category captures anything else outside of suspension. So whether that might be behavioral referrals, writeups, infractions or detentions um in the school building throughout the day for students in intervention, 50% of those students
either improved or maintained. And for prevention, 96% of those students either improved or maintained. While the data certainly tells the story, I also think that the students themselves um and their whole picture really tells the story of the impact
that this partnership um has been able to make. And so I just wanted to highlight one quick uh clinical vignette. So we've been working with a student since sixth grade. She's now in seventh grade. So she's been working with our ESS clinician for over a year. She was referred because she significantly struggled with managing
her emotions, anger outbursts, got into weekly fights with peers and uh verbal aggression altercations with teachers. Really struggled with her impulsive behaviors. The clinician worked on building her self- advocacy advocacy skills, learning um to set more
appropriate boundaries, manage her emotions more appropriately. Um and after several months of also sharing a need for a more stable living environment, was able to work towards moving to a place that was more um stable and involving uh key guardians in her life that were able to support her
in the school system with our clinicians help and the admin and teachers and staff uh support. So, this student is now um doing wonderfully, made a complete 180. Um they are a straight A student this school year. They have not gotten into a single fight this school year. Um and they uh have currently been
moved from our tier three intensive service down to our tier two two and are working towards um discharge due to the significant progress that they've made in the program. In addition to um sharing the both quantitative and qualitative data, um Colleen and I also wanted to take a
moment to share some of the feedback and things that we're getting from all the different members of the school and district community. Um so specifically, one student shared with one of the clinicians that without ESS, they're not sure if they would come to school most days and that feeling like they have a place to go really helps them make that decision every morning to choose to go
to school. Um, a parent also shared that they feel like ESS involvement has really changed their lives, helped their child learn how to better process emotions while also helping them learn skills and tools to also work on themselves as well as benefit the entire family. I'm going to hand things off to
Colleen to share some of the great feedback she's gotten from teachers and principles in her work. Yeah. So, before I tell you about what we're doing, I'll have a little spoiler alert of what people are saying about it, the teachers and principles. Um but a lot of the teachers are saying how
much they've benefited from the program. Um understanding more about themselves and how they regulate so that they can support their students. Um understanding the patience and consistency that it takes in order to um you know be that sturdy leader for uh their students. Um
and you could see at the bottom there a teacher said, "I've learned a lot in the Champions program. Responding to students with curiosity has been one of the most impactful takeaways for me in managing challenging behaviors and my students also love the reset games presented. So um I'll talk a little bit
about that in a moment. Um we also have uh a couple of schools that have uh really um kind of dove in with uh you know our programming and so um and I the it's notable that those uh buildings
have principles that um also really took it seriously when we were um coming in. And so one of our principles um shared that uh that it was a good great success with the the teachers that they had um and he said that he believes it's gone a
long way to improving their practice, managing their stress, um boosting their morale, and he argues teacher retention. And in his building there has not been um a great amount of teacher retention. Okay, I have a couple others. I'm going to leave those to be read later. Um, but
I'd love to explain more about what we're doing in our professional learning um, programming. This is our team. Um, Maggie and Alyssa are our two coaches. Maggie is coaching in all of the elementary schools this year and Alyssa is coaching in secondary. Um, they've
both been with us for several years and are um, but this is their their first year um, collaborating in Harrisburg, which I'm very excited about. So, it's been really fun. Um, and I'm going to move ahead. Where am I aiming for this? So, this
year, so we have been training um the last couple years in what we called our uh trauma attuned model and the nurtured heart approach. And, uh, as we were have been coaching in that the last few years, uh, our team was noticing, you know, a few things that just felt like
it was missing. So over the summer, we actually developed our own proprietary or I should say expanded our proprietary content um and kind of a new and improved uh coaching program that we created this summer that we call the attuned behavior education framework. Um
and it's not so much that it's a different content than what we were giving the teachers before. We just like like I said filled it in and made it a more cohesive framework. Um and but I I would say that the the foundation of what we do on the professional learning side is that we are supporting the
teachers whereas clinical is all about supporting the students. Our belief is that we can't we can't uh support all the other students in the class unless there is a sturdy adult in the classroom. And so, uh, the foundation of what we teach is about how to, um, how
to be curious, how to regulate yourself as the adult, um, how to model those skills for students, how to connect with our students, and then how to, uh, collaborate in a restorative way. Um, and so this is our our attuned uh, our
core for of attunement. And so as we are coaching this year, these are the the four things that we're really diving into with our teachers and and really a continuation as I said of what we've been doing in the last several years. Um and so that includes uh not only the
trauma attuned practices but also um strategic and um concrete tools that the teachers are bringing into the classroom. And so we are asking teachers to build their uh self-awareness through curiosity. we are asking them to learn
how to um regulate themselves through what we call resets and then they're bringing those into their classroom and so that's helping the students learn how to do that and then we are using um various forms of what we call connected communication to uh build that
connection with the students help them know that they belong in the classroom um feel safe in the classroom so that they are ready to learn and then finally the collaboration piece is our version of restorative practices. And so we're um helping to really increase the amount
of repair that happens when there are ruptures and and moments of dysregulation on, you know, whether it's teachers or students, but that we learn how to repair those moments so that nobody's left wondering how does the teacher feel about me? What, you know, what could I have done better or how can
I do it differently? So, we're not only working on the repair, but also building the skills for taking accountability, for learning how to um, you know, restore after uh challenging moments. Um, and so we are in some buildings
actually diving into that even more using uh restorative circles and things. Um, and we're hoping to bring that into more of the buildings throughout as the year continues. I'm going to um Oh, and go back. Oh.
Can we go forward one? There we go. Um, so just to an overview of what we've done so far this year, uh, we have five key work streams that we're working through. Um, as I said, the program starts with six hours of upfront professional development. And so, um, we
we completed that in the fall um, over multiple sessions and the teachers were also able to earn their ACT 80 credits for that, which um, we were really excited about being able to do this year. So far this year, we've done 225 hours of coaching. Um it probably is a
little bit more, but that's that's what we um have counted so far. Uh and then that individual coaching session is uh our teachers coming in observing sometimes modeling or demonstrating or just kind of giving suggestions then and
also about a 10-minute debrief depending on sometimes it's five minutes, sometimes it's a little more depending on what the teacher has available. Um and then we do group coaching uh which we call booster sessions and those happen monthly. Um in the past we've done those individually by buildings but
this year it's really exciting because we've decided to do them as a as a group. Uh we have an elementary booster and then we have a secondary booster. And it's been a really wonderful opportunity for the teachers to collaborate from um different buildings and so kind of get feedback and hear
what's happening in other places. um and they seem to really enjoy that collaboration this year. So, we've done four booster sessions so far. Um and we've also done about four to five hours of additional professional learning. We have opened ourselves up to um you know,
Wednesday afternoons being available if any individual buildings um want to, you know, have some additional training for their teachers. So, we've done that in a several buildings this year where they have asked for, you know, just a little bit extra and we've done those on Wednesdays. Um and so our next work
stream that we're going to um get going this uh this year is our parent uh workshops. We've done those in the past but um we'll be doing a few this year um in different buildings. All right. And then the last thing I was
going to share if you can move ahead. Yeah. is that we started this year having the teachers uh complete a self assessment just so that as we move through we want we we are trying to find ways to help the teachers take ownership in this process um and so working on
setting their own goals and um you know meeting those goals and and uh things like that. And so we uh we started with this self- assessment this year so that we can do you know an assessment at the end of the year and just see how they can see their growth. And so um so this
is just a few points that we uh discovered and it was mostly about their level of stress, how they feel that they manage their stress, how they feel that they're able to support students when they are disregulated and stressed. Um, so when asked to rate their stress
levels from 1 to 10, the average response was a seven. Um, so we've got some stressed out teachers, which we know this is not any different from any other school district, I would argue right now. Um, when asked how often they feel overwhelmed, 60% of uh the teachers
responded often or always. When asked their confidence in dealing with students challenging behaviors, only 30% said very confident. And when rating uh the statement I have effective strategies for helping disregulated students get back to learning, 57% said
neutral or disagree. So these are things that we're really trying to help support the teachers with this year so that hopefully by the end of the year these numbers look very different. And I think that's all I have for right now. Yeah. So we'll open it up to questions now.
>> Miss Hughes. >> Um thank you very much for the presentation. and I really appreciate that. Um I just have two questions for you. Uh one is and if you I don't know if you covered this already. Um do students is this optional for students or is it mandated?
>> Yes, it's optional. Also, it functions just like any sort of mental health service in that um if a student is uh under the age of 16, uh parents or guardians have to consent to service and students have to also be willing to engage and then 16 and over uh the student themselves can consent. But
again, um we also involve parents in that process as well. >> Okay, that's great. I'd love to understand what percentage of students kind of who were eligible for this level of care actually opted in. That'd be helpful to know. And my other question um gosh oh uh you mentioned uh uh improvement in attendance which is
wonderful. Was there a specific intervention for that or was it just as a result of what you showed? >> Um so it varies. We do um target students who have have who meet a certain threshold of number of absences. Um and it it does get very individualized in terms of clinically
what might be the reason behind um the attendance. So it it can really vary. Some of it's maybe related to simply figuring out transportation based issues. So there's more of a case management piece to that. Some of it might be, you know, poor sleep hygiene and working with the student around managing, you know, their electronic use
at night and things like that. So there's not necessarily one targeted intervention that's blanketed because it very much so gets individualized based on the work that our clinicians doing with the student and the results of kind of the assessment and what's going on with them. >> Thanks. Yep.
>> Mr. Thompson. >> Hi. Yes. >> Um, first I want to say I love you guys. >> Um, I really appreciate our administration embracing this particular model because we're like the only district in the area that does this and
I know other districts have looked at us for that. Um, one of my questions on the training, the professional development side is with, um, you mentioned teachers, which absolutely, and I appreciate what you're focused on and
helping support them as individuals, not just their work with the kids, but we have other people in the building. Do we also work with our substitute teachers who are not, but they're in our classes. We've got long-term subs with and they
don't always have the same background as a certified teacher. So, they're missing even part of what you do. >> Yeah. >> Also, uh paraprofessionals and like secretary staff, support staff who all these people come in contact with our
students, how they are managing themselves and that relationship matter. >> Yeah. No, thank you so much for that question. So for the individual coaching the right now it's the teachers that get that because we have a classroom that we can observe and you know how they
interact with the students um on a regular basis. Um but we have and and it varies by building. So substitute teachers especially long-term subs have been part of the champions committee um and it's available to them if they're you know if they're there. Um and
especially when we do the e additional Wednesday trainings, everybody is available to come to those. Um and even you know booster trainings um we do I have done trainings in the past. We haven't done any this year so far but for the counselors and social workers um
and I actually there was a secretary in one of the buildings who joined us one time. Um and so um we're open to whoever would like to be a part of that. One of my follow-ups was going to be on the social workers and guidance counselors because they are not my experience and
what I've been told from other parents. I actually have a daughter in the district is that well you guys are doing a great the results speak for themselves but I know kids that have gone to your clinicians um it's inconsistent with some of the
other opportunities in the schools and I think it's just a matter of being exposed to it and some of the PD that you're giving but also even maybe training that goes beyond supporting yourself but how you're supporting the kids because that's expanding what you
do. There's so many of you. My other question, and this might be the other side of the um brain, the house, whatever, is when um kids come back from one of these placements. We're supposed to be having a meeting,
we're supposed to be going over everything. Um, I absolutely feel like when a kid's kicked out of our school for a violence issue, for a weapons issue and brought back into the school, if they don't get a clinician, I really
be curious as to why. And I know it's not happening. I I actually know one girl who's seen a guidance counselor, but So, how is that done? How are you triaging who gets that help? Cuz this is a person who when they were gone, they did what they were supposed to do.
otherwise they'd stay there. Um they came back and they want to integrate. I think we should be possibly when appropriate giving them the top tier and yeah >> yeah it's a wonderful question. Um what I can speak to so every every building
can look a little bit different in terms of how the referral process goes and how triaging is done. Obviously in part because every building kind of has a different community of students and kind of what might be going on with them. some buildings have a much higher need than others and obviously our 15 to 20
case load number does not necessarily always meet the actual need that's there. Um especially when we're talking about tier three level students, so the students who need the most intensive services, that's when our clinicians are a bit closer to that 15 number to realistically be able to engage in effective treatment in the way that we
have it outlined and structured in our programming. So even getting to that 20 isn't necessarily commonplace just because we don't want to max out our clinicians and not be able to then provide the the service as it's in intended and designed to meet the need.
Um so a a lot of what happens and I what I can speak to is that sometimes when students you know are outplaced they might already be on our case load and we do work to try and keep them. So internally and what we've worked on with the district team is that for their initial 45 days we actually can put them
on hold with our services to reserve that spot so to speak and the idea is so that our clinician can be involved in those conversations as that student is getting ready to return to the district. It's something that's I think a bit of a newer process this year based on some of the changes that happened this year. So, we're still kind of working out some of
those kinks and and whatnot to make that communication stronger and kind of build a better transition plan for students who are returning. Ideally, I would love us to be involved on the other side too of if we do have an opening on the case so that we can look at students who might have been outplaced for various
reasons and are they appropriate to actually return to us and be involved in that transition plan as well. Um, I will say that there are certain instances and I I don't know sometimes what happens is our our clinician is simply full and they might be put on that weight list.
Um, I do know one of the like on the monthly meetings that I have with principal teams and the the weekly bi-weekly meetings that our clinicians have is constantly talking about the case load who maybe can step down into a lower tier who can be transitioned out to get guidance or social work support
so that we can make room for a tier three level person coming in. So those are kind of constant ongoing conversations that are happening uh throughout the year to kind of ensure that the highest need student is coming in. We do have a few exclusionary criterias that might sometimes mean that
you know if a student is still in a place of like too remote of like a very violent um crime or something like that that there might be um other resources that they engage first before they come on board with us. But that being said, we're always happy to assess. We are always happy to be involved in those
conversations and be any type of resource or support in thinking about what kind of thing a student needs even if we don't have room on our case load in that moment. >> My last question towards the triage might actually be for the district. So,
um, you're one asset that we can leverage in this. There's the guidance counselors and the social workers that we have, um, and those regular monthly meetings that's happening at the building level with the principal. >> Okay. Um, what are we doing to oversee
that or ensure that it's happening effectively? Because not all principles are equal in this district. Just be blunt about it. and um the kids are coming first in this and I just want to make sure that they get the
source to the right place even if it's outside of our district and our purview but there's other resources in the city as well. >> So I'll answer that. Um we have uh bi-weekly meetings and one of the thing that we always leave with is tell us some support where she needs support at if she have school that haven't been
meeting their need numbers. Um, I instantly looked to Miss Palmer to make sure that we're doing what we need to do. Um, I know we had issue early in the year getting kids at John Harris and like we have kids. So, we was able to get more kids in the group and I know we
working to get some more kids in. Um, but once we meet every two weeks, she give us updates and we work together to try to make sure we are maxing out the numbers. >> I know for a fact once the kids are in with you like a number of them I know why they come back to school. They feel
safe. I mean, they feel heard. So, I can answer that from their mouth to me. I really appreciate what you do. Thank you. And the administration as well. I mean, we have a huge burden and we're trying it. >> Yeah. Thank you. And I was going to um
add cuz that was um first thank you for the presentation and um the one example that you showed where one of the students um went from I think it was like a tier three to a tier tier 2 level which was a lot great
feedback. So I would want to see or who would be able to show more data to that level to show how many students from each you know school board level of what that looks like. And then I guess my other question would be towards about the children who are on this waiting
list um with the referral. What do we have an answer like what's being done for the students who are waiting cuz I know um specifically um in this area a lot of our children do deal with a lot of uh trauma and things of that sort. So hearing the case load with 15 to 20 and
we have a school district of over 6,000 students not knowing exactly like I said not my expertise but not knowing the actual numbers of it. I'm I'm just curious of where the other students that are not getting that service what does that can we speak to that
>> well I would speak a little bit to it and I'll give you opportunity to speak but I know that with this partnership that they've been able to provide some additional clinician to help us out with our load. Um I I do remember when we initially did the contract, if I'm not mistaken, we only had at John Harris one clinician and then they end up coming
back and telling us that they could provide us a second clinician. So I think this partnership has been working really well where they've been able to help us out with additional clinician. But again, we could probably add way more clinician toward our school to support our student. Um but that does cost. Um and so and one of the thing
that I will want to share to our community is when I got here we did have two different mental health providers. I mean so we've been able to streamline it with one because we like the work that they're doing and the reports they are getting but I would love to continue to expand this offering to more student. Um
but you know again that that's going to cost us more revenues to to spend that footprint. >> Thank you. So then uh my next question would be then as um effective uh solution like what would that look like for um the them to actually partner with
you know anyone locally that may have or offer them additional services or supports that >> we already have the agreement with the effective solution. So instead of like trying to outsource if they're not able what does that look like? >> Well they it's just a matter of us
providing being able to pay for it. I think they've been very aggressive about getting more clinician when we've been needing them. >> Okay. Thank you, Miss Anderson. >> Uh, thank you, President Copeland. Just a quick question. Uh, Dr. Henry, do you know how much this is costing us? >> I don't know the exact amount. Miss
Palmer could look it up, though. >> Okay, great. Thank you. Just thinking about that. Um, thank you for this presentation, all the work that you all do. This is incredible. Um, and the only reason I'm asking is because we have a board retreat on Saturday where we're going to talk a little bit about the budget. And so I think having a sense of what something like this costs and then
what that looks like scaled up with other programs would be helpful. >> And and when we did this initial agreement, we did it for 3 years I believe. So we did them for three years contract with this organization. Um again just to see when I arrived here last year, I was able to see some of the
clinician in action and I was like this is great. Um, and so I was all all in um being able to uh to see it in action and to see the work that they're doing in a lot of our schools. >> Thank you. Is there any further questions? I'm not sure if they have
any. No further questions. Well, again, thank you for your presentation and for all you guys do for our students here in Harrisburg School District. >> Yeah. Thank you so much.
>> All right. >> Yeah. >> So, Madame Secretary, uh we are now ready to begin the public comment period of the agenda for agendum items only. >> Thank you. We have um one
one public comment for it's for Miss Cook, so she's not sure if it's going to be an agenda item or general. Okay. >> But we'll have her come up first. And just a quick reminder, you are limited three minutes. And if you could state your name and address for the record.
>> Yes. Good evening. My name is Melanie Cook. I live in the 3000 block of North Third Street. Um, first I'd like to commend President Copelan for the efficient way that your meetings are being run. Um,
there is an absolute change in how you are getting through this agenda and I absolutely want to acknowledge that and commend your leadership. Um, I'll start with the ESS uh presentation. I'm somewhat familiar with that having
worked in some of the schools and again I commend the uh as many of you have commend the program because it seems like it has come um quite a ways in in a couple of years. It was not always organized as effectively as the presentation you just heard um suggest.
One of the things is there were a very limited number of students who could participate in the program. At one point it was no more than 10. And something that existed, which I'm not sure is still the case, is that if a student was receiving any outside help, they were
not um they didn't have access to the ESS program. So, as this program develops and seems to become more efficient, one thing the district may want to consider is how they communicate with parents that this is something that
may be more beneficial than where they have their child currently if their behavior is not improving. And one thing that I was very glad to hear is the professional development, how they are working with teachers. The average stress level is seven. Um, so that
should tell you a great deal and students who are disrupting the class can be quite frankly very stressful. So working with the teachers and working with parents would be a way of opening up the door to allow more students to be
receive benefit from this program because the district is only ever going to be able to pay for so many clinicians to come into the school and there only going to be so many that are available. So I think it is critical to work with the parents and even more critical to work with the teachers so that you have
people who are in the building who are having day-to-day contact with a broad group of students um who have the skill set or at least develop the skill set. Um only have 43 seconds. I will get up here every time and say that limiting the public to three minutes makes us
sound insane because we're talking a mile a minute and can barely complete a coherent sentence. Um, so in addition to the ESS comments, I do want to say that I think the public comment should be extended beyond three minutes. A question I have also is whether the
public can comment remotely. Um, I noted that there are at least four uh school board directors who are not present in the room. And the question I have is whether the public can come and uh provide comment without being physically present. There also is a critical
component that I'd like to talk about with respect to social media that we raised in the act 141. And I guess I'll have to sit here for the next 40 minutes or longer um to make that comment because I do did understand that uh
President Copelan had indicated that the public could speak both at the beginning and at the wrap-up. >> Right. So >> that's correct. I only have one slide. >> You only have one. So, would she be able to extend the three
minutes? Cuz I know we have it at the beginning and we have one at the end of the actual agenda, but I'd like the solicitor to weigh in on that, please. >> Yes, >> that's particularly at the pleasure of the board leadership. If if I'm
understanding you correctly, you're saying that this is our only um member who's going to be commenting this evening and you're asking whether she could comment again at this point because she's the only member. Is that correct? >> No. What we're asking, we have a second
uh public comment at the very end of our meeting. Um and at that time, should she um provide her additional comment at that time? >> Yeah. Yes. If we're going to have that second session, yes, that's when she should comment. that that one is on non-aggenda items.
Just just to be clear, the first one is agenda items. The second one at the end is for non-aggenda items >> for open school business. >> Correct. >> So, if she'd like to remain and make her additional comments at that
time. >> Yeah. Well, I would just note for the record that the agenda is like 20ome pages and what happens is people come and sit for two and a half hours um and then have 3 minutes to speak uh and it is not
conducive to encouraging people to come. Now I will sit if that's what is necessary but there has to be a way of opening up the public comment to real comments. uh during a uh meeting that uh
President Copeland and others participated in and have been participating in with city council. It is an open dialogue where people have an opportunity to speak more than three minutes. Uh and it it's a far more effective way of communicating the
public's needs and concerns. >> Okay. So, uh thank you, Miss Cook. So, we'll be um we'll follow up with you at the end of the meeting. unfortunately due to our um agenda and moving forward but um we did speak to that. So thank
you for your uh comment and we will now move to um is there okay thank you >> so we have that would be the last one for the agenda item so the next one would be for general item which would be
Mr. Stokes. So, do do you want him to speak now or do you want him to >> Yes, he he can go ahead and speak now. >> I just understand like for as far as for Miss Cook, I only had one slip for her. So, I didn't you know I mean I understand it's going to be extended.
So, are we extending it? >> Now, that that's what I was trying to get clarification if we can do it because I didn't know if we had any other public comment um speakers this evening. The way the way we had designed this months ago was that we were trying
to take agenda items first, but if there was still time and we weren't like at the 30 minute mark that we would entertain non-aggenda items so that people did not have to wait. I think the concern that Miss Drayton is bringing up is that when you have one person submit
a a form, it is for the three minute limit. So if you start to entertain going above and beyond that, then there is no longer a threeminut limit. Correct. >> And the solicitor who is on the line could probably speak because they represent probably 2530 school districts
that most school districts do have a limitation of three four minutes per speaker. Is that correct? >> Three is the most universal amount. Um Dr. Sesi, >> thank you. >> Not everywhere. Yeah, I was speaking to after her
already making the comment regards to the agenda item, if she did put in two slips, would that now make it where she has the additional three minutes that are on the non agenda? >> And again, I'd like Miss Young to uh
respond to that question. Did Did you understand that question, Miss Young? the first item was um an agenda item, but then if she was going to put in a second slip for a non-aggenda item, typically you only allow one person to speak during the evening. So that's where we
wanted an opinion on that >> one. >> And again, I I'm hearing you say uh Dr. Sesi that we recently discussed what how this policy was going to be administered. Um so I think it's important that we administer that policy
consistently. I think that's the most important piece of this. And so if we had someone put in a slip and they received their time, then that's their um time at this point. And I saw that um it's a possibility if there's time um
that people can continue to um come up that hadn't signed up, right? If there's still time in that 30 minutes. But that's not what we're talking about here. we're talking the people that can come forward are those who would be speaking for non-aggenda items and we would typically leave that public
comment period to the end of the meeting so that we don't prolong the meeting for the board in terms of getting their their business accomplished but correct me if I'm wrong but anyone who wants to submit written comments to the board is certainly welcome to do so and then the
board can respond in writing and that would become reflective in the minutes correct >> absolutely and that's a nice forum. If someone has specific um information they want to submit or something that isn't really conducive to being read at a meeting, but they want the board to review it, that's an absolutely um
effective way to submit their communication to the board. >> Thank you. >> Okay, Miss Anderson. >> Thank you, President Copeland. I will say we probably could have had another comment in the time that it took through this. Um, so yes, and I know
that this is an issue that has been brought up many times. So I would just ask the solicitor, it sounds like we're actually unsure if the limit is per speaker or if the limit is per comment period. So if it's three minutes per agenda versus three minutes per general
session or if it's three minutes per person. It sounds like we think it's per person, but would love to get clarity on that so that we know whether that's for sure or not. Mhm. It's per because you you should be able to put in for a nominated. >> It says it on the slip. It's it's per
speaker. Three minutes per speaker >> and it's in the policy. >> It's in per speaker as I understand it, but we will review that um and provide additional clarification uh at the beginning of the next meeting, but it's my understanding it's per speaker.
>> Thank you. >> I personally have actually done written before I was on the board. I felt the three minutes would never convey what I was trying to say back then. So, I documented it so it would be included in the minutes. I It wasn't, which is a problem. We need to do that.
>> Yeah. Thanks. >> Thank you. All right, Mr. Floyd. Oh, go ahead. Um, Miss Robinson has her hands up, just so you know. >> Well, we're going to move we're going to
move forward with Mr. Stokes at this time. >> Yes. >> If you could just state your name and address for the record, please. >> Good evening. Floyd Stokes, 1821 Driftstone Drive, Harrisburg. Um, thank you all for who allow me to, uh, give
comments about the contract and to do that in 3 minutes challenging. But, um, I'm going to talk about the contract. I have exhibit A here of what I was tasked with doing. and coordinate district-wide
customized reading challenge. 2023 24 was very good uh good benchmark um in that we had over almost 12,000 students in the district who read uh
participated in the reading challenge. Uh Ben Franklin had uh 233, Melrose 1,800, Scott 500, Downey 3,400,
Fouse 971, Cougar Academy had the most with almost 5,000 students who turned in reading logs. Um, you know, when I when I look at as a summary the prizes that we gave
out uh at the end of February and March of 2024. Um, it it brings a smile to my face because we know the importance of reading and reading is the foundation for learning. >> I do apologize for the quick stop. I'm sorry, Mr. Floyd, but are you a resident
of Harrisburg? So, this is in reference to the report uh that the contract that I was tasked with uh doing. That's what this is in reference to. >> So, just so that we understand um part of being a uh having a public comment at
our meetings, you must be a resident of the district, a taxpayer of the district, a person or firm eligible to bid on materials or services currently solicited by the board. So, it's my understanding that you're not actually a resident, >> but you said something about services. Can you repeat that part?
>> A resident of the district, a taxpayer of the district, a person or firm eligible to bid on materials or services currently solicited by the board, a district student or district employee making a comment at an open meeting of the board. Each speaker has a time limit
of three minutes. >> What is Mr. Floyd's relationship to the district? I was a contractor. >> Was a contractor. >> Yes. This is this is my report. >> Is there any um current um materials or
services being solicited by the board that you're um bidding on? >> No. >> So I it looks like under the definition of participant that you're not necessarily eligible to make public comment at this time.
>> Okay. But you can communicate um as we were sharing earlier um you're welcome to communicate with the board um in writing um and submit anything via email to the board email. >> Okay. Thank you.
>> Thank you. >> Thank you. >> Gosh, I didn't know we were going to have so many good questions about how our public comment policy worked. >> Yes. So, I'm I'm glad you're with us tonight. >> Keeping us on our toes.
>> Okay. And we'll move now to our O business. >> Okay. We're moving to the O business. Uh is there any Well, do you want to Is there any discussion on the motion as
the excuse me, 5.1 for the capital improvement plan? Dr. Henry. >> All right. The administration recommend approval of the capital improvement plan for the 2025 2030. This item will appear on the January 27, 2026 board agenda for approval. This plan will be updated
annual to comply with the amended recovery plan initiative FM04. >> Is there any discussion on this motion? So, hearing no further. >> Yeah, actually I could say something. >> Yes, go ahead, Mr. Thompson. Thank you for doing an excellent job bringing our
buildings up to snuff with such a limited budget over the last several years. Um, the most impressive part of that attachment, which I encourage the public to absolutely read, is the list of things we've done so far by building
to improve the environment that our students are learning. And then also, it lists what's planned and how we hope to possibly be able to pay for it. But I really appreciate how that document was laid out and I hope the public looks at what we've done so far at these
buildings because it is extensive. Thank you very much, Mr. Thompson leader. I would just like to thank the board for its support and also Dr. Suski for her support over um the past few years in terms of moving many of these projects through. Certainly also like to
thank uh Mr. Craig Glass uh for his support from a facilities perspective in uh dealing with many of these projects as well. So, thank you. >> Thank you, Mr. Thompson. leader. Is there any further
discussion on the motion? Let's see. And no one's online, right? No questions. So, all right. Hearing no further discussion on the motion, we will move this forward to the January 27th, 2026 meeting for the consent agenda for approval. Um, we will now
move to the office of academ academics. Uh, Dr. Henry, >> the admin the administration recommend approval of the addendum to the agreement approved on May 27, 2025 between Harrisburg School District and SNW W Strategy LLC. This item will
appear on the January 27, 2026 board agenda for approval. >> Thank you. Is there any discussion on the motion? And hearing no further discussion on the motion, we will move this forward to the January 27th, 2026 meeting for the
consent agenda for approval. Uh Dr. Henry, next item. >> The administration recommend approval of the agreement between the Harrisburg School District and the Vista School for the base rate of $53,74011 for one student placement. This item will appear on the January 27, 2026
board agenda for approval. >> Thank you. Is there any discussion on this motion? Um, so my I have a question or discussion regards to the motion. So for the Vista school agreement, is this a new agreement or have we had this have
we've had them in the past? >> We've had them in the past, but um we to start this school year, we didn't have any students there, so we're just placing a student there now. >> Okay. So because I did review the agreement and I guess my only uh somewhat of a concern I think um for
example if the student did not um continue um the services or continue the agreement we would still be responsible to pay that agreement out um throughout the duration of that. And I did see where another student, you know, like
say if they, for example, that student did not complete throughout the agreement and another student who did need this service could be in that place. I just want to make sure that we um monitor and make sure >> uh we definitely will, but essentially we're buying the slot. So, um if for
whatever reason it wouldn't work out for this student, we would still have that slot available to put a different student in. >> Right. Yeah. It just didn't give a breakdown on like how the money >> monies would be allocated cuz that's like 53 and if a student would want to go and we're still responsible to pay
that out and I'm always thinking of as we say um savings. So So is there um any further discussion on the motion? So hearing no further discussion on the motion, we'll move it forward to the
January 27th, 2026 meeting for the consent agenda for approval. Uh Dr. Henry, next item. >> The administration recommend approval of the agreement between the Harrisburg School District and the Kurring Foundation for a period of 36 month at no cost to the district. This item will appear on the January 27, 2026 board
agenda for approval. >> Thank you. Is there any discussion on this motion? Okay. And my only uh question to that as well that agreement, it just looks like we have our odor address. So we can update the agreement to show our current
um administrative address on the contract agreement. It's my only update. Right. And hearing no further discussion on the motion, we can move this forward to um January 27th, 2026 for the meeting consent agenda for approval. Uh Dr.
Henry, next item. >> The administration recommend approval of the agreement between the Harrisburg School District and the Specialized Education of Pennsylvania in amount of $353 per day. This item will appear on the January 27, 2026 board agenda for
approval. >> Thank you. Is there any discussion on the motion? So, um I actually have another uh discussion regards to that. So, I just wanted to uh get just a little clarification. I I took a look at the
contract as well and just looking I guess the acronyms. I wanted to know the difference between the guaranteed best and then there was like a guaranteed 80dy and there was two different fees if we can. >> Sure. So the sessie program is actually
um the program on Cameron Street where we sent kids previously um and that's uh like last school year where we were contracting for the 35 like behavioral slots there. So the we only are um contracting this year for the eight
slots and those are for um students who um need autism support services that were unable to provide in the district. So that that that's the difference. These are autism classes. >> Okay. So that's what what does the acronym stand for that? Because one had
a guaranteed position. They were both guaranteed but they just had two different uh fees. like one was saying it was guaranteed best and then the other one had guaranteed 80 unless like I said I'm I'm just trying to get
clarification here. Uh >> I I'll get it for you. I I don't have it right in my >> I have it in front of me. So it says um on the agreement has a guaranteed AEDY seat at a fee day at 177 and then it has
a guaranteed best seat which is for our eight slots for our students at a amount of 353. So >> we don't uh utilize sessy for Aedy River does that for us alternative their pricing. >> Okay, that's what >> she's asking. That's alternative ed what
you're referring to. >> Okay. So that's the alternative versus the alt. Okay. Thank you. That's all I had just to get clarification. Thank you for that. >> Sure. >> So, hearing no further discussion on that item, we'll move that forward to
our January 27th, 2026, 2026 meeting for a consent agenda for approval. Uh, Dr. Henry, next item, please. >> The administration has recommended approval of the MOU between the Harrisburg School District and Hamilton Health Center at no cost to the district. This item will appear on the January 27, 2026 board of agenda for
approval. >> Thank you. Is there any discussion on the motion? U Miss Anderson. >> Thank you, President Copelan. I just had a couple questions about this um program. Have we done programs in the past similar to this or is this the first time we've done a reproductive
health type program? >> They've been in the district for several years. >> Oh, okay. Great. So, is this a renewal of the contract? Oh, okay. Great. And have we had like outcomes or data? I didn't see any of that in theou. >> Um, a lot of it's confidential. I mean,
I don't know how many um um exact students that they have service. I know um a lot of students um access their resources. So >> great. Yeah. >> Are we able to track any of that? I mean even if it's just like general data like x amount of students find out.
>> Okay. Great. Thank you so much. >> Thank you Miss Anderson. Is there any further discussion on the motion? So, hearing no further discussion on the motion, we'll move that forward to our January 27th, 2026 meeting for the consent agenda for approval. Dr. Henry,
next item. The administration has recommended approval of an outofstate field trip request for the NJOTC drill meet on Saturday, February the 14, 2026 to Paint Branch High School in amount of$,450
for registration and transportation. These item will appear on the January 27, 2026 board agenda for approval. >> Thank you. Is there any discussion on the motion? Oh, hearing no further discussion on the
motion. Well, I would just say I would more of a comment. I'm glad to see that we do have um our students able to go out. I know it wasn't a was a great number of and I guess what the other agenda items they kind of all fall into the same just different areas where
they'll be exposed out. So, that was good to see here on the agenda. So, um, hearing no further discussion, we'll move it forward to the January 27th, 2026 meeting. Consent agenda for approval. Dr. Henry, next item. >> The administration has recommend approval of the out ofstate field trip
request to Delaware Military Academy in Wilmington, Delaware on Saturday, January 31st, 2026 to compete in the other NJOTC unit at a drill meet in amount of 1350 for registration and transportation.
This item will appear on the January 27th uh 2026 board of agenda for approval. >> Thank you. Is there any discussion on the motion? So hearing no further discussion on the motion, we'll move it forward to the
January 27th, 2026 meeting consent agenda for approval. Dr. Henry, next item. The administration has recommended approval of the out ofstate field trip request to Annapolis High School in Annapolis, Maryland on Saturday, March 21st, 2026 to compete with other NJOTC
unit at the drone and brain brawl meet in amount of $150 for registration transportation by the school van. These item will appear on the January 27, 2026 board agenda for approval.
>> Thank you, Dr. Henry. Is there any further discussion on the motion? So, hearing no further discussion on the motion, we'll move it forward to the January 27th, 2026 consent agenda for approval. Uh, Dr. Henry, next item. >> The administration is recommending
ratifying and approve or approving the time away from work request for the professional development as attached to the agenda. These item will appear on the January 27, 2026 board of agenda for approval. >> Thank you, Dr. Is there any discussion
on the motion? >> So again, hearing no further discussion on the motion, we'll move it forward to the January 27th, 2026 meeting for the consent agenda for approval. Uh Dr. Henry, next item. >> The administration has recommended approval of the waiver of exposion hearing agreement for the following
student as a immediate action item. Thank you. So, do I have a motion to approve the waiver of expulsion hearing agreement as an immediate action item? >> So, move to use. >> Is there a second? >> Second, Anderson.
>> Thank you. The motion has been properly moved and seconded. Is there any discussion on the motion? So, hearing no further discussion. Madam Secretary, can I have a roll call vote, please? >> Yes, ma'am. Miss Anderson, >> yes. >> Mr. Carter. >> Yes. >> Miss Copelan. >> Yes.
>> Miss Hughes. >> Yes. >> Miss Johnson. >> Yes. >> Miss Radcliffe. >> Yes. >> Miss Robinson. >> Yes. >> Mr. Roy. >> Yes.
>> Mr. Thompson Leader. >> Yes. >> Nine. Yes. Zero. No. Zero abstain. >> Thank you, Madam Secretary. I hear a majority of yeses. So that motion will carry. Uh we will now move to the office of human resources. Uh Dr. Henry, next item.
>> The administration recommend approval of the January 13, 2026 personnel agenda as immediate action item. >> Thank you. So do I have a motion to approve the personnel agenda as an immediate action item? >> Motion approved. Johnson.
>> Second, Brian Carter. >> Thank you. The motion has been properly moved and seconded. Is there any discussion on the motion? So, hearing no discussion on the motion, Madam Secretary, can I have a roll call vote, please? >> Miss Anderson, >> yes. >> Mr. Carter,
>> yes. >> Miss Copelan, >> yes. >> Miss Hughes, >> yes. >> Miss Johnson, >> yes. >> Miss Radcliffe, >> yes. >> Miss Robinson, >> yes. >> Mr. Roy,
>> yes. and Mr. Thompson leader. >> Yes. >> Nine yes, zero no, zero abstain. >> Thank you, Madam Secretary. Hearing majority of the yeses, so that motion will carry. Uh Dr. Henry, next item. >> The administration recommend approval of the agreement between the Harrisburg
School District and American Fidelity to provide insurance benefit support at no additional cost to the district. This item will appear on the January 27, 2026 board agenda for approval. >> Thank you, Dr. Henry. Is there any discussion on the motion?
So, hearing no further discussion on the motion, we'll move it forward to the January 27th, 2026 meeting for the consent agenda for approval. Uh, we'll now move to the office of operations. >> We still got one more. >> Oh, was it the >> 7.3?
>> Oh, next item. Oh, yeah. The electronic. Sorry. The administration is recommended approval of the agreement between the Harrisburg School District and EFMLA to provide leave of absent support at a cost of $2,995.
This item will appear on the January 27, 2026 board of agenda for approval. >> Thank you. >> Thank you. Is there any discussion on the motion? So again, hearing no further discussion on the motion, we'll move it forward to
the January 27th, 2026 meeting for the consent agenda for approval. Um, now we'll move to the office of operations for new business. Dr. Henry, next item. >> The administration's recommendation of the agreement between the Harrisburg School District and the Freepoint Energy
to add craft electric bus meter to our electric agreement. This item will appear on the January 27, 2026 board agenda for approval. Thank you. Is there any discussion on the motion? Um so I did have a question or regards
to it. So I do see after reviewing the um agreement it looks like we were adding a facility. So with the addendum, so I was trying to get clarification. Was the $1,000 the monthly towards the the gas or
Sure. per our agreement with Craft. Um we pay for the diesel. Well, they now have 10 electric buses. So we're required to pay for the electric for those electric buses. And those that meter was set up at the location at
Craft and um that specific electricity that powers those buses has now been added to our electric agreement, our electric contract. So So we we are to pay for that electric. >> Okay. think because I was looking at the I think it was like PPNL at it and I was
trying to make sure was it at a craft specific location if that maybe they >> it is specifically at craft is at that location but that meter only serves those electric buses. Uh and right now we're looking at about an average of about $1,000 a month um for those buses
which looks like it's significantly cheaper than the diesel that would be paid for those electric buses >> or those Okay. >> One more. Okay. Okay. >> Um, thank you. All right. So, hearing no
further. Is there any Oh, Miss Anderson. >> Um, thank you, President Copeland. Quick question. Have we saved any money switching from the fuel to electric or has it basically been the same? What does that look like? >> You know, we really haven't done that specific analysis, but that's a good
analysis to uh to do. So we will take a look at that. >> Great. Thank you. >> Sure. >> Thank you, Miss Anderson. Is there any further discussion on the motion? >> And hearing no further discussion on the motion, we'll move it forward to the January 27th, 2026 meeting for the
consent agenda for approval. Uh Dr. Henry, next item. Administration has recommend approval for the proposal for the guardian group to install security grill on five bathroom at John Harris High School. Uh this project is through the KPM
procurement. Um the total cost is $49697.71. This item will appear on the January 27th, 2026 board agenda for approval. >> Thank you. Is there any discussion on the motion?
All right. Hearing no further discussion on the motion, we'll move it forward to the January 27th uh 2026 meeting for the consent agenda for approval. Uh Dr. Henry, next item. >> The administration has recommended ratification of theou between the Harrisburg School District and the city
of Harrisburg. Thisou provide the delivery of salt to the district on a needed basis for the 2526 school year at a cost of $125 per ton. This item will appear on the January 27, 2026 board of agenda for approval.
>> Thank you, Dr. Henry. Is there any discussion on the motion? All right. Hearing no further discussion on the motion, we'll move it forward to the January 27, 2026 meeting for the consent agenda for approval. Uh Dr. Henry, next item.
>> The administration has recommended approval of agreement between the direct energy for the district natural gas. This agreement will begin on 812026 and end on 731 2022. The cost of the DS
account will be uh 38 3813 per thermum and the cost for or NT account would be 0.5710 per theum. This item will appear on the January 27, 2026 board agenda for
approval. This agreement is subject to legal review. >> Thank you. Is there any discussion on the motion? And just the the clarification as you stated this is this will be subject to legal review. So
once that review >> our office just needed um an opportunity to review it. It had just come in. >> Okay. So that should be complete. >> We'll complete that for you. Yes. >> Okay. A thank you. >> All right. So, hearing no further discussion on the
motion, we'll move that forward to the January 27th, 2026 meeting for a consent agenda for approval. Uh, Dr. Henry, next item. >> The administration has recommended ratification of agreement between the Harrisburg School District and Wendy Banks to provide transportation for her
child during the 2025 2026 school year. >> Thank you. Is there any discussion on the motion? So hearing no further discussion on the motion, we'll move it forward to the January 27th, 2026 meeting for the consent agenda for approval. Uh Dr.
Henry, next item. >> Administration has recommended approval of a change of order with the weathering a weather proofing technology with a net amount of zero. There was zero unused project manager days at $8,98512.
This suspense will allocated to replace wet insulation on a section of John Harris roof that was not included in restoration. Quote, this item will appear on the January 27, 2026 board of agenda for approval. >> Thank you, Dr. Ringer. Is there any
discussion on the motion? U Miss Anderson, >> thank you. I just have a clarifying question with the change order of a net amount of $0. Um, how did the six unused project
manager days factor into that with the 8800 amount? >> So, when we were going through that renovation project, uh, WTI identified about 11 to 12,000 worth of wet insulation that needed to be repaired. They also knew that the project manager
wasn't on site every day. Um, so they ended up doing uh that work and at the same time they credited from the project manager code. So they were able to do the work. It was at zero additional expense to the district. Um, most
contractors most contractors would have probably charged us a change order in in this instance. They didn't. Uh, we work very well with WTI and they do a nice job for us. Um, so there, so the project got done, that repair got done without any additional cost. >> Okay, great. Thank you.
>> Okay, >> thank you, Miss Anderson. Is there any further discussion on the motion? >> All right, hearing no further discussion on the motion, we'll move it forward to the January 27, 2026 meeting for a consent agenda for approval. Uh, Dr. Henry, next item. Administration has
recommended approval of the resolution for the public school facility grant. This year grant will be written for Marshall roof resurrection. Um this item will appear on the January 27, 2026 board of agenda for approval. >> Thank you. Is there any discussion on
the motion? So hearing no further discussion on the motion, we'll move it forward to the January 27th, 2026 meeting for the consent agenda for approval. Um Dr. Henry, next item. >> The administration recommend approval of the attached use of facility request. These item will appear on the January
27, 2026 board of agenda for approval. >> Thank you. Is there any discussion on the motion? >> All right. Hearing no further discussion on the motion, we'll move it forward to the January 27th, 2026 meeting for consent agenda for approval. Uh Dr.
Henry, next item. >> The administration has recommended approval of a one-year agreement with CI solution for a RFID capable card printer related to uh related software support
and initial cost of 500 RFID card. these this item will appear on the January 27, 2026 board agenda for approval. >> Thank you. Is there any discussion on the motion? Mr. Thompson leader, with a service like
this, what would be the cost to the student to replace the card should they be lost or will the district cover that? >> Yeah, we we haven't looked at that, but that's a that's a good question. We can certainly get back to you on that. I know we charge kids now if they lose their ID and it does not have the RFID
extra. >> Yep. >> Thank you, Mr. Thompson. Is there any further discussion on the motion? >> So hearing no further discussion, we'll move it forward to the January 27th, 2026 meeting for consent agenda for
approval. Um Dr. Henry, next item. The administration recommend approval of letter of agency for -ate funding year 2025 2030 with the capital area intermediate unit to participate in the -ate consortium. This item will appear on the
January 27, 2026 board agenda for approval. >> Thank you. Is there any discussion on the motion? So hearing no discussion on the motion, we'll move it forward to the January 27th, 2026 meeting for the consent agenda for approval.
Um we will now move to the office of business services for new business items. Dr. Henry, next item. >> The administration is recommending approval of accelerated budget opt out resolution certifying tax rate within the inflation index for the 20 2026 2027
school year. The act one adjusted index for Harrisburg school district for the 2627 budget year is 5.4. This item will appear on the January 27, 2026 board of agenda for approval. >> Is there any Is there any discussion on
the motion? All right. Hearing no further discussion on the motion, we'll move it forward to the January 27th, 2026 meeting for consent agenda for approval. Dr. Henry, next item. The administration's recommend the approval of the Treasury report for the period ending October
31st, 2025 in amount of 60,114,780 82. This item will appear on the January 27, 2026 board of agenda for approval. >> Thank you. Is there any discussion on the motion? So hearing no further discussion on the motion, we'll move it forward to the
January 27th, 2026 meeting for the consent agenda for approval. Uh Dr. Henry, next item. >> The administration has recommended approval of the Treasury report for the period ending November 30th, 2025 in amount of 80,678,6970.
This item will appear on the January 27, 2026 board of agenda for approval. Thank you. Is there any discussion on the motion, Miss Anderson? >> Um, just a quick question. How come we are approving the treasures reports for October and November at this
meeting? Is that the related to like the budget and pass? Is that I'm trying to remember is that what we typically do every year? >> So, we did not have a full business meeting in December. So, therefore, we have two months on January's agenda. >> Well, how come we didn't approve October and November?
uh it would be impossible because the meetings come too fast for the close of the month. So we're always one month uh in a rears when we talk. >> That's what I want to clarify. Thank you. >> You're welcome. >> Thank you, Miss Anderson. Is there any further discussion on the motion?
>> Okay. Hearing no further discussion on the motion, we'll move it forward to the January 27th, 2026 meeting for the consent agenda for approval. Uh Dr. Henry, next item. The administration is recommending the ratification of the following checks registered for November
2025 and December 2025. These item will appear on the January 27, 2026 board agenda for approval. >> Thank you. Is there any discussion on the motion? So hearing no further discussion on the motion, we'll move this forward to the
January 27th, 2026 meeting for a consent agenda for approval. Uh Dr. Henry, next item. >> The administration has recommended approval of the ratification of the following payroll total for November and December 2025. These item will appear on the January 27, 2026 board agenda for
approval. >> Is there any discussion on the motion? So hearing no further discussion on the motion, we'll move this forward to the January 27th, 2026 meeting for the consent agenda for approval. Uh Dr. Henry, next item. >> The administration has recommend
approval of the 2025 2026 budget transfer in amount of um 890,470 um and 42. This item will appear on the January 27 26 board of agenda for approval. >> Thank you. Is there any discussion on
the motion? So, hearing no further discussion on the motion, we'll move this forward to the January 27th, 2026 meeting for the consent agenda for approval. Uh, Dr. Henry, next item. >> The administration is recommending approval of the 2026 collection agreement with the city of Harrisburg
for the collection of amusement and business privilege tax for the 2026 calendar year. um starting on January 1st of 2026 ending December 31st of 2026 the cost will be at 4% of the toss tax
collected and specific fees. Thank you. Is there any discussion on the motion? So hearing no further discussion on the motion, we'll move this forward to the January 27th, 2026 meeting for consent agenda for approval. Um we will now move
to the office of superintendent for new business, Dr. Then >> the administration recommend approval of the engagement letter between the Harrisburg School District and Wesler Hurlestein LLC. This item will appear on the January 27, 2026 board agenda for
approval. >> Thank you. Is there any discussion on the motion? All right. Hearing no further discussion on the motion, we will move this forward to the January 27, 2026 meeting for a consent agenda for approval. Uh we will
now move to the board appointments appointments for this evening. No. So the following the director um let me see the following director uh Jamie Johnson she will stay on the
board. So she under the um she under CIU unit, but we'll go to the Dolphin County Technical School joint operation. >> Oh. Yep. >> No, I just want to say thank you and it's an honor and a privilege to serve
on um this the board of CIU. So I appreciate that. >> Thank you. Yep. So ju just to clarify, Madame President, uh the CIU operates on a fiscal year approval. So we did approve Miss Johnson, I believe, back in
June to start serving July 1 for the fifth school year. So we are not taking any formal action tonight to approve her at this point. >> Correct. >> Yeah. Yeah. I just wanted to be sure because the board secretary was looking at me. >> Oh, no. I would I would just say that
she would be um the following director will continue her um like we're not appointing her this evening. She will continue to stay on the board. So we're not going and going to the actual appointments cuz that wouldn't be an appointment for um Miss Johnson. So
we're moving to the Dolphin County Technical School joint operating committee. And thank you for that uh Dr. Suski. So the board I will be appointing for our DC tag. Excuse me. I'm reporting
uh Danielle Robinson and Annie Hughes to serve as a member of the Dolphin County Technical School joint operating committee committee from January 1st, 2026 until the December
2026 reorganization meeting. And the board also I'll be appointing Terara Radcliffe as the alternative and Mr. um Ellis Roy to serve as the alternative members of the Dolphin
County Technical School joint operating committee from January 1st, 2026 until December 2026 for the reorganization meeting. And does someone have a question online? Miss Robinson.
Yes. I just wanted to make it clear that when for the appointments for Dolphin County Technical School, those um appointments are approved for for a three-year term um as opposed to I'm not sure how that works with what we're doing because it's
as far as Harrisburg School District, it seems like it's a yearly appointment, but as far as Dolphin County Technical School for the Joocc, it's a three-year appointment when when we start to serve. So, this wouldn't have to be done every
single year because the appointment is for a three-year term over at DCTE. Okay. Well, thank you for that. So, we'll review that and follow up. So, we won't have to do that again.
Thank you, Miss Robinson and Miss Hughes. And just a point of clarification, this may or may not be an issue, but I I've been elected to serve two years. So, um, you know, should that be an issue uh with a three-year appointment. Thank you.
>> No problem. Thank you, Miss Hughes. And the board, we'll move now to the 11.2 for the board appointment for this evening. So, it'll be for the recovery plan advisory committee. and
the board appoints uh Douglas Thompson Leader and Autumn Anderson to the act 141 recovery plan advisory committee. And we also um this will be actually adding an
alternative um Brian Carter um for the act 141 recovery plan advisory committee and this will be beginning January 1st 2026 until December 2026 to the reorganization
meeting and we'll move to 11.3 for the PSBA, Pennsylvania State or Pennsylvania School Board Association liaison and we'll be appointing uh Danielle Robinson to serve as the Harrisburg School District leazison to this Pennsylvania
School Board Association beginning January 1st, 2026 until December 2026, the reorganization meeting. And I'll move to the 11.4 4 for the hack delegate. So the board appoints Brian
Carter to serve as the delegate to the Harrisburg Area Community College beginning on December 2nd, 2020. Well, it's 2025. I think that was the last meeting until
December 2026 reorganization meeting. And we'll move to the um Dolphin County Tax Collection Committee. And the board will reappoint Dr. Marsha Stokes, the chief financial officer as the district's representative on the
Dolphin County Tax Collection Committee from December 2nd, 2025 until December 2026 reorganization meeting. And that completes the board appointment. So, congratulations to all
reappointed and new appointed onto your new committee and we'll be excited to get the reports at that moment. And we'll move now to our policy updates for this evening. Uh, Dr. Henry second. Sorry.
Okay. Is there Dr. Craig if you can provide those update too? We're um at the policy update. >> I'm sorry. You want me to review all the policy updates? >> Yes. >> Yeah.
>> Okay. All right. So this month we have seven updates. Um policy five uh 1052 is exemption from instruction. So this policy is around
adopting the policy to ensure that parents and guardians have the right to have their children excused from specific instruction that conflicts with their sincerely held religious or moral beliefs. Um so this is the updated policy. Um we have
an update in policy 200 which is regarding enrollment of students specifically those students that are adjudicated. Um and the role of the juvenile probation office in regards to providing documentation uh needed for the schools to ensure that we have a
safety plan in place for those students that are returning and transitioning back to a regular school setting. um update on policy 2161 which has to do with supplementary disciplinary discipline records. Um I'm sorry I I've
reversed it. Actually, the summary I just gave you is actually for 216 one on uh adjudicated youth and um policy 200 is just an enrollment on students that includes military uh students who are moving into the area and making sure
that we are enrolling them in a timely fashion and also those students who are um experiencing uh instability. Um so homeless students that we're enrolling them uh immediately.
um policy 217 update on graduation. So that is just around graduation requirements, any approved changes um that are distributed to parents and guardians made available in each school setting and posted on the district's
publicly accessible website. Um it also talks around high school diplomas um being awarded to students. Um it also provides guidelines that we are not permitted to hold diplomas for students but we do have um some some say around
whether they can walk the stage or not depending on the situation. Uh policy 229 around student fundraising. So student fundraising is defined as solicitation or collection of money and exchange for goods um or services and the collection of money for personal
benefit is prohibited. So that was the highlighted piece in the update for that policy. Uh policy 247 is around hazing. Um so it just had more inclusive um language that was added to update that
policy. Again um focused on maintaining a safe and positive environment for all our students. Um and also discusses a reporting process. Uh policy A16 is around district social
media. So the purpose of this policy is to establish the process and standards for approval operations of district's own social media accounts and provides guidance in that regard. Um policy 918 uh title one parent and family
engagement again um is really centered on recognizing the meaningful parent and family engage engagement. um need and process and um how family involvement really outlines how family
involvement is um important in contributing to the achievement of academics for their students. So any questions? Those are all our policy updates. Thank you. Uh Dr. Craig, is there any u discussion
on these policy updates? All right. So, hearing no further discussion on the policy updates. So, we'll move the policies uh 1 through 8 to our January 27th, 2026 meeting for consent agenda for
approval. And we do not have any public comments as we already addressed that. um just earlier we will now adjourn the meeting. So is there a motion to adjourn the meeting?
>> So moved to use >> is there a second? >> Second. Anderson. >> All in favor signify by saying I. >> I. Those opposed. Meeting is adjourned.
Very nice.