One two, check one two. >> Mhm. >> Mhm. >> Mhm. >> Good evening everyone and welcome to our school board business general meeting and before we get started always like to go over our housekeeping rules here that we respect each other whether we
disagree to agree. So as for our board members, our administration, our community here, our students and ones who may be watching us here live. So at this time it is now 6:20 p.m. and
I call to order the June 23rd, 2026 general business meeting of the Harrisburg City School District Board of School Directors if we can please rise for the Pledge of Allegiance to my left by pledge by our superintendent Dr. Henry. >> Okay.
So, now I'll now move to our announcements. Um and our executive session. So, the school board met uh we met virtually in the executive session with the district solicitor on June 16th, 2026 from 5:00
p.m. to 7:10 p.m. to discuss the superintendent's annual evaluation. Uh the school board also met in the executive session on June 23rd, 2026 at 5:00 p.m. to receive the annual Act 55 school safety and security report
from the district's uh school safety and security coordinator and to discuss the Act 93 compensation plan. And we're now ready to move to our roll call. So, Madam Secretary, if you can please call the roll for this evening.
>> Thank you, Madam President. Ms. Copeland? >> Here. >> Ms. Anderson? >> Present. >> Mr. Carter? >> Present. >> Ms. Hughes? >> Here. >> Ms. Johnson? >> Present. >> Ms. Radcliffe?
Ms. Robinson? >> Here. >> Mr. Roy? Mr. Thompson Leader? >> Present. >> And Dr. Seski? >> Present. >> We have a >> Ms. Radcliffe has her hand up. >> Yes. Uh
she's going to be raising her hand to record her yeses and no's. So, we'll just pay attention. Adam will let me know. Do you want us just to read it out what her >> Yeah, just for the record. So, so everybody know uh one of our board members, she actually had a medical uh
treatment today, but she is still here online with us. So, that is how she'll participate. So, just want to share that and thank you, Madam Secretary. So, we'll now move to our approval for our minutes and the agenda for this evening. Again,
is there a motion to approve the minutes of the June 8th, 2026 special school board meeting? >> So moved, Anderson. >> Is there a second? >> Second, Thompson-Leader. >> Thank you, Madam Secretary. Can I have a roll call vote, please?
>> Ms. Anderson? >> Yes. >> Mr. Carter? >> Yes. >> Ms. Copeland? >> Yes. >> Ms. Hughes? Yes. Ms. Johnson? >> Yes. >> Ms. Radcliffe, and we'll get hers in just a moment. Ms. Robinson?
>> Yes. >> Mr. Thompson-Leader? >> Yes. >> Ms. Radcliffe? >> Thank you. >> We have eight yes, zero no, zero abstain. >> Thank you, Madam Secretary. Hearing majority of yeses, so that motion will
carry. Uh we'll now move to the approval of the minutes for uh June 9th. So, is there approval Is there a motion to approve the minutes of the June 9th, 2026 Committee of the Whole meeting? >> So moved, Anderson. >> Is there a second?
>> Second, Thompson-Leader. >> Madam Secretary, can I have a roll call vote, please? >> Ms. Anderson? Yes. Mr. Carter? >> Yes. >> Ms. Copeland? >> Yes. >> Ms. Hughes? >> Yes. >> Ms. Johnson? >> Yes. >> Ms. Radcliffe? We'll get hers. Ms.
Robinson? >> Yes. >> Mr. Mr. Thompson leader? >> Yes. >> Eight yes, zero no, zero abstain. >> Thank you, Madam Secretary. Hearing a majority of yeses, so that motion will carry.
And we'll now move to the approval for the agenda for this evening. >> And before we approve the agenda, Madam Secretary, we want to remove item 12.5 from the agenda. >> Noted.
>> It should be moved to next week. >> So, thank you, Dr. Henry. So, hearing that removal, we will now make a motion to approve the agenda for the June 20th, 2026 school board general business meeting
as presented in BoardDocs with the removal of 12.5. Is there a motion? >> So moved, Anderson. >> Is there a second? >> Second, Thompson leader. >> Thank you. Madam Secretary, can I have a
roll call vote, please? >> Ms. Anderson? Yes. Mr. Carter? Ms. Copeland? >> Yes. >> Ms. Hughes? >> Yes. >> Ms. Johnson? >> Yes. >> Ms. Robinson? >> Yes. >> Mr. Thompson leader?
>> Yes. >> And Ms. Radcliffe? Eight yes, zero no, zero abstain. >> Thank you. So, hearing majority of yeses, so that motion will carry for approval. Again, with the for the record, removing the 12.5. And now we're ready to move to our
presentations and recognitions. I think we'll be starting with the recognitions for this evening. So, Dr. Henry? >> Yes, we have Ms. Keys coming forward to do her recognition for this month. >> Well, good evening everyone to the Harrisburg School Board of Directors, to Dr. Henry, to Dr. Sasaki, to our school
board cabinet, Harrisburg School District cabinet, to all of you who are with us this evening. I say welcome and I'm excited to share just a few recognitions of things that have been happening in and throughout the Harrisburg School District for the past month. As you all know, when we
come into the end of the year, we're preparing for graduation, but so many of our schools are doing amazing things. All right, so check out our Facebook for some of that. So, can you join me in wishing Harrisburg High School's class of 2026 the absolute best as they embark upon
the next chapter, whether it's college, trade school, military service, or meaningful careers in the workforce. Join me in congratulating the class of 2026. By show of hands, how many of you had the opportunity to attend graduation
ceremony? Awesome. Fantastic. Thank you for coming out to support our graduates. And on this next slide, you'll see some of those proud graduates. There you see Elias Cobb there. Then you see our valedictorians along with
and a member of the senior class cabinet there. And then you see our graduating seniors who is was supporting our classrooms this year as a student assistant student teacher. So, let's give them one more big round of applause. Their futures are bright and
we are so excited for them. We also want to recognize our National Honor Society inductees for 2026. So, when you join the National Honor Society when you're inducted, this represents character, scholarship,
leadership, and service. And there was a very robust class of inductees this year. And if we go to the next slide, I'm going to share just a few of them. You see Ms. Kryshak with a student from John Harris and other family members, proud family, so proud of their students
who were inducted. And there in the upper corner, Mr. Thompson leader is there with his daughter True who was inducted. Can we give all of our inductees a big round of applause? Our students work very hard to be inducted into the National Honor Society
and we are so incredibly proud of them. Also, this past weekend, the AKA Foundation of Central Pennsylvania Incorporated marked its 15th anniversary with the 2026 Hats, Heels, and Handkerchiefs Garden
Tea at The Hotel Hershey. Yours truly had the opportunity to attend and to represent our district. During the tea, three graduating Harrisburg High School seniors who exemplified high scholastic standards, they have a financial need, and who are attending an accredited
college or university received the 2026 Grateful Scholars Scholarship Award presented by the AKA Foundation of Central Pennsylvania and the esteemed women of Alpha Kappa Alpha Sorority Incorporated Epsilon Sigma Omega
Chapter. So, our Grateful Scholar winners for this year are Farrah Cloud, Alaina Graham, and Rayonna Bryant. So, let me just break it for you. Sarah will be attending Hampton University. Alina
will be attending Lincoln University and Rihanna, who was not able to attend, she will be attending Pittsburgh, the University of Pittsburgh. Can we give these ladies an amazing round of applause for their scholastic achievements. And
if you've never attended the Garden City, I encourage you to support the AKA Foundation and Alpha Kappa Alpha. They invest in our students every for the past 15 years with these amazing scholarships. And truly, our students are the benefactors of their hard work
and their philanthropic efforts. So, thanks to the AKA Foundation. Recently, a group of anxious and excited and highly prepared third graders at Lincoln and Melrose schools gathered to compete in Harrisburg School District's
fourth annual geography bee competition. This event was attended by students, families, administrators, faculty, staff, community members, and partners who came out to cheer on and encourage each young contestant who wowed the audience with their impressive geography
skills and knowledge. Kudos and congratulations to our phenomenal students for job well done. Their passion for learning and commitment to studying was noticed and applauded by everyone. Can we give it up for our chief
I also want to thank the teachers who supported this in the connection with a retired teacher, Ms. Deborah Hurwitz. They did a phenomenal job in educating the student student supporting their for the geography bee. I would also before we move on, I did
our very own Dr. Henry, uh, was there, and, uh, Ms. Tiffany Lang. And again, it was a wonderful afternoon for folks to come out to support our students. Also, uh, this month, Mr. Merritt Green, a retired United States Air Force officer, uh, community leader,
entrepreneur, and founder of Technology for Me, recently donated nine computers to graduating seniors. They were brand new, y'all. Brand new laptops for our students at John Harris Campus and SciTech Campus. So, we had seven students at John Harris Campus, two
students at SciTech Campus that received brand new laps- laptops to support them in their higher education efforts. These donations will help ensure that students have the tools they need to complete schoolwork, build digital skills, explore career opportunities, and fully
participate in today's technology-driven world. Through efforts like this, Mr. Merritt Green and Technology for Me will continue to invest in Harrisburg School District students to help close the gap between those who have access to that to
technology and those who do not. Can we give a big round of applause and thanks to Mr. Merritt Green and Technology for Me? And as I prepare to come to a close, we'd like to say thank you on behalf of the Harrisburg School District and Camp Curtin Academy, we extend sincere thanks
and appreciation to Black Bods Is that how I say it? Say it, Dr. Stokes? Black Bods Giving Fund for their generous donation of $4,999.50 to support PBIS efforts at Camp Curtin Academy. Can we please give everyone a big round of
applause and thanks for Black Bods Giving Fund? And that's going to wrap up my recognitions for this evening. Thank you so much for having me, and I hope you all have a wonderful and relaxing summer. >> Thank you, Ms. Keys. All right. Next presentation we will
have Dr. Marsha Stolt present the budget update and her projection multi-year projections. >> Well, good evening, everyone. It's great to be in front of you again a month after our proposed final budget was presented to look at our final budget. We will not be taking action to approve
the final budget this evening. We will schedule that on June 30th, but I would like the opportunity to go through it highlighting the changes that have occurred since I was here last month. Similar to what we have done in the past, we are going to have a budget pamphlet, which is a thick packet with
all of the detail in there. As I go through this presentation, I'll try to refer to that in case you would like to follow along in that budget pamphlet. All right. So, what is our proposed agenda this evening? We're going to look at the budget overall. We're going to look at our anticipated revenues both
from the local, state, and federal sources. We're going to look at our budgeted expenditures, and then we're going to focus on what has changed since I was here last month, and how does our actual final budget coming on for vote on June 30th look?
So, this budget overview is showing on page five of your budget pamphlet. In your budget pamphlet, it's going to show you five years of history. On the screen, you're just going to see this current year and what is being proposed for 2026-2027. I do want to point out one of the most
significant changes you're going to see is at the very top of this slide, and that is the change in the proposed mill rate. So, when I was here last month, we looked at a 3% property tax increase. What this final budget reflects is a
1.5% increase. So, that brings our new millage rate to 31.871. You are going to see that this budget overall is about $600,000 less than what was proposed in May for the proposed
final, but it is about $10.7 million more than our current budget. Right now, we're going to flip over to our revenue section, and our revenue section is broken down to local, state, and federal revenues. This is found on page eight of your budget pamphlet.
And you will first notice, obviously, the change in the real property taxes. You're going to see that a 1.5 mil increase doesn't really generate any new money for the district, and that is because we have seen about a 1.52%
decrease in our assessed values, which is about 22.5 million in assessed values. So, even though we're applying a 1.5% increase, it's within $18,000 difference of what we currently are collecting this year.
So, our mill rate history, this is something that I went through when I presented the proposed final, and I just wanted to show the update with what our proposed final tax rate of 1.5% increase reflects.
So, you're going to see that our average increase over the last 10 years has been 0.41 mils, or 1.39%. So, our proposed of 0.47 mils, or 1.5%
is just slightly above the average. You're going to see that the Act 1 index is much higher than what we are proposing for the increase of 1.5%. If we would have gone to the Act 1
index, we would have had a mill increase of 1.69. So, I already alluded to our decrease in assessed values, but I wanted to at least put a graphical standpoint so we could truly see how this has happened over history.
So, on June 10th, I reached out to the county for the most up-to-date assessed values, and that is where I received what we're using for our final numbers of the budget this evening. Reflecting a 1.52% decrease or $22.5 million
since we adopted the budget this time last school year. We've also at the same time seen an increase in our exempt assessed values. So, those taxes those 52% of our tax base that we are not able to tax because
of their exempt status. So, we lost 22.5 million in taxable and we increased 20.3 million in exempt properties. So, basically you can say it went from one side being taxable to the other side of being
not taxable. Um, we can see that overall our decrease this year is much smaller than the decrease of over 7 and a half percent we were facing last school year, but you can also see the trend of small decreases over time minus that one
[clears throat] large one. As I stated last month, our taxable assessed values today are less than they were 10-15 years ago. So, definitely a challenge that the district is facing. In my previous presentations, I provided the board examples of what does this
actually mean to the property owner? What would I expect in my tax bill? How would I expect that to change? So, because we did not have 1.5% in the scenarios I reviewed earlier this spring, I wanted to make sure I included it in this presentation.
So, we can see that there's two examples in here, and these both examples are those property owners that qualify for the homestead exemption. So, those are mainly properties that are lived in and owned by the property owner. And we can see that if you have a
100,000 of assessed value, your tax bill would go up a little under $26. If you had a median assessed value, which is the 54,800, so that's our median across our
district, you would see a tax bill increase of about $4.64. So, for those that are not necessarily having a value at 100,000 or at 54,800, if you want to know what is that really
impact to me, it's basically $0.47 per 1,000 of assessed value. So, you would be able to look and say, "Here's what my assessed value is." Multiply that by $0.47, and that would show you the change in your tax bill. Now, if you do not qualify for the
homestead exemption, meaning maybe you own a commercial property, maybe you own an investment property, without the homestead exemption, that same uh taxable assessed value of 100,000, your tax bill would be go up approximately $47.10.
In that same uh scenario without the homestead exemption at the median assessed value of the 54,800, the tax bill increase would be about $26. So, that is what the 1.5% would likely equate to in a dollar
impact. Now that we've completed our local revenue section, I wanted to go through our state revenue section. And I wanted to point out, as I stated last time, this district is substantially reliant on state aid. 67%
of our revenue comes from the Commonwealth, and that is why we are sitting here today not adopting the budget, but waiting until June 30th because we know what happens just down the street a couple blocks dramatically impacts us and how we operate and can
provide service to us to our students. So, we're trying to give this much information as possible about our largest revenue source. You are going to see that overall we're looking at a 6.5% increase in state revenues with the majority of it in the
ready to learn area, especially the ready to learn adequacy supplement. As I stated last month, I just want to reiterate today, we are anticipating that we are receiving $7.4 million of adequacy. This adequacy is a direct result of the
fair funding lawsuit, and it is something that does require formal approval each year at the state level, but we are relying on this as a revenue source. We have outlined 100% of the governor's proposed budget in our state revenue
section. However, when I go through the expenditure side, just to be conservative since as of today we still don't have an adopted state budget, we have 50% of that $7.4 million in a budgetary reserve. So, we do have a little cushion built in if for some
reason, you know, through the negotiation process of the state budget adoption, we do not get 100% of what the governor proposed. The next section is our federal section. During our SR era, we see a we used to see a lot much lot more money flowing
through this section. However, we still have seen an increase in this since the proposed final budget. We've seen an increase of 281,000 since the proposed final budget. And this is because we've seen an increase in title one of 194,000,
increase of title two of just under 10,000, an increase of title four and 86,000, but a decrease in title three of about $9,000. One thing that we know since the proposed final budget is all title allocation. So, those have been included
in here. One thing we still don't know is our CSI allocations. Those are still not released from the Commonwealth, so we're still using this current year's allocation to project what next year is going to be. On our expenditure side, this is where
the bulk of our expenditures are. We're a school district. This is where they should be. These are found on pages 15 to 17 of the budget pamphlet. And then there you're going to see this section covers everything from our regular education program, special ed programs,
our Dauphin County technical school tuition payments, all of our summer school and after school programs, alternative ed, our non-public school contributions, hack sponsorship, and our pre-K program costs. Also in here is our charter school
tuition payments, and we are going to see in the end what that we have trued up our charter school tuition payments to our June numbers for what we have students enrolled as well as address the PA steam cap that has been in the
successor renewal agreement. For our next section, our 2000 section, this is all of our support services. If you're continuing to follow along in the budget pamphlet, pages 18 to 22 outline all the details in these sections. These
are areas like guidance, social work, psychological services, technology, library, staff development, administration, nursing, business services, operations and maintenance, student transportation, and human resources. And you can see just a slight
decline year-over-year in these areas of the budget. The next section is our 3000 section, and this is on pages 22 and 23 of your budget pamphlet. And the main areas this covers is our family and community
engagement, athletics, and our clubs and activities. And a modest increase year-over-year in that section. The next section is our 4000 section, and this is really where our construction, our facilities information
is found. And you will see an increase um to $950,000 in this section. As I stated last month, there isn't necessarily new expenditures in this area, but what we were able to do is look at other areas of the budget and be
able to move ones that were justifiable into these 4600 categories, because that's going to help us in how the PDE 363 works related to our charter school tuition. Our next section is our 5000 section of
the budget, and for those continuing to follow along, page 24 of the budget pamphlet. So, this includes things like our debt service payments, so our principal and interest to our bonds. It also includes our transfer to our capital reserve,
which is uh scheduled for $2 million, as well as our budgetary reserve. So, I mentioned that a little bit earlier. So, we know we have 3 and 1/2 million in our budgetary reserve, because that's about half of what our ready to learn adequacy supplement is. And then we also have
about 1.7% of our operating budget in there. Um it the total cap of budgetary reserve amount is $7.9 million. The district is going to make just under 19 million dollars worth of principal
and interest payments on our outstanding debt. This is reflective of the bond that we are refunding this summer to take advantage of lower interest rates and I've already incorporated about a $600,000 savings as a result of that refunding.
Um in addition, after we make all of these outstanding payments, we're going to have a $147.5 million outstanding principal still yet to pay on all of our bonds. So, the big question is, okay, what are all of the changes since we were here in
May? And so, what I wanted to do is at least highlight those specifically. So, the first one we've mentioned quite a bit. That is our decrease in the property tax revenue going from a 3% mill increase to a 1.5%
mill increase as well as the adjustments because of the assessed value decline. In addition, I've made an adjustment in the uh state subsidy that we receive on our bond payments because we're going to be refunding that bond and saving about
$600,000. The amount of plan con money we're going to get from the Commonwealth will be less because we're not paying that $600,000 worth of interest. So, I've made that adjustment. In addition, we actually know our allocations for titles. So, those have
been reflected in this budget. And then in addition, we have a decrease in our rental revenue um related to the rent we received from Head Start um at Scott because they are no longer going to be leasing that space from us.
On the expenditure side, what's changed? Well, we recently approved an agreement with AFSCME. So, we have adjusted all of the salaries and benefits related to what was approved by the board for the successor agreement with AFSCME. We also had originally anticipated a
high school level autistic support classroom needed to be added. Um since then we have learned of other uh of uh the no longer the need for that additional classroom, so we've eliminated that newly proposed autistic support teacher and the para positions
for John Harris. We've also increased crossing guard services to make sure we are providing our students attending our summer programs with crossing guards. We've updated the charter school tuition enrollment, so what we have enrolled in June as well as what we anticipate our
growth with will be next year as well as the cap for PA steam. Since we have all of our title allocations, we've made sure all of our expenditures are directly in line with those allocations and um no longer based on estimated allocations.
In addition, hearing the need to provide additional supports for Camp Curtain, we've added additional supports in our budget. These are areas of safety, curriculum, supplies, textbooks, training, and certain facility upgrades to reduce uh transitions in the
hallways. In addition, we've aligned our contracted nurses based on what we need to cover our buildings between who is a district employee and who would be a contracted nurse. And recently we approved increases to
our Kelly Services contract for substitutes that have higher levels of training um to receive higher levels of per diem pay, and we have increased the budget to reflect that new agreement. So altogether, as I stated, we have uh a
net decrease of about $600,000 between what our proposed final was in June or pardon me in May and what our final is in June. So with that, I have one more area that I'm going to go to and that's going to look at multi-year projections, but before I do that, I just want to pause
to see if the board has any questions about the the final budget that has been presented this evening. >> Ms. Anderson? >> Thank you, President Copeland. Um Dr. Stokes, I know you just went through some of the changes. Could you pinpoint
specifically where the $600,000 decrease was that the the change in the budget? >> Yep, so one of those areas is uh the elimination of the teacher program. So, a teacher and two para positions um is
one of those decreases. Another area is we had originally hoped that we'd have CSI allocations. So, we had originally budgeted expenditures higher than what our anticipated allocations were. We have thus reduced those so that they're in line with what our estimated ones
are. So, those are the big two that are kind of pushing some of that savings. >> Okay, great. And then this might be a premature question. I know a couple other um board members had a question as well since you're about to jump into the multi-year projections, but
what change I understand $600,000 decrease, but what what was like the big factor in changing from a 3% to a 1.5% particularly because in the past I think we had talked about doing incremental increases every year and I think that we were even looking at that 2% number sort
of being the sweet spot for for where we might increase it. So, again, I might be jumping ahead if you're about to talk about multi-year projections, but could you speak to that? >> Sure. So, the biggest thing is you know, you've heard me and you've said it small incremental increases. So, we did a 2% this year
um and we're looking at proposed a 1.5% into the future. I think when you saw the projections from PFM, you realized that probably 4.81 isn't necessarily needed. Our circumstances have changed. Our revenue sources have changed. One of
the big things is how do we maintain not necessarily a one-year snapshot, but how does that really impact us into the future? So, that's why you could argue, "Okay, Dr. Stokes, can you cut some more money?" Well, maybe, but what impact do
you want to have for students? The one thing is since we our decline in assessed values was about 1.52% just trying to break even, meaning we want to generate at least the same amount of revenue as we have this year, you have to increase 1.5%.
So, that's kind of the thought process of how do I make sure I'm just staying flat. I'm staying even, um and still making sure we're following that philosophy of those small incremental increases. But, I think once we kind of look at the multi-year projections, it
will also kind of help paint a little bit of a picture. >> Thank you. >> Okay. So, um I know that last time PFM was here, they presented multi-year projections to the board, and the board was also given kind of okay, the Marsha Stokes multi-year projections. So, what
I wanted to do was go over this, and I know it's in small detail, but I know that the board has the Excel file um that they can follow um as along with as well. So, we have two different scenarios, and I wanted to do two different scenarios because I think it is critically important to understand
the impact state aid, especially advocacy dollars have adequacy dollars, pardon me, have on this district. So, what we're going to do first, Mr. Nornhold, is we're going to go to the orange tab for the assumptions. And I'm going to go through these assumptions once, but I want to make
sure you understand that these assumptions are the same under both uh scenarios that we're going to go through. One thing that's very uh nice about this file is if we wanted to change a cell, you can change anything in yellow and it'll immediately filter
through to be able to see the impact. So, if you could say, well, what is a 2% um increase in real property tax revenue generate, then we'd be able to see that. So, like I'm going to start at the top and just go through some of the assumptions. So, the first one is I have
updated this to reflect the final budget. Um I've also updated it in this model just to show a 1.5% increase in the revenue we'd receive from real property taxes. Other local revenues is 1.3%.
Our payments in lieu of taxes, our earned income tax, our investment income, 2 and 1/2%. Our BEF or our basic education formula is a 3% increase. Special education formula, 4% increase.
Our ready to learn tax equity supplements. This is uh the same amount forward every year, it's not changing. There's been a 3% increase uh for retirement or social security reimbursement and that's directly linked to when we pay more in salary salary, we
pay more in FICA and PEEZERS. Therefore, our reimbursement is growing at that same rate. Um this also has a 2% increase in our transportation or other related state revenues and it assumes federal's flat. So, these are all things that the board
and the administration can run scenarios on and say, if this changed by a percent increase or decrease, how would that play out into future years? At the same time, you go down and you can see the expenditures. So, this model
assumes that expenditures for salaries are increasing 3 and 1/2% a year and benefits are 3% a year. Our purchased services are 2 and 1/2%. Um but when we look at what are other purchased services, our charter school
tuition, those are having increased at a much higher rate of 5.2%. Supplies at 2%, our debt service, it says it's overwritten because it's actually using our schedule, so exactly how much principal and interest we're paying. We're assuming we're going to keep a $2
million transfer to capital reserve, and uh that is going to remain flat. So, this model, all of those are the assumptions that we put in to build what the results are. Um, I'm going to have you, Mr. Nornhold, go to the expenditure projection really
quick. I just want to make sure that we all know how this model works. So, this goes back and gives our actuals for our 2018-19 all the way through 24-25. So, exactly how much our audit says and we actually got in revenue and we got in expenditures.
Then, for this current year, 25-26, it's the budget. For 26-27, it's the final budget that's being proposed. And then from that point forward is all the projections based on the assumptions that we put that we just reviewed.
So, Mr. Nornhold, if you click over to the revenues tab at the there, this is reflective of that same thing. So, actual revenues we received through 24-25, what this year's budget looks like, what the final budget is for 26-27, and
then all of the projections. So, what I want you to do, Mr. Nornhold, is go to the summary dashboard. Because this is a saying, "Okay, now based on those assumptions, as long as well as all of our actuals, where are we going to end up?"
So, if we look at those assumptions of that 1.5% increase, for example, it is showing that we are going to be net surplus through 27-28, and net surplus in 2018-2019, and that
surplus in 2019-2020, and that surplus in 2020-2021. But in 2021-2022, there's a potential that we will close with expenditures exceeding revenues. So, that is the scenario. But what is
really important about this scenario is this is assuming that we only receive the adequacy supplement for two additional years. I want to So, just look at those final numbers because this is where it's going to change. If we only receive adequacy
for 2 years, we're going to end up with a $44 million fund balance, but we're going to close 2021-2022 about $2.3 million in the red. Okay. Mr. Nornhold, if you'll bring up the other projection, and this one will
be a lot quicker cuz we've already gone through all of the assumptions. We're going to go right to this summary tab cuz all the rest is the same. This model shows if we get the adequacy supplement all years,
what we're supposed to get per the fair funding lawsuit is the adequacy supplement all years. This shows how critically important state revenue is to this district because look out in 2021-2022. If that's the case,
we're closing the budget in the black, and our fund balance is over $119 million. That is the power that the impact that adequacy supplement can have on this district.
You could argue, just as PFM did, if we could count on that adequacy supplement, we don't necessarily need to have tax increases into the future. But we know we can't do that because it's subject to approval every year.
So going back to Ms. Anderson's question, why? Why is because we don't know the that is such a big unknown for this district. And we're trying to say, I don't want to get 3 years out and have to hit this
community with a very large tax increase because adequacy supplement ended and now we need to raise money. If we can at least do small incremental until we know for sure we can count on that money coming from the Commonwealth, then we're building ourselves up for
those future years to be in a much better position. >> Ms. Hughes. Thank you very much for this and thank thanks for letting us roll around your spreadsheets. Um Um I did have one question. Um Well, I had a couple questions actually.
So the likelihood of receiving the adequacy funding all funding all 5 years. I know that's anyone's guess. I guess I assume that 2 years was a safer assumption to make decisions now just for your to your point so we don't we don't suddenly come in with a 3 or 4% increase.
But there was one other question I had um in you had a comparison document but you Yeah, that was very very helpful. Thank you for that. But it said the single most significant structural difference um across all the models between basically basically PFM's scenario and yours was um the BEF
growth. So basic education funding growth rate. Can you explain that a little bit because it's it's there's a pretty big gap between your assumptions and PFM's. >> Yes. So historically um basic ed my my model at 3% looks at how much we've historically received and it says that
that's how it's going to project in the future. I will tell you that the amount of money that the Commonwealth has put into BEF definitely has changed year over year. So for example, this year is a lot less. It's $50 million I believe in new money
versus the 200 million it was proposed the year before. One of the things that's unique with BEF and with other Commonwealth subsidies is once that new money gets in, it is a piece of the pie. And so, it is split based on the data of each
individual district and how that changes year over year. But, the baseline you don't lose. So, we have a hold harmless provision. So, that's one of the the differences. >> Um so, you're saying then it's um basically becomes part of your base and
that's the percent Okay. Okay. I just wanted to to make sure I understood that. Um then Okay. So, it sounds like you feel a little bit more confident that the adequacy Well, I guess that that's the one thing I'm not sure about. It is the likelihood of
the adequacy supplement continuing on. Um I heard you say that um maybe we we kind of tiptoe through the tax increases until we understand the future, the likelihood of the adequacy supplement, and then react. But, um um I I guess
I guess seeing a deficit in year five makes me a little nervous. Um but, I think we could recover without dramatically increasing taxes. >> Yes, because you could easily change one of those scenarios and say, you know, uh for example, we were able to better
control charter school tuition costs and it went from, say, 5.2% to 4.5%. You might generate that savings right there. It might be, "Hey, we were able to negotiate successor employment agreements and maybe they don't equate to 3.5%. Maybe they equate to 3.25%."
You might create that savings there. There's a lot of ways besides just the taxes that we could be looking at changes. And I would definitely encourage the board, if you haven't, play in those yellow cells, uh especially of the ones that you would have access to. And just say, you know,
for example, um Mr. Nornhold, you can do that right now. If you want to go back to the 2-year adequacy model since that is where we're looking now and go to the assumptions tab. And, um, let's just play with, uh, the
other purchased services. Say you brought that down to 4% just and then go to the summary dashboard. Well, what does that do? That it cleap completely eliminates the deficit in year five. So, I don't look at that deficit as, "Oh
my gosh, that's so detrimental." because there's a lot that you, we board, have control over before we get to that year five, especially with the CBAs and things that are going to be coming up for negotiation. >> Thank you for explaining that. I I guess the last thing I'll say is I'm I'm under
the assumption that we're actually going to need to spend more money over time, I guess, especially kind of I I don't know what's going to happen with federal funding, you know, and I don't know what's going to happen with state funding. So, I guess, uh, I I think five years out is plenty of time to to change change course without being
too jarring, I suppose. Um, and then also I want to know something I want to learn learn more about the bond, uh, repayment at some point cuz that's a lot of money to you to pay back and I don't I don't know if you want to share a little bit of about the the strategy there, uh, moving forward. I know you explained this year.
>> Yep. Yep. So, uh, many of our bonds exist from the early 2000s. Typically, when bonds are taken out, they're 20-30 year bonds. So, all of our bond payments extend through about 2035 and then they're all paid back. So, anything in
this model is actually showing what we currently have scheduled for principal and interest payments. We are going to do a refunding and what that refunding actually means is basically you refinance your debt at a lower interest rate. So, we are taking advantage of that and
we have taken advantage of that in the past. So, any debts that's callable that we can do and the market seems right, we're going to do that. What happens is you basically issue a new bond for the same term that's remaining, but in this case pay it at a lower interest rate.
That one is a very large amount, that 2016 is a very large principal outstanding, so we have more savings than some of our other ones. Which is going to basically generate $6 billion over the life of the bond. So, it's substantial savings. So, it's about $600,000 this year. So, we're going to
see that decrease in the expenditures, and that'll be incorporated in each year as a savings moving forward. But, that is one that we is an old issuance, so we get plan con. Plan con is something that said we the state used to give us money for when we did
construction projects. And um the state likes it when we refund bonds as well, because guess what? They're they're participating in the savings. So, they're going to give us less of that plan con money because we're making a smaller payment to on that bond. So,
that's why the revenues were also adjusted in the final budget to show that we're not going to get um basically the plan con money on that $600,000 worth of interest. Thanks. Ms. Anderson. Um thank you, President Kaplan.
So, just to clarify, going back to the tax piece, so I understand why we are doing at least 1.5%, right? Because there are certain unknowns that we just have to account for. I think I'm trying to pinpoint why it's
only 1.5%. That's actually really good. It's low. Um I'm pleasantly surprised that it's that low, because initially we were talking at 5.something, 4.81, 3%, much higher numbers. So, I'm just trying to understand, is it
that the items that the inputs that we have more control over, right? So, both of our expenditures and some of our revenue sources aside from state funding, we just have more clarity on it. You've been given more solid inputs and information, whether that's from the
administration or whoever else. Budgets have come in, and so it's clarified for you those numbers because the state funding piece wouldn't have changed to some extent, right? Like there's still a lot of uncertainty there. >> Correct. So, I'm trying to pinpoint exactly >> like what we're more confident on that
we're now decreasing the tax from such a much higher number to 1.5% and then feeling good that that gets us in the black next year and a couple years after that. >> Yes. Yep. So, we've gone through this. Overall, the budget's down about
$600,000. So, that right there is a substantial decrease that if you would wanted to relate it directly to the taxes. The other thing is I said we got about $281,000 of increase of federal revenue. So,
sources other than taxes increased. In addition, yeah, there's been a lot more that we've been able to kind of solidify. So, ask me agreement, we don't have to estimate what the cost of salaries and benefits are going to be for that group. We've done the actual. We've gone through open enrollment. We've evaluated all of the selection of
people's benefits that they've had through open enrollment. As I stated, we basically cut expenditures to align with grants, especially in CSI. And then we had elimination of that special education classroom. That right there alone is approximately $300,000.
So, um through that, yes, we have been able to identify areas that feel comfortable in making the cuts to therefore put our tax revenue um basically at a break even um when we look at the 1.52% decrease in assessed
value and the 1.5% increase in mill. >> Okay, thank you, Dr. Um, one more question, not necessarily related to finances, and this isn't necessarily directed at you, but please feel free to answer if you feel comfortable. Um, so with this budget, what do we get?
Right? Like obviously you talked through some things, but like what does this mean for our district? How does this relate to our comp plan? Like what are some of the outputs that we're expecting with the money that we're spending? >> Yep, so we are directly investing in instruction. I think that's outlined in this
budget. That is our biggest increase, but some of our direct things that you are going to get that are new, you know, so what is new for this? One of them is math interventionists in all of our buildings that are elementary and middle school. Second one is a brand new ELA
curriculum and resource that is coming for the district K-5 miss, folks, if I remember correct. It is the introduction of after-school tutoring at all of our middle schools and high schools. It's the introduction of
after-school clubs to get kids more connected and coming to school and a direct result of our comp plan in grades 6 through 12. It also includes the introduction of foreign language at the middle school.
It is including increase in electives at our middle schools. It also is including the growth of our special education population. So we have, I believe, eight or nine additional autistic support classrooms coming online
uh, that way. So not only teachers, paras, transportation, furniture, curriculum, supplies. And in addition, we have continued to support professional development both for our teachers as well as our
administrators and including, you know, uh, both people coming in to provide professional development as well as sending people to those opportunities. But that's your CFO perspective. So, I really love my cabinet members and my team over here to be able to cope
because these are your instructional leaders. I'm your financial leader, but to add input of where they really see this supporting the comp plan as well as basically academic performance cuz we know our comp plans focus on math, ELA, and attendance. >> Ms. Volk.
>> Dr. Stokes, I think you hit it all when you named the plans. Definitely with the ELA coming on board, I think that's going to be our biggest lift next year. They have not selected a resource because there's a process that we go through with them, a committee of teachers,
but that's probably going to be our biggest ticket item that we're really really looking forward to bringing on board for implementation in 2027-28. But all the other things, the after-school programming, we're really hoping that that helps with not only
academics but attendance, which will help with academics. So, it's all feeding off of each other. We need these programs, and we're looking forward to seeing, you know, what happens next year as a result of this. >> Other questions? >> With the club I'm really happy to hear
about the clubs and after-school tutoring. Someone had I think a teacher had mentioned to me that we were a little short on buses for after-school clubs per school. Is that Is that also be scaling up to provide transportation, especially for like Yeah, I'm seeing some nods.
>> Yeah, so part of that is making sure that we have the budgeted funds for transportation. I think we still struggle just as many school districts do with drivers. So, I'll take this opportunity, you know, to encourage people who want to get their CDL and drive bus, you know, Kraft is always
looking for drivers, but we definitely have the funds in the budget to be able to support getting those students home through those extra runs at the end of the day. Thank you. >> Folks, I think that's it for you. I appreciate you. >> Thank you. >> All right, we have one more presentation
for tonight. A few weeks ago we had a meeting around our school closure of Marshall Academy as well as Roland. During that time we heard from the board and we wanted to come back to present what we call our middle school strategy. What this is is going to show the board
what our vision of what we call our two school model. And so we going to have Mr. Jones lead this conversation. Our cabinet team also will be participating [clears throat] in this conversation. Part of this is going to show you what we want to design Camp
Curtin to be. But we also going to provide because one of the feedback we received from the board is if we move forward with Roland staying open, what would that look like? So we going to give you two perspectives. We going to give you the presentation of what we hope that this would look like for us in the next year with the leadership of Mr.
Jones. But we also will provide you update on if you all move forward with us keeping Roland open, what would that look like and for us timelines and everything. So I will turn over to Mr. Jones and then cabinet members you all would just jump in on your sections. >> Thank you, Dr. Henry. Thank you to
having me, executive board. Thank you, cabinet. Dr. Suski, Dr. Craig. Thank you to the Camp Curtin staff for coming out. I'm going to do this action right here. So
we gave a packet of different papers to everybody up here to help you follow along and visualize some of the things I'm going to talk about. Some of the things that you had questions about in last session have to revolve around safety in the
configuration of the building and it wouldn't be appropriate to share publicly for safety reasons so you can see and visualize when I talk about things. So there's a map of the building.
There is a list of currently it's our our most current list of our staff where they're located and their relevant certification data. There is a
draft of the master schedule for all grade levels including electives. There is a document that outlines call our community practice. These are the roles and responsibilities of the administration team. And
then there's another map of the building that I'll refer to by zones so you can follow along when we talk about transitions, the movement of students in the building um
where safety is placed line of sight there is our an example of the district discipline matrix and then lastly there'll be a sample of lesson plan that we will adopt.
Hey. You come in Sean. All right. >> [laughter] >> All right, let me interrupt you. If you have a cell phone that has a hotspot on, if you could turn off that hot spot, really appreciate it. Thank you. Thank you. Okay, awesome.
So, I started making uh plan for Camp Curtin in May when we had discussed possibility of me transitioning from Marshall Math Science Academy over to Camp Curtin.
I don't do anything without a plan. Personal life, maybe. Uh not so much, but at work Okay. It will be online. >> Oh, yeah. >> I'm trying. All right. Yep. So, um
and to make a plan, I end product in mind. Uh so, the beginning of the beginning of this Might be my cell phone? >> They're they're saying can we give them the microphone and that is the speaker today.
Thank you. >> I'm setting the microphone down. >> All right, Ryan. Your guy needs to swing by and pick it up. >> All right. Okay. I have three microphones. >> You're a drummer. >> Okay. Yep. All right, all miked up. Here we go. And I'll stand right here without any cell phones and won't move. All
right. So, um the purpose of this is to define the strategy for enhancing the educational outcomes for the middle level students of the Harrisburg School District over the next 5 years. So, when I think about a program, uh I think about developing
uh Camp Curtin, I needed to think about what it would look like in 5 years from now. Um so, and how we would develop that is through our and our instructional and operational changes for the purpose of
creating consensus across all levels of organization. That means all middle-level buildings, alignment of resources with student need, and our focus on measurable and sustainable outcomes. I love this quote uh by Booker T. Washington,
"Excellence is the do a common thing in uncommon way." School's a common thing. Everybody goes to school. Everybody experiences school. To solve this problem, we need to think
in an uncommon way. We can't do it the way we've been doing it. It's not working. So, to provide excellence at Camp Curtin, to provide excellence at the middle level in this district, we need to do it differently.
So, these are the areas that we need to address right off the bat for success at Camp Curtin. We need to address attendance, student achievement, student behaviors, and staffing and retention. I started going down to Camp Curtin in
May, hanging out there, talking to students, watching the building, watching the systems, meeting staff, watching the staff, talking with them. And here are the things that we need to address in these buckets. We need to address the lack of systems
for identifying truancy. We need to offer formal supports and provide access to uh student assistance. Um, we need to um
I um there's been there's some changes. So, there's been um we need to address the lack of engagement, activities, field trips, defined teaming structure, common planning, and planning infrastructure to address student achievement, uh student behaviors, there are too many
transitions in that building. 2 and 1/2 hours of the building is spent in transition, all grade levels. And that's just because of lunch. That's on top of um normal transitions. When you have a transition, you've
invited students into an unstructured and a limited supervised space. The more transition you have, the more opportunity you've created for negative behaviors. We also don't have a We have an
insufficient plan for addressing extreme behaviors and our mental health needs at Camp Curtin right now as it stands. Staffing retention, another bucket we need to address. There's no accountability culture at Camp Curtin
right now. The accountability isn't a terrible thing. The fastest way to lose good people is to not hold people accountable. Good people leave. There's no operational frameworks for any of the staff people that I can see,
any staff at Camp Curtin, to be successful, to work in. There is a absence of procedures almost across the board. The master schedule created an
inequitable uh class sizes, and it created a perception of overcrowding. So, let's take a look at this. So, this this came from a table
and the data was pulled June 15th. That's how recent these numbers are. It's June 15th. So, uh at 6th grade and um and this is a little different from
the uh slide that I had. So, uh um at Camp Curtain You know what? I'm not going to I can't So, in 7th grade, 8th grade
These numbers are different than These numbers are different than my numbers. I'm sorry. Let me get my laptop. They're similar. They're not wrong. But, what's important to note is how you get to uh a space of
where you see like it where we're not overcrowded. So, if we were to look at our Okay. Thanks. All right. So, last year in 6th
grade, we had uh 290 students. Those students will roll over into 7th grade. And in And our 7th grade last year was at 286. Uh our 5th grade across the district was 468.
That's an important number. So, if you have 12 core classes across all grade levels, okay? That's core classes and home rooms. I'm not counting special ed classrooms, I'm not counting electives, I'm not counting um specials, I'm not counting any of
that. If we just talked about home rooms, English, math, science, social studies, 12 classes across eight uh grade levels. Sixth grade with 4668, if you take 150 150 of those students
that have already been accepted to Marshall Math Science Academy, and Marshall Math Science Academy has the capacity to take students in sixth grade. Right now, they're sitting at 150 when I left. That's 318 students
divided by 12 classes, you have 26.5. You're looking at a ratio, cuz you can't have half a kid, you're looking at a ratio of 26 to 1 in sixth grade. But that's not counting when you move
into classes and students go to be serviced. They go to ELD, they go to uh special ed pull out. They might go to corrective reading. All of that decreases the amount of students that are sitting inside
uh a classroom that are receiving instruction, as well as this isn't factoring in uh students that might leave the district, students that might um go to uh Career Academy, students that might
uh decide to enroll in HVLA. All of that will affect those numbers as well. If we roll over the sixth grade into the seventh grade, then that's 290 divided by 12, we're looking at 24 per classroom, that's 24 to 1 uh ratio. And if you roll over the seventh grade into
eighth grade, 286 divided by 12 is again 24, cuz you can't have point something students sitting in there. That's 24 to 1 in the classrooms at a maximum. So, we're still looking at an estimated class size approximately anywhere
between 20 to 25 at Camp Curtin. That's if we continue on the path we're on right now. There is capacity at Camp Curtin. The issue was never the room. The issue was the lack of systems and what happened
with the master schedule and what was done to try to mitigate issues that came up during the school year, whether they were behavioral or staff leaving. Those things happen. And it created a disaster for Camp
Curtin last year. >> I don't know if I'm supposed to ask this question now, but are you factoring the the children currently? >> Yeah. Yes. >> So, you're not factoring with the additional students. >> Which additional students? >> The 200
wasn't supposed to be What was What was the addition the last phase that was supposed to be coming over? >> came. >> So, they're already So, they're all students currently. >> Yeah, your 200 kids that you mentioned that that's at Roland, they'll be going to middle school, I mean high school next year.
>> They don't come to Camp Curtin. >> Yeah. >> Okay, okay. And that's the So, Okay. I just wanted to make sure cuz I I'm good I like the numbers. >> Yeah. Right. So, there are no students from Roland coming to Camp Curtin because they go to eighth grade and the
students that would be going Sorry, they're going ninth grade, sorry. They go to ninth grade. Um So, the students that would have already come from Roland are already there. They're already there. And then so, you would have your normal sixth grade that would come, but they
wouldn't have gone to Roland anyway. They would have come to Camp Curtin anyway. Keeping Rowland open doesn't solve the issue at Camp Curtain because it then they're already there.
Okay? All right. So, where are we going? This is where like I need um to have like a 5-year out so that I can plan backwards from there. So, if I were to plan uh
I would think about the middle level in Harrisburg as one program. I wouldn't think about it now I don't like this microphone. I wouldn't think about it as two separate programs. You can't replicate You can't fully replicate the uh programmatic success of
Math Science at a place like Camp Curtain because Math Science is a magnet school. Magnet schools are small for a reason. They're very niche. Right? Camp Curtain is very big. So, you can't operate
Camp Curtain the same way that you would operate Math Science. But, what you can do is you can create a bigger program. And you can take the successes of the Math Science Academy and you can
replicate it in tracks at Camp Curtain. Right? So, what if we thought about it instead of two separate buildings, we thought about it one building with four tracks. The STEM track continues to be housed at Marshall.
But, instead we think about Camp Curtain as the Camp Curtain Academy of Arts and Business. Sounds awesome. We have a business track, we have an arts track there, and we have a general education track. Just like in college when I don't know what I want to be.
Because middle school shouldn't be about specialization, it should be about exposure. It should be about exploration. And that's what we can offer. And the trick to middle school and creating a programmatic identity isn't
like creating your math classes to be super business classes and let's do art and math or whatever. You could, but that's more of a magnet school thing. It's in electives. By adding electives and giving students
agency and choice, you offer them the opportunity to explore. And we're going to begin that model in year one at Camp Curtin. I'll show you what we're talking about here in a little bit. So, this is what it look like. Four tracks, one will be housed at Marshall
Math Science Academy, three housed at Camp Curtin. STEM, Marshall Math Science Academy, arts, business, general academics, we housed at uh Camp Curtin. And our general academics track will have an
intervention focus. If I were to plan out how that would look from an operational model, your middle level would have two uh principals. Um you would have an AP at Marshall Math
Science Academy, three APs at Camp Curtin because of the side, along with the special education uh supervisor that would either be shared at both or a special education supervisor for both. You would have a behavior specialist, an office manager that could operate and
make sure that all the systems are streamlined between the two programs. You would have a safety lead for both. You would have uh instructional coaches that you would uh share. You would have your teachers, you would have your interventionists, you would have office staff um at both your
your paras, your um your custodians, your IT, your FESes, your safety monitors. We would still have all of those, but we would think about it and organize it as one program. Now again, that's 5 years from now.
And that was just what I need to do to get here. So here's what we would do in year one. So the first thing that we need to address in year one at uh Camp Curtin is the master schedule. When we look to the
master schedule, there was uh some complications in it. Uh there was some um lots of grade levels moved at the same time. Um all throughout the building. So it's
not uncommon for like the bell rings and everybody leaves class and they go to their next class. What is uncommon is that we move through the building on multiple floors all at the same time. Like we we interact, we intermingle all
day long. That is uncommon. And that created some of the behavior issues that uh we had, some of the extreme behavior issues that we have. They exacerbated them, I would say. So what we're looking at doing is one creating a master schedule that has
equal length periods. They're 45-minute periods, nine periods in a day with a 30-minute lunch. With 90-minute math and literacy instructional blocks. These are This is not block scheduling. This is just a
math and literacy block of 90 minutes. Another reason to do the block besides the fact that it's going to help us boost our literacy and math scores, it decreases transitions. Right? Cuz they're in half of the
grain won't move for 90 minutes, for two periods at a time. So, instead of students moving for nine periods a day, they those students would move for three periods. Uh we create a corrective reading
periods that is embedded in the schedule and like multiple periods so that we can address all students' needs, especially our special ed students and our special ed teachers to make sure that we are freeing up our special ed
teachers enough that we can still service our special education students while providing corrective reading, like getting their service hours. Eighth grade introduction to electives. This is where we begin to roll out electives. I'm willing to
sacrifice a 90-minute math block in eighth grade so I can re-engage our eighth graders that have been sitting at Camp Curtain for 2 years. I want them to love learning again. If we when we get to Algebra 1 where
offering Algebra 1 um at the middle level at Camp Curtain and we'll get there sooner than you think. We'll go back to that block, but right now let's give them some agency and some choice in their learning that they've never had before. Let's let them pick some things that they're interested in.
Let's let them take Spanish. This would be the first time in my uh almost a quarter century in middle school at uh Harrisburg that we're offering a language. It's amazing. What an amazing opportunity that we could give our students. We also could do things like personal
finance. We could do communications/theater. Love the idea of a theater program, I really do. I love the idea of theater in a class, but if you told me I could sign up for theater, I would probably
say no cuz I'm not an actor, but I excel at communication. I s- I was a teacher. I'm good at public speaking, but I wouldn't be good at a theater course. So, if you introduce the students to communications, those skills,
then when we get to our clubs, you'll see how they could transition that into our theater club. So, we're going to have common planning time for each grade band. Yeah. We didn't have that before. So, if you
were an eighth grade English teacher and an eighth grade math teacher, you guys might not ever see each other to talk about students that you guys shared last year. Grade bands need to be able to spend time together to plan, to talk about
students. What's working in your class? I'm I'm I'm struggling with Kevin Dean. I know, no, but you're having success. What are you doing different? That's what happens when we get to meet together uh by grade bands. Now, it's not grade level.
That was one of the proposals. I don't know how we could give 12 people a prep at the same time in the school day, but we can give if we divided them up into like a team A and a team B.
Team A shares the same students, they can meet together. Team B shares the same students, they can meet together. Same grade, same curriculum, same kids. Grade level periods, three separate lunches. If you do three separate lunches, you take your five lunches down to three,
you've taken this down from two and a half hours of transition to one and 1/2 hours of normal transition. And no transition between home room and first period. You go from your home room
into first period. Some of the other things that we're doing is we're working There are bathrooms in the sixth grade classes. We're looking to update those bathrooms so students can use the bathrooms in the classrooms.
Keeping kids out of the hallways. So, let's talk about what the block the literacy and math blocks do for our safety integrity. So, if you guys would go to the map that has the zones drawn on it, that would be the limits of my artistic
ability. By doing this, we can identify our zones of high movement and our zones of low movement, and we can plan to have people there. Zone one is the main corridor. That would have housed ELD classes and
some seventh grade social studies and science classes. The reason we brought um Everything trickles down, right? So, there's only 10 classrooms up on eighth grade. But I need 12 core classes. So, what we did was we took the
electives that we're going to be offering in eighth grade, and we moved them down to the stairwells on the second floor. So, when you come down the stairwell, there's no reason for me to go anyplace else except for right into my class. And we plan for the future because when we start rolling out
electives into seventh grade, they're already there on the second floor. We don't have to move classrooms and teachers around. They I apologize for the movement. Uh this year I I I was told when I was like, "We're moving some classrooms." that they had moved a lot and I'm sorry
for it, but we moved eight classrooms so that we could set this up. So, we moved the eighth grade down to there and then the classrooms that would move the most in seventh grade, we moved down to the first
uh floor right by another stairwell. So, there's no reason for you to go any place else. You come down the stairwell, it's right there. And there's no other seventh grade classrooms down there and the sixth grade is the whole way at the other end of the building. There's no
reason for you to interact. Um and there's no reason for other grade levels to cross paths to go to lunch, to go to to go to special. There's no reason for them to cross like paths at all. Um So, zone one is a high movement area because it has science and social
studies which changes every period along with ELD classrooms and special education classrooms down there. Further down is where our sixth grade um it's still in zone one down by the library where our sixth grade classes
pick up and their science and social studies classrooms. They move every period. So, we can have two safety in a line of sight along with an administrative office that we put right there that is monitoring the zone of high movement.
Now, around the corner in a blind spot is zone two, low movement, all sixth grade English and math. We know when they move, they're only going to move a couple times. And we won't run into each other.
Zone three is the cafeteria, low movement. We only have students in there three times. Okay? Zone four, high area movement. That's in the back by the gym and in the main hallway. Lots of specials in there, that area.
Zone 5 is going to be our transition program. We'll talk about that in a later slide. That's how we will deal with our extreme behavior and mental health needs. Zones 6 and 8 also are low movement
areas. Zone 7 high movement area. It's on the back side of the second floor. Again, specials, electives, um intervention classrooms are right there, ELD classroom. And then zone 8 is our 8th grade it's it's at the top. What
we did was we placed the uh math and in the math and English classrooms in the middle of the hallway. And then the social studies and science on the outside, so when you do have to move, it's not crowded and congested.
And there's a line of sight to the students for safety, so that the safety monitor can do a a good job monitoring because right now everybody goes at the same time. It's 200 kids in one space. That's a hard thing for one or two people
looking down a hallway or even being in the middle of the hallway to monitor. Or when teachers come out of their room, we always say there's a problem with teachers coming out of their classrooms. If I had 200 middle school kids all in front of my door at the same time, I wouldn't want to come out
either. That's a lot that's a lot of stimulation that's a lot of activity. Right? So, the 90-minute blocks not only support math and literacy, but where we laid them out in the building supports our safety monitoring.
Okay. So, our community of practice structure, there is a document in there that's color-coded, that we're working on as we get to know each other. So, the other thing about having a plan about me at work
is I'm intentional about everything. I believe in being intentional. One of the gifts that I have um uh coming in here is getting to put my administrative team together.
And the administrative team, because of their background, were picked just for Camp Curtain and the issues that I identified walking right in. The my first pick was Lauren Harris. Lauren Harris is an uh has an elementary ed background and
instructional coaches background. She has survived as an administrator at Camp Curtain for 2 years. She's from the community and lives in the community. She is our anchor. She's our heart. I have a middle school background.
I also have an alternative ed background and a vocational ed background in instructional coaching. I also have a juvenile corrections uh education background and a mental health worker background. Kevin Dean, our AP, he's going to be our uh Lauren
here I'm going to be principal. Lauren Harris is going to be our assistant principal of instruction and curriculum. Kevin Dean is going to be our uh assistant principal of operations and safety. So, he comes to us with an
alternative ed counseling high school background and a corrections counseling background. Sherry Brenniser, she is a going to be our um special ed supervisor. She has an emotional support background, life skills background,
autism support background, alt ed background, special ed supervision background, and our newest member to our team, Jim Croyle. He is going to be our student services um AP. He comes with an alternative education
supervision background, a special education center based background, a middle school and senior uh school administration background, and inpatient mental health worker background. For all the things that we've identified as a need for our students at Camp
Curtin, we've designed an administrative team that has a background for that. It's on purpose. It's intentional. It wasn't just people that wanted to become uh a principal or It is people that have a
background in extreme behaviors in an educational setting and how to teach those students. >> I'm sorry, I got to butt in again. >> Mhm. >> Are they here today? >> Yes, they are. Jim does. >> I mean, I would love to I kind of I'm a visual, so I like to see the face and
where the board >> So, Kev- uh Kevin Dean, raise your hand. >> All right. >> Okay. Jim, raise your hand. Sherry. >> Welcome. >> And Lauren's at home tonight. Probably watching online. Hi, Lauren. Okay.
So, the shared leadership model, again, it's great to have administrative support. We're going to work hard. We're working hard. Guys, we put all this together and I started working on it in May. We've only been a team for 2 days. We've only been in the building for 2
days. And we're ready to go. Well, I mean, not start school yet, but we're further ahead than you would think. So, but it's the teachers that carry the heavy weight. They should have a say. Now, while some of my counterparts may
or may not be super excited about the shared leadership model that is being uh proposed by um the office of academics at the middle level, it really, really works and is really, really suited to what we're trying to
do. It really is. All right, and I don't blow smoke. All right, so what we have is right away is we have a three grade band team leads. Um so, we have somebody that represents the sixth grade, the seventh grade, and the eighth grade that communicate with the
administrative team. These are the ones that do uh that kind of like as like administrative work like on the team. Want to go on a field trip? Want to get some buses? We need lunches. Hey team lead, that's who takes care of
that. They do that for the team. But, we also have to pay attention to instruction. So, we now have department chairs. Somebody that's working for both programs cuz the middle level programming to make sure that like our
curriculum, our instruction for all four core subjects um is on point. We also have uh I believe we have chairs for our humanities as well. We have MTSS team that's deal with our interventions both with
behavior and with academics. And the PBIS team, man, they're your culture. They're They can change the game for students. They can change the game for staff. PBIS team is so important. So, our discipline model.
Whenever we talk about safety uh in a building or whenever we talk about extreme behaviors, we often talk about discipline. Discipline, when done right, is a proactive thing, not a reactive thing.
We are anticipating our some of our extreme behaviors. That's going to be our uh transition plan, but we also have to respond to the behaviors that we have right now and think forward. So,
um a lot of times when we talk about restorative practices, we think um that we have gotten rid of accountability. Not true. We also think that we've gotten rid of uh traditional good, tried and true methods of discipline. Also, not true. So, what we
propose, or what I'm proposing, is that we follow the district discipline matrix. Um it's board approved, it's right there. We've made some revisions um with uh Dr. Thompson um that I'm really excited about. So, we tried it out for a year. It wasn't fully
being implemented. I don't I can't speak on anything at Camp Curtin the why of anything before me. So, but I know it wasn't fully being implemented at uh Camp Curtin. It will be fully implemented now.
We're going to start following special education and IEP guidance for our kids. That's uh really important. Um when you're following an IEP, when you're giving kids what they need, the behaviors tend to go down.
Um and we're going to flip the traditional model of consequences to create accountability with supports to reduce repeat offenses. So, traditional behavior, time out.
Kicking the kid out of class. I told you three times stop talking. Going to need you get out. Okay. What happens now? What happens now is they go to the office and and we are literally drowning in the little. I've seen them take on some really big
challenges since I've been there, but what Camp Curtain is drowning in is in the little. Kid talks, doesn't listen, doesn't listen, doesn't listen, teacher needs to talk. I need you Somebody take him. Because there's not a plan for what to do next. So,
one of the things that we're going to do is we're going to adopt some of the elements of responsive classrooms. We use this at uh Marshall Math Science Academy. So, when instead of kicking a kid out, give him a reset, a classroom reset.
They go, they process with somebody in a different room about their behavior. And when they come back, they talk to you about what their problem was, and you say what your problem is. And if they're ready to return, bring them back in. Let's try that
again. And more times than not, they do. The whole goal of discipline should be to re-enter students into the classroom and continue learning, not to keep them from the classroom. What say they escalate? Say they're Ryan Jones in middle school. Well, they're
going to get detention. But, instead of detention, all I got out of detention was a place to do my homework, so I didn't have to do it at home. Um what our students will get is we call it a get set. Let me get you set for the
next day. So, it's a longer period of like a classroom reset, where I'm processing about why I'm here, what I did to get here, and how I can correct
it. And what we would do at Marshall Math Science Academy, you fill out a form. That form goes to the teacher that gave you the get set. They can talk to you in home room. Let's start your day right. The next day. ISS
ISS should be look more like restorative justice circles instead of a holding place for students that we're all tired of seeing in the hallway or that did something we put them in ISS and I think this was the intention but what it kind of without like a plan and follow
through that's what you get with ISS. And again all I got out of ISS was a place to catch up on my work that I missed while I was goofing off in class and getting ISS. So, we need to process with the students while we're in there. And OSS
it should be mandatory that we have a restorative meeting with the student and the guardian upon return. Or else you don't return to the the regular setting classroom. Doesn't mean you don't return to school. It means that you would go to our transition plan.
So, what's really important about a transition plan and the bottom two the ISS and the OSS are a part of that can be a part of that transition plan is no place should be a place in school where a student is stuck. If I am an emotional support student, I shouldn't live in an
emotional support uh uh supplemental classroom my entire educational career. I should have an opportunity to get out and to experience uh school with the supports that I need to be successful. Right now one of the things that we
struggle with as administrators um in Harrisburg is understanding how to transition students to and from ADYAL alternative placement or any kind of placement whether it be a mental health facility, whether it be a corrections
facility, whether it be one of our own alternative placement. When they come back, they just come back. Back in school they go. Get ready to learn. You already did your placement out there. Now it's time to get to the business of learning.
This doesn't set anybody up for success. Doesn't set the student up for success. Doesn't set the teachers up for success. So, what we propose is using the the new classrooms that were uh built in the backside of the classroom by the gym
two of those rooms as transition rooms. One to address special ed and one to address regular education. If a student's coming back from placement, they would spend they would go to our transition program before going in and
getting a full caseload at school. So, they would have a maximum maximum 45-day in placement. Here's why 45 days. An intervention takes 6 to 9 weeks to see if it's effective with a student. 45 days is 9 weeks. By
week six, we should know whether the intervention has been successful or not, and we should take 3 weeks to plan with the data that we have for the student. This is the track you belong in. You're going to go to gen ed track. No, you know what? You're a science kid. You're going to go
STEM. Or you're an art kid. Let's try theater out. You go there. We're going to do that track. Or this didn't work. What's our plan for dealing with this student? And instead of it sneaking up
on us, we have a 3-week window to put a plan together for that student. Whether it be a return to placement or whether we need to start talking about maybe um
doing an FBA and testing for special education. Maybe like the intervention has We've collected enough data to see that, "Hey, the problem is it's reading. It's not It's not the kid. It's not his behavior. He needs help with reading. So, taking the time to do that helps us.
But, if a student is sent A student should be able to be sent there for that support during the school day. I keep getting caught uh skipping class today. I I go I transition here. Maybe for a period, maybe two. I do my restorative
model. Back out I go to be successful. And if I'm not, in there I stay and we try again tomorrow. Um and if we keep seeing this data show uh a student uh
show up, they might be in our transition placement full-time for the 45 days. That's the intervention. Let's try this out and see if a smaller setting works for the student. Let's try to figure out what that student needs. So,
the transition room is in current state of transition. Students go out, students come in. Students go out, students come in. And there's a plan for those kids. Nothing is a surprise to us. It's on purpose.
So, let's address student engagement. These are all the incredible things that we're going to offer next year between the district and uh Camp Curtin for our students. First off, after-school clubs and tutoring, super pumped about this.
We have all you can um that will be coming helping us with uh some of the students that we were talking about for like transition. There's an after-school club for them. All you can. Uh we'll have tutoring for students that need academic support. We have art, theater,
e-sports, fashion design, intramural sports, music, student council, track and fitness, video production, volleyball. Awesome. Middle level sports. This is across the district. We're going to make sure this gets
advertised when uh physicals are advertised. We're going to make sure we get our our kids there to those things. We have cheerleading, wrestling, boys and girls basketball, boys and girls soccer, boys and girls track, girls volleyball. And then we have engagement activities
that we're going to um eventually offer electives across all grades. We're going to start in eighth grade. Field trips to build community connections. And then we're going to introduce the housing model that we've adopted at
uh Marshall Math Science Academy. I wish you could say I had invented it, um but it was perfected in real life by the Ron Clark School in Atlanta. But most will be familiar with it from Harry Potter. I'm a Hufflepuff. All right. So, we model ours after
HBCUs. So, up at uh Math Science, we have Jackson State, Norfolk State, we have Tuskegee, we have FAMU, that was my house. Uh we have ASU, not your ASU, but maybe we'll bring it to Camp Curtin. Um and we have Zula.
And those houses adopt the HBCU as a model because we should be modeling ourselves after institutions that were the first to be in like embraced diversity. So, like we'll do the same. All that What
What housing model really teaches is community because when I earn a point for me, right now under the current model PBS, I get a point, awesome. My good works helped me out. Under the housing model, I get a point, but I get a point for my
house. I share this with my community. And then every quarter we have huddle where we celebrate our houses excellence. So, we also are going to increase an instructional foundation
for our our teachers and our learning. That means we're going to have a standardized lesson plan format and a review process. The lesson plan that we will be using at Camp Curtain,
there's a sample in your folder that I gave you. It is has the same elements of the lesson plan that the office of academics rolled out. It has objectives, it has an
introduction, it has assessment, it has all the things that you need as what I like to call the good bones of a lesson. But what it also includes, because my teachers, the way that we've begun to
plan after during and after COVID, is we think about our lesson plans like Monday, Tuesday, Wednesday, Thursday. That's not how it was when I started teaching. Also, I use an overhead projector and chalk when I was in the classroom, when I was a teacher.
But what we do, um, what we've done is created a hybrid where they can plan with the district's lesson plan, but they can mean I can meet them halfway and I can they can see their week and where they're going. But
we also did this and you can't see this here in an Excel spreadsheet. So each tab is a week in the marking period and we can watch you progress through your unit and your marking period. And that helps with coaching. Instructional Focus Board, this is a
district initiative. We're going to hit the ground running with that. What the instructional board, there's been a lot of questions about why the importance of instructional boards. Good instruction looks like this. I can draw straight line from the standard
through the objective of the lesson, through the activities of the lesson to the assessment. If you don't start with the standard, you can't draw that straight line. Everything should come from that standard. The standard, the instructional focus board that Dr. Henry
has rolled out across the district gives us that starting point. Everything should come from that. Everything should be shaped from that. And a a teacher should be referring to it throughout the lesson, so we know where we're at. I have terrible ADHD
when I would teach. I would get on a cool tangent. Uh and I would like, "Oh man, like kids are really feeling it. We're going to be talking about stuff." And then I turn around and look at my like my lesson objective. Like, "I'm I'm not talking about anything right now. We are not learning about English. We're learning
about Mr. Jones. All right, let's come back here to uh um persuasive writing." So, we're going to implement that right away. Our special education model, um
we're going to reset on that. Right now, there's a full inclusion model at Camp Curtin. And I'll be the first to say I believe in full inclusion. I really do. Full inclusion, though, takes a lot of planning and preparation to get to. And when I came in, it looked like it was
something that just kind of happened. So, we're going to reset that. We're going to go back to the push-in pull-out model while we begin training our staff in how to do that. Because there has to be a culture of
co-planning and co-teaching in a building for full inclusion to work. And if you don't have that, full inclusion doesn't work. You got teach people how to do that. Planning your lesson is something that's very personal. Sharing that planning with somebody else feels unnatural when you've been doing
it for a long time. You have to teach teachers how to do that. We're going to begin training teachers in the full inclusion, and then we are going to support special educate education students through the out-of-building transition program. It's not an out out-of-building transition
program, it's just our transition program. So, let me talk about how that that works and why we've put that there. I'm a student and I had a bad day. Something happened. I go to the main office for it. I'm really upset.
My parent comes in. I'm a parent [clears throat] and I am a parent. I'm a parent of three daughters. You want to see me come like out of character? Make my daughter cry. Make my daughter cry in front of me. And give me an audience.
That's what's happening right now in the main office cuz it's the only place for kids to go, and the only place for parents to come in. And a lot of parents will act outside of their character because they're upset. So, the transition program by the
transition program, we're going to create an operations and safety suite uh with um Mr. Dean and Mr. Bear. And that is where our behaviors go. So, if you if we have to call a parent to come in,
we have a private place for them to feel their feelings, and it does they don't they don't need to be shamed about Whenever I lose my temper, I feel bad about it afterwards. I do. And I feel like I came out of my I came out of my character. I don't need parents to feel like that.
I need our parents to be respected and give them a safe place to feel their feelings without an audience. With people that are prepared and trained to do that. We're also going to support our teachers with a professional learning
uh uh PLC structure and professional development. Our PLC structure will be weekly every Thursday. We are going to have only three focus areas per session. If we're talking about anything else, we're not having a PLC, we're just hanging out. We're going
to talk about instruction, student needs, and operations. That's it. That's it. That's what we do in PLCs. Cuz we're not hanging out. And we're going to convert our faculty meetings into professional developments and department meetings. We're going to use them meaningfully.
So, faculty meetings will happen twice a month. They'll coincide with our Wednesdays, so that we have more time to train and work with our staff. This is a preview of the overarching professional development focus that will be tackling this year from the office of
academics. We will be talking about instruction. So, here's what we solve in the first year. In the first year, we're going to reduce transitions. We're going to address our extreme behaviors. We're going to manage the middle level
consolidation. We're not overcrowded. We have enough staff. If you look at the staff sheet that I gave you, we have three vacancies in regular education right now. Three. That's it. There was tons when I got there.
And I'm stressing about the three vacancies right now. I could only imagine those amount of vacancies in the middle of a school year. Panic sets in. You start making bad decisions. You start loading up strong
teachers with 40 kids in the classroom to cover it. You started doing all of those things to try to keep school running. You do anything you can to keep school running, and I begrudge no one for making those choices. Guys, I've made them in my career. They're horrible
to have to make. So, we're going to we're going to address the middle of the consolidation, and we're going to create operational systems. That's year one. Year two, we start talking about instruction.
Here's an Here's an instructional maxim. You can't build instructional excellence in operational chaos. We cannot diagnose what our instructional needs are at Camp Curtain until we get operational and
instructional foundations. After we do that, in year three through five, we can start talking about our programmatic identity. But not till then. Not till we're all together. Not till we run this thing
and see what happens when we have foundations in operations and instruction. Thank you. >> Thank you, Mr. Jones. So, we going to pause here and allow the board to ask Mr. Jones any questions about what he was able to present about
his vision for Camp Curtain. >> Ms. Johnson. >> Um I just want to thank you for your work that you put into this um well-thought-out um in-depth approach, and I look forward um to seeing it come to fruition. Um I just have a question.
Um I do like how you designed the administrative team, and how you explained that. Um just uh a personal question. What is your um juvenile corrections experience? >> I would um so, while I was teaching in Harrisburg, um I would see um some of my
students um go into corrections over the summer. And I would also see them be in programs for mental health reasons over the summer. So I began to teach
juvenile corrections in the summer time and when I didn't do that, I would work as a mental health worker and other programs for like PA counseling. >> I think you. >> I won't call it extensive, but it is
the way you design a lesson there is different than you would design a lesson in a public school and that's important when you're talking about like designing an alternative or a transition program. >> Absolutely. Thank you. >> Mhm. >> Thank you. Um
Mr. Thompson leader. >> I don't actually have a question. I'm super excited for the success I expect you to have here. Um the one thing I did want to point out when you talked about having the middle level that's in unison and key,
you're leaving Marshall having had the assistant principal there with you for the whole time I've known you. Now she's the principal. >> Mhm. >> That's an added level of trust that we're going to be leveraging and I
just wanted to bring that out as well. Um but the other thing that I would want to say, the biggest problems this district has always had is people staying in leadership positions. You are an
anomaly and I'm so grateful that you're here. I'm I'm not surprised that you're taking on this ambitious opportunity. But and everybody in your leadership team, I
would implore to try to stay through that five-year plan. That That That's the vital part to institutionalize these practices so that when others can come in, they have resources to look at. They have your documentation. They have whatever's in place and you've made that
last. That's just going to be so important to the success of this plan. Thank you. >> Thank you. >> Thank you, Mr. Thompson leader. Um Ms. Anderson. >> Thank you, President Copeland. Um >> [clears throat] >> excellent job, Ryan. >> Thank you. >> really well done, really well thought
out. Um also just want to thank you because I think a lot of the questions that the board asked in previous meeting, you answered in here. Um and I just thought you did a really good job of answering our questions and addressing things. Now the work begins, right? So >> Right.
>> the plan is in place. Um now we have to see it come to fruition as Ms. Johnson said and uh come into action. I think as a board and just sort of for the public, we've talked a bit more about accountability measures. I know Ms. Robinson um
stepped out. She's suggested having some retreats to talk about the board's way of working and um President Copeland and I have talked about having more accountability measures in place including for principals. So definitely looking forward to seeing some updates um on this plan. So one question that I
have for you, uh have you had a chance to talk about this plan with every person like every staff member in the building? I know you've only started thinking about it since May, so I'd be very impressed if you have, but just curious. >> No. >> Okay. >> But so some of the things in this plan
um because of the way I think like thinking about five years out, um wouldn't been fair to like lay on them right now. So actually what we did was after um
my staff came and spoke at the last one. Um and and asked a lot of questions. We had a leadership meeting that day. Uh they called the Council of Excellence, all right? So, uh I went to the Council of Excellence and I thanked them for what they said
they needed to and they had a year and they needed to say what they needed to say and they needed to ask the questions that they needed to ask and they needed to be heard by not just me, but like every all of us. We're all We're all responsible. So, um
the the plan that really affected them that they needed to know about, we talked about like the next day. >> Okay, great. Well, hopefully we'll hear an update on everyone in the building hearing about the plan. >> Absolutely. >> Um you provide an update. Um and then I did just want to make a quick
distinction cuz I did see and hear that you had some items about Roland. I I do just want to make a distinction about that. Um I know that the two things are related, right? Whether we keep Roland open or not is related to Camp Curtain.
Um however, I I do want to make the point that regardless of what happens with Roland, these changes need to happen at Camp Curtain. >> Uh >> So, I just want to make that distinction of like whatever happens with the building,
we want to see these changes in place. >> Just real quick, if if the staff from Roland doesn't come over, this doesn't happen. >> Well, there aren't other There's just River Rock over at
>> No, no, no. There's staff over there right now and they're coming to Camp Curtain and they're filling like our the lot of our vacancies and you create a like vacancy if this doesn't happen.
Like both programs suffer immensely if Roland stays open. >> I'm I'm glad you said that cuz that was a little bit of why I was asking the question. If you have staff there, there's no students. Are the students moving and
staff didn't move? >> No, no. So the students promote up at Roland and the staff comes over and they fill it fill out >> Right, but the staff is not there yet. They're graduating Roland >> The staff are graduating to the next grade level, right? To be at Camp
Curtin. >> No. >> Or so some of them are not going? >> So I I'm trying to be clear here. >> So to be clear, so only staff we have at Roland right now is eighth grade staff. >> Okay. >> So if the if the board decide that they want to keep Roland open in some capacity, we would not be able to move
all those staff members from Roland over to Camp Curtin to support the plan. And so that's what he was mentioning is the whole predication of this plan is based on us getting the staff from Roland to be able to fill the vacancy that we already have at Camp Curtin.
>> I guess for just for purposes of clarity, >> Mhm. [clears throat] >> I'm sorry, but it's like really it's really not landing for me. >> Okay. >> Yeah. But if there are no eighth graders there, >> Exactly. We should be moving the kids over to Camp Curtin. I mean we should be moving the staff over, but that's kind of where we at. >> Right. So let's just say that let's just
say for like hypothetical reasons and I know Miss Houston has her Um for but just like on this point for hypothetical reasons or hypothetical point, if we keep it open, let's just say keep it open, what is the staff doing there if there are no students?
>> So that's part of the conversation because the other part of the presentation is if the board wanted us to try to keep Roland open as a traditional middle school starting August, it would be very hard because we have almost 6 weeks to try to pull that together. That would would would would
look like we'd have to pull staff that we already allocated for Camp Curtin back to Roland. >> So I just want to be very clear here. We're not saying to to have students come in August Roland. We're just saying if the school remains open, right? Contingency plan, things don't go as
planned here at Camp Curtin. We have to think about it for the school year of 2027-28, there will be no students there this upcoming year. So why would we have staff in an empty building? That's what I'm >> You are correct. So what you're saying is a two-point. So part of it is if you all as a board decided you want to keep
Roland open for the 27-28 school year, then we have to transition staff back. But if the board had yes. >> Yeah, sure. Yeah. >> But if the staff if the board made the decision you all want to keep Roland open in August, that mean we would have to capture some staff back from Camp Curtin back to
Roland to support that that's um that school. But the whole purpose in the whole thing is that if we going to keep reopen Roland for the 27-28 school year, we have a year to plan. >> That's what that's the >> Yeah, and I'm and I I understand that. Like Roland itself as like a building or
space, it doesn't go away. If this doesn't work and we do the accountability and I'm I'm checking it's going to work. It's going to work. But if it doesn't hypothetically, you have that. You have that. We can do this and see if this works.
And then you you still have that. >> I'm missing you. >> Thank you very much for the presentation and thanks for the folks coming tonight. Um nice to meet you all as well. Um I I do feel some respon- Am I on? Yeah. I do feel some responsibility to um kind of speak from the board members.
I have some skepticism and serious concerns. Um our children are precious. We lost one to gun violence recently. We lost another as you all know to um a car a car accident. And we're um and we're very excited about this innovation. Clearly you're a thought leader. Clearly you're a
strategic. you put a lot of work into this, you've socialized it, you have folks who expressed interest in it. And I'm all for innovation if it does no harm. >> Mhm. >> Do no harm, okay? How okay, questions for you. Um
what are what risks have you identified for this plan and mitigation strategies for those? >> So the plan is built on the like the risks that are currently like in place
right now. So um and the other part of this is that like I said at the beginning, we've only been together for 2 days in the building. There's a lot of like the minutia and the flushing out of everything that we need to do. But I'll
give you like an example of how we come up with like a master like schedule to like mitigate some of the things that you're talking about. When we looked at the master schedule, and this is how I believe a master schedule should be built, we're like, "Okay, cool idea. 90-minute blocks, let's cut down transitions." And
we looked at the map of the building where everybody else is at. And then we gave a student a schedule. That's how that's why the the master schedule looks the way it is because it's it's through a student lens. It's how a student would travel in the building. So we began walking the
building like a student following student schedule. And we would see where we would cross, we would see where the blind spots were. We would see those things and then we would like, "All right, well, that room needs to be like here and we need to put this room like this and we need to do that." So like just from the master
schedule, we started to walk it and try to find where we where we messed up. >> Sure, and I appreciate that you're looking for risks to fix in your model. I'm talking about risks in the implementation of it. Something falls out and the wheel falls off. >> Mhm.
>> And where would the wheel fall off if there is what where's the most likely point that the wheel could fall off? >> Loss of staff. >> Loss of staff. Okay, what are the mitigation strategies for that? >> So, well, I'm down staff right now. Right? So, I have some vacancies. Um
one of the things that we're the good news, bad news about that is I'm down three and it's June. But, I'm already behind. Um good hiring happens like end of spring um or end of like school spring, not
like spring spring. So, um right now we're beginning to reach out, try to find um we're trying to find holes uh we're trying to find way to plug like those those holes with we want certified staff
and then we'll we'll move backwards. The good thing about Camp Curtain and Marshall Math Science Academy is we actually have a plethora of good non-certified teachers that we can move into this vacancies like if we needed to. But, the where the
wheels fall off is we don't have staff. We don't have enough staff. And then you go back to the problems that you had last year. Other problems that we began to try to mitigate is um and I know it's going to be done on time, John. What if the cafeteria isn't done on time?
Right? So, we began looking at different places that we could have lunch in spring and October. Um how do we fit 300 kids over 300 318 kids we counted today in that cafeteria? So, we started putting a a contingency plan together
for that. What you're talking about doing kind of happens mid-July for us. Because I still have to see who's in my building, see what the students' needs are, and then start making a plan for each of those groups of students, which I don't have
yet cuz our rollover or happened yet. >> Yeah, of course. Sure. >> If you like. >> Um We all know a Boston public that finding staff
very difficult. And it is absolutely in my opinion and my background mission critical that retention is the new recruit. Retention is the new recruit. And from day one, authentic leadership
and valuing your people the staff of your people >> I'm sorry. I I hate to interrupt, but if you could speak in the mic because it's not capturing for those at home. Thank you. >> My My apologies. So, I was talking about authentic authentic leadership.
Just like we want to care for our students every single day, every single second, that's why we're here. So, it is the team's responsibility from day one to provide authentic leadership to the staff.
When the staff feel valued and appreciated every single day I just said retention is the new recruitment. It is our job as leaders to appreciate, to thank to walk in, to
check in, to text them, to give them a phone call in the evening when they had a rough day and say, "Hey, this is Mr. Jones. I'm just checking on you today." So, it starts with that first. Is authentic leadership. Because we all
know fake leadership versus sincere leadership. So, thank you. I just wanted to have that. >> I very much appreciate that. I saw that in your model, too, built-in culture. So, um I think that's, you know, you have a credible model there. I just have one more quick question. I appreciate I very much appreciate your letting me um
do this. Uh the biggest, I think piece of of data that I need to feel comfortable with this is how the teachers feel about it, if they're confident in it, if um and and the and the supportive staff. Um And um a couple of teachers had reached out with their thoughts about it, of course, and we have some folks here
tonight. And if by the way, there's public comment, so if there's anything else we need to know, you can tell us. Um but did you receive any critiques or negative reactions from instructors? And how did that affect um your design of the program? >> Eeh, not not really over the all the
plan, but um I know the reason why I didn't roll the whole thing out. I'm talking to a staff that just had like a really tough year. And I'm like, I need you guys to move your classrooms cuz I have an idea. You know, so
um I didn't I didn't roll it all out. And most of the the negative um stuff that I I've heard or that have been told to me um from the building leadership has more to
do or around feeling maybe kept out of the of the plan right now, being in the dark a little bit about what we're what we're doing. I don't start there until July 1st.
I've been working on this with them since May. Like I'm I'm trying. I'm doing This is me part-time then. Right? So, I can't wait to be there like full-time with you and show you what we can do.
>> I do have one more thing. I'm sorry. Um >> [laughter] >> I think accountab- I appreciate or so much so many parts of your model. I was just, you know, writing down. Very very um exciting to see. Accountability, of course, um popped up. And accountability to the board, I guess this is more of a general um feedback. You know, I In
general, I'd love to see monthly updates on how things are going. Um and also that that includes um reactions, data from the teachers themselves. That so that we can we can hear that and we can know that. And of course um anyone's always welcome to reach out to us directly, but um along with
implementation, we know that things don't go perfectly. I It's not that It's not Yeah, especially the bigger the the bigger the the program, the more moving parts there are, the more points of failure there are. That's how it goes. Um but just um that kind of on, you know, transparency into how it's going would
be is is is necessary for us. >> We have a saying in uh building leadership that you can you might have a plan, but the building has other plans. May the building be kind to you today. There's like a thousand people in there. Like it's going like there's going to be
X factors all over the place. >> Well, thank you uh again for the presentation and I just wanted to add to it. Um you you hit some key points today and one was behaviors cuz I think we um
misinterpret behaviors with help. >> Mhm. >> Right? And and I can only speak, you know, on my behalf, just uh not from Camp Curtain's perspective, but years when my son was
at Rowland, it looked like a prison because of the movement. I was like, "How do all these children move at one time?" And I was there was no way like how the teacher was teaching because there was all that
was where we where me as a parent is being transparent. I experienced the bullying right in front of my face. A child knocked my child out just because of transitioning classes. So, I was like, "This is not good." So,
what you displayed and what you showed today is what we what we need, right? The support is important. And how do you take that congestion cuz it's it's too much movement and and then when you talked about even the
across the board to see the electives, I wanted to always see that from Math and you know, from the Marshall to Kim Curtain, how do we get there and this and I believe this is the the step to that. Yes,
it's going to take time. Nothing happens right away, but because you have a plan not just for yourself, for your team because again the teachers, you know, I applaud you guys cuz you're you know, you're the first responders and people don't understand that. Day to day, we're not there. So, you need right
supports and you need to be appreciated. Just a hello, you know, or you're doing great. So, to have that well thought out thought out, thank you for that and my only add to it because what? I am a parent. So,
you didn't really speak to the parents involvement. So, can you speak a little bit of like how are you selling this to or not so, but you know, how are you >> and back in the parent because me as a
parent to know that hey, of what the past three is and then we just had the tragic as we, you know, seen and it it was mind-blowing right to safety is very important and for me to be like, "Hey, I want my child to go back >> Mhm.
>> to this school. Where how did you [clears throat] draw or have this been even presented? I know we're here at a board meeting, but it's kind of sometimes hard to get out there. So, what have you thought about surveying and getting their feedback as well as well as your
team, but as a parent for me to want to come back, I would want to know, "Hey, wow, they got this X, Y, and Z." And I mean, that's why we're all here, but >> Right. >> you just speak a little bit. >> Yeah. So, it it was you guys first. It's parents next. >> Yeah. >> So, we are planning a parent night this
summer to invite our parents in to hear a very similar um uh presentation, but also to hear any concerns that they have or any questions that they have. Um one of the biggest lessons that I had
um in administration was giving opportunity to parents to be involved in decision-making. They consider things that I don't. Well, I'm I'm a parent, but I'm not a parent here. Right? And they think of things that I
don't think of, and I like to like hear from them. >> Yeah, I get I get it. I look at a at a child as my child, right? What would you do for your child? I would do it for the same. That's why I'm here. If I didn't have that care, I don't think I'd be sitting here, right? So,
please share that date because I would like to, you know, if we could come during the summer and be a part of it and I can, you know, advocate to share with other, you know, community. But, thank you because that was very well thought-out process, your team, and then making sure that, you know, people don't understand
just having the A, you have to have a person who is professional in that area. That's the expertise because if you don't really have that background, sometimes and not saying it's always the great, but you got to have something that you more
tangible and it's experience and it and I mean well thought-out from the class movement to the, you know, everyone, you know, being here. So, thank you all for being here and showing up because people don't understand showing up tells a lot
of you who you are, your character. And a lot of people talk very very well, but when it's time to walk, >> Mhm. >> you have to show up. So, you're showing up is the hope that we can change our perception of what Kim Carden you know,
what the talk is all over, right? But it's not just here. This is national all throughout the you know, a lot of students are experiencing it and they want I just believe they really want the right supports in place and they want to know if I'm coming to school am I safe? >> Mhm. >> Cuz you know, probably a lot of people
will say, oh yeah, my children turn and I'm openly say yeah, they go to a charter. You know, why? Because safety was key for me. If my kids are not safe then why would I want to leave them in your hands? So, that's why I came to sit at the table with the same people,
right? Cuz they you think they don't want to be here? So, I like to be transparent cuz my children cried to be back in Harrisburg, but I said it's a different fight children. I'm a mom, mommy hat, right? Cuz you can't fight at the same time, but do they want to come back? Yes, my daughter is willing to come back, but I
want to make sure that's why I'm at this table to make sure you know, proper protocols are put in place. Safety is taken into consideration that I know, you know, you guys really care and I know I'm a this is the I'm an alumni. Harrisburg,
we have it. We have the people, we have the children, we seen the Juneteenth parade, like we have the children, we just need people to show up more. So, thank you for even taking that initiative to go over. I know and I I can applaud you cuz my son did go to after society. He was
a very well advanced student. So, unfortunately, fell through the cracks, but again, he's in college. He left, he he's made it. I'm here to be able to speak on behalf of others, parents to support them and other students that know they have somebody here advocating.
So, thank you. Very well thought out and I'm like I said, I'm here to see the next steps and how we can be a support too as a board. So, we're here too, guys. So, we can come to the schools to once you know, once I wanted to be there before you know, school was out to kind of see a little bit of it, but if we can
get in there to be a support, that's what we're here for cuz it takes all of us to do our part. So, again, very well, thank you. It was a nice long presentation. I know a few of our board members, but I'm hoping that, you know, they they understand that this
is why we were elected to be here and to do the job well. So, that is just my sentiments to that and I think Ms. Johnson has >> Oh, thank you, President Kolben. Um and just to kind of add on to what you're saying, um uh parental engagement is very crucial. Um
from my experience and just um personal experience as well, um that's kind of been absent in Camp Curtin for a long time. So, have you thought of or if you have any ideas or uh will you implement any kind of innovative ways to um kind
of engage, um you know, the parents and and uh solicit that >> Yeah, 100%. The way the way to parents is through kids. Parents come when kids are there. So, more activities and more opportunities
for kids to showcase what they're doing brings parents to the building. If I say, "I'm going to give this speech right now on a Thursday night at 6:00 when you were you got off work and you worried about dinner and
you're not coming, right? But, if your kid is doing a performance, something we've been working on all week, I can con- I'm there, too, and I can connect with you there. So, that's like that was our that was our secret at
Marshall. It was through the kids. >> Thank you, Ms. Johnson. Um Ms. Anderson? Thanks. I'm following up both of those like very heartfelt statements and questions with a very technical question. Um this is actually for Dr. Zeski. Um could you just going back to the Roland item because since that's the
thing that we're voting on or supposedly voting on. Could you just talk us through a little bit of the options? Again, I don't think there's an appetite to have it be open for this upcoming school year, but just thinking about our options in terms of closing it or keeping it open. I don't know. Is there
any guidance from PDE on that? I know June 30th was an original date. >> Right. June 30th was the deadline if you were intending to do the formal closure. However, there's nothing that would preclude the board from keeping the building open. It's housing River Rock.
You would still move all of the staff that was associated with eighth grade to Camp Curtain, and the building could be left open with a building number for 26-27 without students in it, and I did confirm that with the department. That would buy the board additional time to
see how this plan unfolds for the first half of the year. And then I like the idea of monthly updates, looking at data, are we moving in the right direction, and if come midway through the year we're seeing that things are not going as we hope they will go, the
board then has the ability to decide what it wants to do with Roland for the 27-28 school year. So, legally from a PDE perspective, there is nothing that needs to happen in terms of closing the building if the board is not
ready to make that decision. It can still move forward with the closure of the Marshall side cuz it's a separate motion. >> And I was just speaking with Bonnie right before we came in and about if we if the board wanted to just table that motion since we have both of the motions
split out, we could table that motion for the Roland closure for another time, another meeting on to bring that back up. >> Lots of things. >> Yeah, it's not for action tonight. >> Yeah, we don't have the table. Yeah.
Yeah, tonight is just for a motion for a discussion and we will move it to our June 30th to actually make the vote. >> Yeah. Yeah. So, we are My my only it's all to add to that Dr. Um Sesky with um with a school with the
Rowland still, you know, and possibly it's still open and with River Rock there and it's still open. Who would be like who would take on that responsibility? >> Remember River Rock is a program. That's
a it's a organization a company that's running it. They're we are partnering with them. But so River Rock will have control of dealing with their staff and everything because we wouldn't have our staff there. >> Right. But but are we paying River Rock for that program? >> Yes, we pay for seats. Remember we have
200 seats that we have allotted through the River Rock program. >> Right, but are them our students? Or okay, so 200 seats we're paying for the program that's currently there. And do we have safety monitors there? >> The next year we did not have anything
allocated for them. Correct? They have their own River Rock have their own security. >> Okay. So, currently we don't have our safety monitors at River Rock. >> We had them there because Rowland was there. I mean we had kids there. So, next year we don't have any uh
>> Okay, any type of agreement. >> Yes, we don't have safety monitors allotted. >> And maybe this could be off the record. I would like to know what what we're paying cuz that's a partnership. Right and I know some of our students are still there, but we just talked about
you know, moving them and then he did speak to this and I'm and this and that I'm just visually seeing this because if you're talking about you might have a program for behavioral you know, putting in that place. I would love to see what the numbers is. >> River Rock serve the whole district, not
just Camp Curtin or John Harris. So, we have 200 seats for the whole district. So, whenever we have kids that need 45-day placement, they go to River Rock. >> From our Harrisburg school district. >> Yes, correct. Yes. But, that's what I said, but we're paying for that. >> Yeah, cuz we have to pay for their staff. Cuz I mean, we their staff don't
belong to It's not our staff. That's River Rock staff. So, we have to pay for it. >> Right, but most of the time you get a program, the program is doing like all you can, right? They're doing their You know, some people have supports where they're paying for the program. Cuz we're talking about we don't want to keep a building, but we're
still paying money where that money can go wherever. I don't I'm not sure I'm going to get caught up there. Dr. Sandusky. >> Madam President, the River Rock program is a true alternative education for disruptive youth or AED-Y program. They
have to go through all the state regulations, and we do have to pay for them to provide that program. Just like we used to pay the SASE organization. So, they replaced SASE. But, in terms of staff, I think you got that question answered. I just want to make one
comment since you brought up the whole thing about the transition back from River Rock. From a PDE perspective, we have to be very cautious about having anything called a transition room for 21 days. There are we got possible
legalities associated with that. It's more about when a child comes back from AED-Y, they come back with a transition plan. Your staff and the River Rock staff must collaborate and work together
to implement said transition plan. And that plan might involve a student needing to occasionally go to a restore and reset room if they're having a meltdown, but we can't preclude those students from going back into the
general education setting just because we want to. So I just want to make sure that the board it is clear on that and I'm not faulting Mr. Jones because again this is something that he wouldn't necessarily know unless he's lived in the AEDY world but PDE has very strong
caveats about that and as we move forward with this we will put you in touch with the people who can make sure that we're doing it legally and correctly so we don't get into trouble. >> Thank you. Well thank you for that Dr. Susquehanna. >> If I may I do want to make sure I'm very
clear about something related to the teachers contract and staffing. I'm hearing comments throughout this this time saying that oh the staff can just stay where they are. To be clear we already voted for them to transfer on May 12th in accordance with their
collective bargaining agreement we have to notify them of their assignment no later than the end of the school year, okay? So they have already moved. That ship sailed. So if we are staffing this building today or today, next week, next
school year or even the following school year we still must follow a process to restaff the building. Okay, I just want to make sure we're clear on that. >> Right so so >> So to be clear if you know this is hypothetically if we
would you know the vote would go we we are closing the Rowland school per se the staff still would move automatically. So that wouldn't have anything to do with keeping the staff there. We would just be holding the
building in the case that the plan does not follow through so we do have it cuz I I know we're supposed to be also with the monitoring we should be um keeping >> the personnel in the building. >> Yeah but we're are also supposed to be
growing the district and we getting up lot that that's the greatest building for me personally, but I just wanted to make that clear. So, that makes a whole lot more clear clarification questions like cuz a lot of people I guess we're just looking
like, oh, you know, we're moving all the kids. The children are already moved, the staff is already in place and it sounds like it just didn't have the right support in place. So, with the the transition the hope is to see all the above. So, I just
thank you for the lot I think I got a lot of good um feedback here for myself as a board member, but I think that concludes this presentation. So, again, thank you to your team, the staff, everybody who showed up and ones who may be looking online go watch the Zoom again, but
we're going to get to moving. So, thank you again. >> Thank you, Mr. Jones and the teams from Camp Curt. >> Yep. >> Give me a second. Let me try to put >> I know that we're voting on it next week. I just know the voting on it. I didn't try to Yeah, yeah. So, we're good to go. >> I didn't even realize you didn't realize
Sassy and River Rock. >> Because that's what I was saying cuz we used to have another meeting program with Sassy >> Got you. Yeah, Sassy. Yeah, we got rid of them last year. >> Yeah, okay. >> That doesn't mean we should have.
There was problems. Let's see if we can get through the rest of the schools. >> All right. All right. So, we'll go ahead and get the meeting moving on. Um so, we'll move to our section for the public comments. So,
Madam Secretary, we're ready to begin the public comment period of the agenda items. >> We have We have We have no public comments this evening. >> All right. Thank you, Madam Secretary. So, we're moving right along to the unfinished business items for the Office of Academics.
And again, these items we they were already um vetted the beginning of the they the listed items were already vetted properly uh 2 weeks ago at the Committee of the Whole meeting and then moved to the consent agenda for approval. So, does the board wish to
remove anything from the consent agenda to be voted on separately? All right. So, hearing or seeing none, do I have a motion to approve the items listed under the consent agenda for the Office of Academics? >> Samutis. >> Is there a second? >> Second, Thompson-Leader.
>> Thank you. The motion has been properly moved and seconded. Is there any discussion on the motion? All right. I'm hearing or seeing no further discussion. Madam Secretary, can I have a roll call vote, please? >> Ms. Anderson? Yes. Ms. Copeland? >> Yes. >> Ms. Hughes?
>> Yes. >> Ms. Johnson? >> Yes. >> Ms. Radcliffe? >> Did she get her hand up? >> Her hand is up. >> Good. >> Mr. Roy? >> Yes. >> Mr. Thompson-Leader? >> Yes. >> And
seven yes, zero no, zero abstain. >> Thank you, Madam Secretary. Hearing a majority of yeses, so that motion will carry for approval. Uh we're now ready to move to the unfinished business items for the Office of Human Resources. Again, these items were listed under the Office of Human Resources were
properly vetted 2 weeks ago at the Committee of the Whole meeting and then moved to the consent agenda for approval. Does the board wish to remove anything from the consent agenda to be voted on separately? All right. Hearing or seeing none, uh do I have a motion to approve the items
listed under the um the consent agenda for the Office of Human Resources? So moved, Thompson Leader. Is there a second? >> Second, Johnson. >> Thank you. The motion has been properly moved and seconded. Is there any discussion on the motion items? All right. Hearing or seeing no further
discussion, uh Madam Secretary, can I have a roll call vote, please? >> Ms. Anderson? >> Yes. >> Ms. Copeland? >> Yes. >> Ms. Hughes? >> Yes. >> Ms. Johnson? >> Yes. >> Ms. Robinson? >> Oh. >> Mr. Roy? >> Yes.
>> Mr. Thompson Leader? >> Yes. >> Ms. Radcliffe? Yes. Seven yes, zero no, zero abstain. >> Thank you, Madam Secretary. Hearing a majority of yeses, so again that motion will carry for approval. Um we're now ready to move to the unfinished business items
for the office of operations. Again, these items were listed under the office of operations, were properly vetted 2 weeks ago at the Committee of the Whole meeting, and moved to the consent agenda for approval. Does the board wish to remove anything from the consent agenda agenda to be voted on separately?
All right. Hearing or seeing none, do I have a motion to approve the items listed under the consent agenda for the office of operations? >> So moved, Thompson Leader. >> Is there a second? >> Second, Johnson. >> Thank you. The motion has been properly moved and seconded. Is there any discussion on the motion
items? All right. Hearing or seeing no further discussion, Madam Secretary, can I have a roll call vote, please? >> Ms. Anderson? >> Yes. >> Ms. Copeland? >> Yes. >> Ms. Hughes? >> Yes. >> Ms. Johnson? >> Yes. >> Mr. Roy?
>> Yes. >> Mr. Thompson Leader? >> Yes. >> Ms. Radcliffe? And that's a yes for her. Seven yes, zero no, zero abstain. >> Thank you, Madam Secretary. Hearing a majority of yeses, so that motion will carry for approval.
We're now ready to move to the unfinished business items for the office of business services. Again, these items that were listed under the office of business services were properly vetted 2 weeks ago at the Committee of the Whole meeting and moved to the consent agenda for approval. Does the board wish to remove anything from the consent agenda
to be voted on separately? All right, so hearing or seeing none, do I have a motion to approve the items listed under the consent agenda for the office of business services? >> So moved, Thompson leader. >> Is there a second? >> Second, Johnson. >> Thank you. The motion has been properly
moved and seconded. Is there any discussion on the motion? All right, hearing or seeing none, Madam Secretary, can I have a roll call vote, please? >> Ms. Anderson? >> Yes. >> Ms. Copeland? >> Yes. >> Ms. Hughes? >> Yes. >> Ms. Johnson?
>> Yes. >> Mr. Roy? >> Yes. >> Mr. Thompson leader? >> Yes. >> Ms. Radcliffe? And that's yes for her. Seven yes, zero no, zero abstain. >> Thank you, Madam Secretary. Hearing a majority of yeses, so that motion will
carry for approval. Uh we're now ready to move to the unfinished business items for the office of the superintendent. Again, these items that were listed under the office of superintendent were properly vetted 2 weeks ago at the Committee of the Whole meeting and moved to the consent agenda for approval.
Does the board wish to remove anything from the consent agenda to be voted on separately? All right, hearing or seeing none, do I have a motion to approve the items listed under the office under the consent agenda for the office of superintendent? >> So moved, Thompson leader.
>> Is there a second? >> Second, Anderson. >> Thank you. The motion has been properly moved and seconded. Is there any discussion on the motion items? All right, hearing or seeing no further discussion on the motion motion items, Madam Secretary, can I have a roll call vote, please?
>> Ms. Anderson? >> Yes. >> Ms. Copeland? >> Yes. >> Ms. Hughes? >> Yes. >> Ms. Johnson? >> Yes. >> Mr. Roy? >> Yes. >> Mr. Thompson Leader? >> Yes. >> Ms. Radcliffe?
And that's a yes for her. Seven yes, zero no, zero abstain. >> Thank you Madam Secretary. Hearing majority of yeses, so that motion will carry for approval. Um we're now ready to move to our policy recommendations for this evening. And again, the following policies were presented for the first reading on June
9th, 2026, and is now recommended for adoption. So may have a motion to approve the policy as listed on the agenda. >> So moved, Anderson. >> Is there a second? >> Second, Thompson Leader. >> Thank you. The motion has been properly
moved and seconded. Is there any discussion on the motion item? All right. So hearing or seeing no further discussion, Madam Secretary, can I have a roll call vote please? >> Ms. Anderson? >> Yes. >> Ms. Copeland? >> Yes. >> Ms. Hughes?
>> Yes. >> Ms. Johnson? >> Yes. >> Mr. Roy? >> Yes. >> Mr. Thompson Leader? >> Yes. >> Ms. Radcliffe? And that's a yes for her. Seven yes, zero I'm sorry, seven yes seven yes,
zero no, and zero abstain. >> Thank you Madam Secretary. Hearing majority of yeses, so that motion will carry for approval. Um we're now ready to move to the old business items, starting with our 11.1 for the closure of Marshall
Academy. >> Mat- Madam President. >> Yes. >> I I hate to do this, but I need to go back. I don't know how we want to handle this, uh Ms. Young, but I'm under the advisement that the school improvement plans were only posted on June 1st, and they were
supposed to be uh approved on June 30th because they haven't gotten to their 28 days by today. And so I believe this item was supposed to be moved to the June 30th agenda. And I'm talking about item 9.3. Can someone please clarify that?
>> Which one? >> Yes. Item 9.3. >> Yes, it's you're right. I'm just looking at it. It say for the 28 days it's so far been posted for 20 >> 23 days. >> 23 days. >> 23 days. >> So um Madam President, can we
>> So we'll have to >> Do we need to revote on nine and remove 9.3, Bonnie? Would that be the best route to do that? Is it move 9.3 to the next meeting and just have them revote on section nine? >> Do we have to amend the Do we have to
amend the motion? Cuz we already took the voted on it. >> You can take a separate action to rescind the approval of 9.3 is what I would recommend. >> We just need a motion from someone.
>> I'd be delighted to make a motion to rescind item 9.3. >> And to place it on the June 30th agenda. >> And to place it on the June 30th agenda. >> I second Thompson leader. >> Any
Any discussion? All right, so hearing no discussion. So we'll take a vote, right? Okay, so Madam Secretary can you call roll call vote, please? >> Ms. Anderson.
>> do I have to >> [snorts] >> Hold on. Do I have to call Well, we already the motion. Okay, I apologize. I just want to get clarification. Go ahead, Madam Secretary. >> Ms. Anderson. >> Yes. >> Ms. Copeland. >> Yes.
>> Ms. Hughes? >> Yes. >> Ms. Johnson? >> Yes. >> Mr. Roy? >> Yes. >> Mr. Thompson, leader? >> Yes. >> Ms. Radcliffe? And she said yes, seven yes, zero no,
zero abstain. >> And just to clarify for any public listening, we rescinded the approval of 9.3 upon the recommendation of Dr. Suski. As she noted, it had not yet been posted for the requisite time, but it will have been by June 30th and it will
appear on the June 30th agenda. >> Thank you. All right. All right, so with that we'll go now to our old business items and things. Dr. Suski for that catch. >> All right, the administration has
recommended approval of closure of the Marshall Academy. This item will appear on the June 30th, 2026 Board agenda for approval. >> I'm sorry, Helen, I missed that. So, is there any discussion on this motion item? So, hearing no further discussion, we'll
move this forward to our June 30th, 2026 meeting for the consent agenda for approval. Dr. Henry, next item. >> The administration has recommended approval of the closure of the Roland Academy. This item will appear on the June 30th, 2026 Board agenda for
approval. >> Thank you. Is there any discussion on this motion item? All right, so hearing or seeing none, we'll move this forward to the June 30th, 2026 meeting for the consent agenda for approval. Dr. Henry, next item. >> The administration has recommended approval of the 2026-2027
final general fund budget in amount of 227 million 147,955 [clears throat] dollars. This item will appear on the June 30th, 2026 Board of General for approval. >> Thank you. Is there any discussion on
the on the motion? All right, so hearing no further discussion on the motion, we'll move it forward to our June 30th, 2026 meeting for the consent agenda for approval. Dr. Emery, next item. >> The administration recommend approval of the 2026-2027 tax resolution as outlined in the PDE
2028 including a mill rate of 31.871. The homestead homestead resolution and the annual tax levy resolution in support of the 2026-2027 budget. This item will appear on the June 30th, 2026 Board of General for approval.
>> Thank you. Is there any discussion on this motion item? Uh Ms. Hughes. >> Uh thank you, um Madam President. So, if this were not to pass, let's say someone wanted a different tax increase rate, what would happen there? I mean
is it even possible? >> Uh Dr. Stokes. >> Um so, this would be something I'm going to have to have legal say because June 30th is our deadline. Uh so >> [laughter] >> Ms. Young. >> We are as Dr. Stokes indicated, we would
be out of compliance with our school code requirement to adopt a budget by June 30th. If the Board wants to give feedback, you know, that's >> Right now, yes. >> that's what this evening's for, but as we stand, we do have a budget deadline of June 30th,
which we cannot um we cannot exceed. >> What about if we changed the percentage today? Like say somebody made that motion. Can that legally be done? >> It can legally be done. We would need to revise a PDE 2028. We would need to
revise the homestead farmstead resolution, and we would need to advise revise the tax structure. So, everything that's on the board agenda today would have to be revised. >> But, they're not going to be voted on till next week, so that's a week to do that. >> Correct.
>> Just for information. Thank you. >> All right. And my only question would be if we don't raise the tax if we don't raise taxes to this
1.5 mil rate increase can you provide feedback on what other options would it be available? Or if you already stated it just wanted to share that for the record. >> Uh so, if the board is requesting that
the tax levy uh rate be different um I guess we would need that immediate feedback cuz administration would have to go back and figure out how to reduce or make cuts uh in the expenditure side of the budget. >> So, are you are you able to do that? I'm I'm
requesting that. Like would >> We would need somebody on the board to make a motion for a specified amount, and then we would vote on it. And if it doesn't pass, somebody would make a different motion for a different specified amount, or we would just stop. >> Correct.
>> So, you'd have to make a motion for a recommendation just to I'm not saying we're going to vote on that motion. I'm just saying what is the scenario cuz I don't think did you provide a scenario without or was it in there? Cuz I didn't see that.
>> Yeah, last last presentation. >> Yeah, but we didn't have all the the the numbers weren't up-to-date, right? I think we were still waiting for or did we have everything? >> So, we've gone through multiple different scenarios, but if the board wants a different scenario run, I'm
really happy to run that. We would I would just need feedback on which one. So, we've done 0, 1, 1.5, 2, 3, 4.81, and the index. >> I'm asking for zero. I'm not sure if I got to put a motion on the floor, but I can put a motion.
Sure. >> I would really caution the board not to go zero. Based on if if you even looked at um Dr. Stokes' model tonight, and she's showing with the 1.5
by 2031, >> Right. >> we would be in a 2 million plus deficit. So, remember that whatever we do today, even though she could probably balance this year's budget with a zero, the decision made today impacts every year
cumulatively thereafter. So, we need to be extremely cautious about that, or we're going to end up right back in the same fiscal mess that the district was in. Remember, we got to think long-term. That's what didn't happen in the past, and how we
ended up in receivership. Thank you. >> Right. But again, I would like to recommend what it would I mean, I do I need to put the motion on the floor? What would be the 0%? Or may I make a motion? I can let me get clear on that.
>> ask this question. Are you asking for a scenario for 0% to be presented and shown to you all so you could see it, so you all could have an idea what that look like? >> No, I want to see other options on what the admin can provide to us instead of
raising a tax, where other >> So, >> options are >> So, you're looking for what cuts could be made on the expenditure side? >> be made, right? Or what other >> Okay. So, yes, that that is something I'm going to let legal talk how they want to do that because we are quickly
approaching our deadline of that. Um so I'll defer to Ms. Young as how they >> I want to make sure I'm clear. So we do a zero at this point we have to look at cuts. And so we'll have a couple of days to really sit down to determine where the cuts will happen and make those
decisions before next Tuesday meeting. >> If we were looking at making cuts, this is something that should have been talked about 2 months ago. >> Yes. >> And I would actually recommend raising the percentage to three. Just throw it out there. Where we were talking about it for the
last 2 months at 3%. The 1.5 barely breaks us even with losses that are already naturally going to occur because of the failures of our county government. So we can't be sure of anybody else's
actions. Thank you. Ms. Hughes. >> Um I'd like to propose a a balanced approach um to proceeding with 1.5 and course correcting in coming years when we see what things change. Um we don't we're not committed for you know, we we
revisit this every 5 year or every year, excuse me. So we do have time. Um and this gives us a gentle uh tax increase during a very trying time economically for people, very very trying. So that's my position. >> So does she need to do a motion for does
it for the scenario for a zero and see what the board >> Is there you can call poll to see if there's if there's a board that wants to see >> zero scenario? Okay. >> So So what I may may I make a motion
on the floor for a straw poll for a 0% um increase on our tax for 2026 2027. >> Basically, we're looking to learn
whether there's a majority of the board that would like to explore a 0% increase in the in the cuts that would be needed um to do so from the administration in the coming days. >> Yes. >> Yes. >> Thank you for that clarification.
So, I guess I'll we'll do the straw poll. >> Yes. >> Um Madam Secretary, if you don't mind. >> So, one question. So, since she made the motion, we don't need it to be seconded? >> There's not a motion on an action that requires a >> Sorry. >> Did you want to get started that way?
Correct. We're doing a straw poll to see if there's a majority of the board to proceed to direct the administration to take these steps. >> So, I guess you'll just take a straw poll for the first >> you guys just >> Yeah, we'll raise it, but I guess you'll start it. So, you can ask what board members would like to
>> Any Any uh board member that want to see a zero scenario, please raise your hand. >> Yeah, Mrs. Zito, you Mrs. Drayton, were you doing that? Thank you. Okay. Let Mrs. Drayton handle it. Thank you. >> Please raise your hand if you would like to see a 0% tax
>> straw scenario. >> Well, I don't know I don't know how to you raise your hand on here. But, no. >> And Miss Ratcliff has her hand up, so I have two. >> All right. Copeland and Miss Ratcliff. >> All right. >> And And I just wanted to do that for the
record because for the record, just so that my hand was up for the 0%. Thank you. Myself and it looks like Teresia, but all the other board members All right. >> Go ahead. And And just to add, there was 0%
scenario that was proposed to the board on two or three weeks ago. So, this information was already provided to the board. Some information has since changed, but the scenario was already provided to the board. Thank you. >> But it won't show it with the cuts. So,
that's the difference. Because there's other ways that you could recommend, but again, we're doing this job for us, so that don't mean my my my two my little two hands is more people than that. So, I guess we'll And we'll also do the one when we finish the next one. Do we can
do the 3% cuz I know Doug wanted to possibly go to 3%. So, after you we did zero >> not making any motion or anything. >> want to you don't have nothing to say. Okay. I would suggest that, but 1.5 is fine. >> You're fine. And then we can correct
long before we hit a wall. >> All right, no problem. Thank you. Madam Secretary? >> The vote is uh two yes, five no, zero abstain. >> All right, so that means it failed.
And we're hearing none, so we're going to move this forward to June 30th, 2026 meeting for the consent agenda for approval. And we're now ready to >> Thank you. Is there any discussion on the motion?
>> Between the Harrisburg District School District and the federal school solution to provide professional learning, coaching, and support in restorative practices beginning end July of 2026 and continue throughout the 2026-2027 school year. This item will appear will be
placed on the June 30th, 2026 board agenda for approval. >> Thank you. Is there any discussion on this motion? And and I have a uh discussion. This is a new item, correct? For the event Okay. So, do do
we have any What is the funding source? >> This is part of a stop grant. So, they're going to So, this stop grant they're going to be providing this training throughout the year using a stop grant funds. >> And what's the amount of the grant? >> The total amount of the The total amount
of the Yeah, for the stop grant. They They're going to get funding. For this item. >> Yes. And how much is that? The total amount for restorative practice services? >> Yes. >> We have $85,000 allocated to uh provide those services.
>> And that's being out of the the grant that was already budgeted. Yes. >> And then we have summer training that is also built is also um going to be supporting their work in the summer time for training for teachers. That's going to be paid out of title four funds. >> Okay. Is Is that a part of the grant or
what is that amount? >> Title four is title grant. >> Title four Okay, so that's the same amount, the 85,000? >> No, this is additional amount of money. >> So, what? So, the 85,000, do we have a breakdown of what
amount is going to be allocated to this specific program or agreement? >> We don't have a breakdown, we just have the funding source. >> Are you If you're not able to get it now, you can provide it If you don't
have a noun, you can If you can just have it for us for the June 30th meeting, that's fine. I just would like >> I know what it is. It's Title IV is $98,000 and the stock grant is $85,000. Together, that total will provide
training for teachers in the summertime and also coaching and training services and side-by-side coaching during the 2026-2027 school year. >> Okay. >> So, we have two funding sources that
will be supporting that work. >> Okay. So, it's 180 >> Got you. Yeah, the yellow one? >> [clears throat] >> All right. >> Yes, mute. >> So, it's 100 It's 193,000
with both of them? Okay. I just want I'm I'm asking cuz normally they have the amounts there. So, hearing no further discussion on the motion, we'll move it forward to the um June 30th, 2026 meeting for the consent agenda for approval. Dr. Henry, next item.
>> The administration recommend approval of the memorandum of understanding between the Harrisburg School District and the City of Harrisburg Police Department in corporation to maintain a safe school environment effective July 1st, 2026 through June 30th, 2028. This item will
appear on the June 30th, 2026 Board of Agenda for approval. >> Thank you. Is there any discussion on the motion? And I know it's a new item. If nobody having any discussion, so if anybody wanted just to give a little bit of a
feedback on the MOU. >> The This is a MOU >> level. >> Okay, this is a MOU that we have in place with the city with the police department that provides support to the school district. They work with us with our graduation, football game, and other activities.
If we have any incident, we able to reach out to the police department with this MOU. >> Okay, so is this an extension that's extended? >> ends June 30th. So this is where the new starts July 1st and it's a 2-year agreement. It's a requirement of the school code, too. >> Got it.
>> 2-year. >> So 2-year agreement. See, that when they when I see new versus but I'm going to go ahead. Okay, so hearing no further discussion, I'm going to go ahead and move this forward to our June 30th, 2026 meeting
for the consent agenda for approval. Dr. Henry, next item. >> The administration has recommended approval of the agreement between the Harrisburg School District and the Community Center Consultant LLC in the amount of $3,333.33 per month to support grant writing. This item will appear on the June 30th, 2026
board agenda for approval. >> Thank you. Is there any discussion on this motion item? And again, this is just for the record, this is another extension. Correct? >> Yes. >> So the agreement Okay. And was their agreement a 2-year?
>> No, this is a 1-year agreement. >> Okay. All right. Okay, so we'll go ahead and move it forward to the June 30th, 2026 meeting for the consent agenda for approval. Dr. Henry, next item. >> The administration has recommended approval of adoption of the language
Bible in Spanish resource for teacher in the amount of $5,391. This item will appear on the June 30th, 2026 board agenda for approval. >> All right, is there any I mean
Is there any discussion on this motion item? And hearing none, and I just want to also just add this was the um representative they came and did a presentation, right, for the students for ESL students. So, I was appalled
with that program. And just want to give some content to that. So, hearing no further discussion, we'll move that forward as well to our June 30th, 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 Evolve Youth Trade Academy from July 13th, 2026 to August 5th, 2026 in amount of $400 per student for a maximum of 25 students. >> Thank you. So, do I have a motion to approve the and this is an immediate
action item. So, do I have a motion to approve the Evolve Youth Academy contract as an immediate action item? >> So moved, Hughes. >> Is there a second? >> Second, Anderson. >> The motion has been properly moved and seconded. Is there any discussion on the
motion? And my only what uh feedback would be are we asking for is this going to be an increase with more students participating on the >> Believe this is the same amount of students we had allocated last year. >> Okay, cuz I thought it was 20 and it was
25. >> last year? I can't remember. >> I think it was 25. >> Yeah. 25, okay. And this is going to be for these. Okay, summer camp. Okay. All right. All right. So, hearing no further discussion on the motion have been
properly moved and seconded. Madam Secretary, can I have a roll call vote, please? >> Ms. Anderson? >> Yes. >> Ms. Copeland? >> Yes. >> Ms. Hughes? >> Yes. >> Mr. Roy? >> Yes. >> Mr. Thompson leader?
>> Yes. >> Ms. Ratcliffe? >> Her hand's raised. >> Okay. Six yes, zero no, zero abstained. >> Thank you, Madam Secretary. Hearing a majority of yeses, so that motion will carry for approval. Um
Dr. Henry, next item. >> The administration has recommended approval of the time away from work request for professional development as attached to the agenda. >> Thank you. Do I have a motion to approve the personnel agenda as an immediate action
item? Did I jump somewhere? >> So moved, Anderson. >> Seconded, Thompson leader. >> Thank you. The motion has been properly moved and seconded. Is there any discussion on the motion? All right. Hearing no further discussion on the motion, Madam Secretary, can I have a roll call vote, please?
>> Ms. Anderson? >> Yes. >> Ms. Copeland? >> Yes. >> Ms. Hughes? >> Yes. >> Mr. Roy? >> Yes. >> Mr. Thompson leader? >> Yes. >> Ms. Ratcliffe? And that's a yes for her. Six yes, zero no, zero abstained.
>> Thank you, Madam Secretary. Hearing a majority of yeses, so that motion will carry for approval. Uh Dr. Henry, next item. >> The administration has recommended approval of the following creation and elimination of position per board policy 301. >> Thank you. Uh do I have a motion to
approve the creation and elimination of the position as an immediate action item? >> So moved, Thompson leader. >> Is there a second? >> Second, Anderson. >> Thank you. The motion has been properly moved and seconded. Is there any discussion on the motion?
All right, hearing or seeing no further discussion on the motion item, Madam Secretary, can I have a roll call vote, please? >> Ms. Anderson? >> Yes. >> Ms. Copeland? >> Yes. >> Ms. Hughes? >> Yes. >> Mr. Roy? >> Yes. >> Mr. Thompson Leader? >> Yes.
>> Ms. Radcliff? And that's a yes for her. Six yes, zero no, zero abstain. >> Thank you, Madam Secretary. Hearing a majority of yeses, so the motion will carry for approval. Uh Dr. Emery, next item. >> It's recommended to approve the professional service agreement with Holland Sim Consulting consultation
for Ms. Yvonne E. Holland to serve as a paid consultant to the Harrisburg School District 50 July 1st, 2026 through June 30th, 2027 in the amount of $50,000. The uh PA Department of Education will fully fund these services as part of the
minute recovery plan monetary phase through monthly reimbursement to the school district. >> Thank you. Do I have a motion to approve the Holland Sim's consultation agreement as an immediate action item? >> So moved, Thompson Leader. >> Is there a second? >> Second, Hughes.
>> Thank you. The motion has been properly moved and seconded. Is there any discussion on the motion? All right, hearing or seeing none, Madam Secretary, can I have a roll call vote, please? >> Ms. Anderson? >> Yes. >> Ms. Copeland? >> Yes. >> Ms. Hughes? >> Yes. >> Ms.
Mr. Roy? >> Yes. >> Mr. Thompson Leader? >> Yes. >> And Ms. Radcliff? And that's a yes for her. Six yes, zero no, zero abstain. >> Thank you, Madam Secretary. Hearing a majority of yeses, so that motion will carry for approval. Uh Dr. Emery, next item.
>> The administration is recommended approval of the test June 3rd, 23rd, 2026 personnel agenda. >> Thank you. Do I have a motion to approve the personnel agenda as an immediate action item. >> So moved. >> So moved, Anderson. >> Is there a second?
>> Second, Hughes. >> Thank you. The motion has been properly moved and seconded. Is there any discussion on the motion item? All right. Hearing our signal, um Madam Secretary, can I have a roll call vote, please? Ms. Anderson? >> Yes. >> Ms. Copeland? >> Yes. >> Ms. Hughes?
>> Yes. >> Mr. Roy? >> Yes. >> Mr. Thompson Leader? >> Yes. >> Ms. Radcliffe? And that's a yes for her. Six yes, zero no, zero abstain. >> Thank you, Madam Secretary. Hearing a majority of yeses, so that motion will carry for approval. Dr. Embry, next
item, please. >> The administration has recommended approval of the attached agreement for an extension of the December 18, 2019 professional service agreement with Ms. Beth Trapeni, Trapeni Communication, at the same term and hourly rate, not to exceed $20,000
through June 30th, 2027. >> Thank you, Dr. Embry. So, do you have a motion to approve the Trapeni Communication agreement, communications agreement as an immediate action item? >> So moved, Thompson Leader. >> Is there a second? >> Second, Anderson.
>> Thank you. The motion has been properly moved and seconded. Is there any discussion on the motion item? All right. Hearing our signal, um Madam Secretary, can I have a roll call vote, please? >> Ms. Anderson? >> Yes. >> Ms. Copeland? >> Yes. >> Ms. Hughes? >> Yes. >> Ms.
Mr. Roy? >> Yes. >> Mr. Thompson Leader? >> Yes. >> Ms. Radcliffe? That's a yes for her. Six yes, zero no, zero abstain. Thank you, Madam Secretary. Hearing a majority of yeses, so the motion will carry for approval. Uh Dr. Embry, next item.
>> The administration has recommended approval of the renewal of the subscription order from Alberter for the one-year year for the registration module for the 2026-2027 school year. This will be used to track sports physical at a cost of $2,000
$316.55. >> Thank you. I do have a motion to approve the 2026-2027 Arbiter subscription as an immediate action item. So moved, Ms. Is there a second? >> Second, Anderson. >> Thank you. The motion has been properly
moved and seconded. Is there any discussion on the motion item? And I just want to share a little if you guys can just share with the content of what this item is for. >> This is what we are that we use for track for our track season for our middle school and high school
track. This is a subscription they use for tracks. >> Okay. Thank you. So, hearing no further discussion on the motion item, Madam Secretary, can I have a roll call vote, please? >> Ms. Anderson? Yes. Ms. Copeland? >> Yes. >> Ms. Hughes? >> Yes.
>> Mr. Roy? >> Yes. >> Mr. Thompson leader? >> Yes. >> And Ms. Ratcliff? And she said yes. Six yes, zero no, zero abstain. >> Thank you, Madam Secretary. So, hearing a majority of yeses, that motion will carry for approval. Uh we're now ready to move to the
resolution for an increased state funding. So, again, this next item is considered is a resolution calling for increased state funding for public education. The resolution urges the Pennsylvania General Assembly and the governor to continue providing
significant and sustained investments in public education, including basic education funding, special education funding, career and technical education, and school infrastructure improvements. The resolution recognizes the increasing
financial pressures facing school districts due to rising mandated costs and seeks additional state support to help ensure that all students have access to a high-quality public education while reducing the
burden on local taxpayers. So, do I have a motion to approve the resolution calling for an increased state funding? >> So moved, Yuse. >> Is there a second? >> Second, Anderson.
>> Thank you. The motion has been properly moved and seconded. Is there any discussion on the motion? Not really a discussion. As Ms. Yuse said, this is great to see because we can use some additional funding and an increase because our students do deserve that.
So, hearing no further discussion, >> Madam President, >> Oh, good. Um >> I just suggest suggest this in the mail first thing tomorrow morning. >> I do apologize. >> We're out of time. >> Okay. So, do we have someone on call? No, I'm kidding. All right. >> [laughter] >> Well, thank you, Dr. Susky. So, moved
and seconded. Shirley, um can I have a roll call vote, please? >> Ms. Anderson? >> Yes. >> Ms. Copeland? >> Yes. >> Ms. Yuse? >> Yes. >> Mr. Roy? >> Yes. >> Mr. Thompson, leader? >> Yes.
>> Ms. Radcliffe? Yes, she said yes. Six yes, zero no, zero abstain. >> All right. Thank you, Madam Secretary. Hearing a majority of yeses, so with that, this should be in the mail. Whoever's job this is, get it out. No. All right. I have to give it some type of peace right there.
All right. We're getting close. So, okay. So, we're now arriving to our board committee representative reports for this evening. The board members, starting with the Capital Area IU updates, Smith Jamie Johnson.
Okay, miss um her Miss Anderson. I apologize. You'll be doing your report. >> Um thank you, President Copeland. Uh Miss Johnson had to step out and go to work, so she asked that I provide a report, which is the meeting is on Thursday. So, she'll have her report
next time. >> Thank you for that um um Miss Anderson for that update. And now we'll move to the Dauphin County Technical School Joint Operating Committee. Uh Miss Hughes. >> Thank you very much, Madam President. Uh
there was a meeting, the last meeting of um the school year on June 10th. It was a very short meeting, um but a couple things, really just two things. Uh one is that the Wolverine Welcome, so the freshman's first day is on August 28th. And the other thing is there was an
analysis done of acceptance data without, of course, identities of those accepted. But um we were looking for trends uh to understand, you know, what type of students would be most most likely accepted to this type of uh school. And we found that when grades were kind of would all all things equal
like a high, you know, um high-scoring students um in terms of grades, if they still if they had poor attendance, that was a a um a more impactful factor for them. That there was a big kind of gap between um
uh you know, they were looking at I'm sorry, sorry. Let me reorganize my thoughts a second. There were students who were looked at had 30 out of 30 on their grades, but um attendance was a decisive factor as to whether they were accepted or not. So, this is all to say, you know, anyone listening, if you're interested in attending um DCTS, uh
attendance is going to be really really important to you and and grades, of course, too. But even if you're a great student, if you're not there in school, if you're not in class every day, it's going to be harder to get in. Um that is all I have to say. Um so, thank you very much. >> Thank you, Miss Hughes, for that report.
And now we'll move to the Pennsylvania School Board Association for this evening. I think Miss Robinson as well had to step out. So, um we can follow up with her report to share with the board. So, we'll now move to the Act 141
Advisory Committee. Is that Mr. uh Thompson leader or Miss Anderson, Autumn Anderson? Do you have a report? >> Um I'll start off, but um we had a presentation this particular month from Dr. Henry on a state of the
district and there was conversation all the way through. It was very effective. I can't say enough how often this is one of the most um engaging [clears throat] and informative meetings that I attend as a board member
um because we have a cross-section of people with principals and classroom teachers and whatnot there. So, we were able to talk about exactly what is happening, how we're moving, what changes are being done and the accountability to those changes. So,
again, it was an excellent conversation. We're very early in Dr. Tang's presence and so it was helpful to get an idea of where we're at and know what is in place through the office of academics and so forth for
accountability to meet the objectives that are laid out. >> Thank you. Um Mr. uh Thompson leader, um Miss Anderson, you have any? Okay. All right. Well, thanks for that report and they are really good. Um I attended a few
but as as my time-consuming. So, with that we'll move to Also, looks like um the next one's for hack and Mr. Carter had to also adjourn this evening, so we'll follow with the report. I'm
pretty sure they have a their dates not yet set, but we'll find out with the last report for the Dolphin County Tax Collection Committee from Dr. Marsha Stokes. >> So, I provided the latest update last round. There is no meeting scheduled until November, so it will be a bit
before I have a new update. >> All right, thank you for that. And we will now move to the superintendent superintendent's report, Dr. Henry. >> I have one report. We will have a board meeting next Tuesday here at 1010 7th
Street, and our goal is to be a very quick meeting next week. Very quick. >> Sound good. >> Very quick. You all got that? >> Real quick. >> All right. All right, I give does does that conclude your report? All right.
>> Yes. >> All right, thank you, Dr. Henry, for that fast report there. Hope it's fast as the meeting. All right. All right, so we'll move now to our public comments for general items. Madam Secretary, do we have any public comments on non-agenda items this
evening? >> We do not. >> All right, thank you, Madam Secretary. We're now ready to adjourn the meeting. Is there a motion to adjourn the meeting? >> So moved. >> Second. >> And there's second. All right, all in favor signify by saying I.
>> I. >> Those opposed? >> The meeting is adjourned.