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Video-1: youtube.com/watch?v=KxeNbd848yk

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Order. Please stand for a moment of silence and declare. Ice to the flag of the United States of America and to the republic which stands one nation under God indivisibley

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and justice for all. Roll call >> here. >> Here >> Johnson >> here. >> And Mr. Focus absent. >> Yeah. Uh J Mr. Focus is excused

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at a a baseball game when kids at an executive session dealt with personnel guest presentation is >> and legal advice. >> Legal advice. That's right. That's

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number one. Legal advice. Uh yes presentation. >> Oh yeah. Approve the agenda for June 1. Can I have a motion? Patrick >> seconds. Move. Second. Any question?

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Roll call. >> Motion to approve the agenda. >> Satcher. >> Yes. >> Yes. >> Mrs. Mr. >> Yes. >> Johnson. >> Yes. >> Mr.

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Mr. >> Yes. Passes. >> Okay. Nobody members comment. I I have uh one comment uh for the group. Um on Thursday, May 28th, the

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policy committee met um and discussed uh a number of uh number of policies as well as uh received administrative reports. Um Dr. Erica Lewis uh most

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prominently um that the uh district is moving moving or I should say migrating technology platform modernizing off of ordocs platform onto what's called the keystone platform

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um I believe that is have that is that planned implementation is scheduled on or around the end of fiscal year um so it will change uh I guess the way that we see

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templates and the Okay. But also type board. >> Yes. The agenda. >> The agenda. Agenda is just for the agenda. >> Just for the agenda. >> Just for the agenda. Okay. >> Okay. >> Okay. Um so we'll affect the the way we

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uh review and receive the agenda. Uh more information to come because I assume there will be slight learning curve and some some training to follow. So please keep that keep that in mind. Uh there were five

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policies that the community uh reviewed forformational purposes only for board actions and uh first was uh finances um section policy number 626 which was

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federal fiscal compliance and uh this was uh mostly technical revisions uh with regard to um the federal requirements updating the policy to conform with federal uniform guidance. Um and this is specifically

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about uh when federal funds are received by the district. Um they have to be administered obviously according to federal guidelines and federal regulations. So the updates include related to cyber security quality control and the integrity of uh

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electronic custo uh again finances. This was 626.1 travel reimbursement. Um this policy was uh amended to include the uh it was was amended to include technical updates. Um

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but it also one of those technical updates was the inclusion and definition of participants of federal awards. Um currently the board is responsible reimbursing administrative, professional and support employees as well as school

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officials for any travel costs that are incurred. So our duties um relating to uh federal grant as a federal grant. Um the new policy will include or will

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provide for the inclusion of the term participants of federal. So these are essentially uh non-school officials, not district employees. These would be these could be uh individuals participating in

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or attending activities under the federal war. So this could be training um but they're not responsible for any. So this could be like community members or students conferencing.

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Uh third policy uh was under operations. This was policy number 827 conflict of interest. Um this policy runs standard for conduct to ensure that members and employees avoid actual and potential

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conflicts of interest as well as the perception. So the revisions uh include technical language that for federal purposes a conflict of interest includes when the employee officer agent or board member any member of their immediate

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partner or organization that employs or is about to employ any of these a financial or other interest in or tangible interest tangible personal benefit from an entity considered for a contract. fact that um

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they are there to be considered having either active or making conf. Um policy also provides that no board members shall accept an honorarium and district employees shall be provided written notifications of their

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protections for good reporting suspected. So essentially uh um and that's that's uh conforming with federal language and these are all uh

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these are all revisions that were uh uh reviewed and endorsed by the PSPA. Uh the last two policies um that were that were um informally reviewed or information we reviewed were

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section 200 on pupils. This is 237. This is electronic devices. Uh so this policy has undergone uh significant changes or substantial changes in light of the uh passage of Senate bill 1014 which has

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passed the passed the Senate. It is now in the house under uh under review um and it relates to prohibitions on personal electronics devices during the school day. Um the initial revisions include you know definitions of personal

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electronic devices guidelines related to acceptable use disciplinary actions and possible uh possible exceptions to that. Um again no board actions uh needed at this time but one of the point one of

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the discussion I mentioned was that we needed to make sure that we um existing forms of technology as well as potential for points of technology. So wearables glasses watches those are those have all of the hallmarks of

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personal electronic devices. Um it was also noted uh by Dr. uh was that in Senate Bill 1014 um one of the big one of the substantive provisions is that this is a bell to bell uh prohibition.

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So time the first bell rings to the time last class rings. Um this is an absolute prohibition on personal uh electronic devices. And whereas our current policy and uh current school code give

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discretion to the school districts, Senate Bill 1014 does not give any discretion. means uh unless there is a unless there is an explicit provision or exception in the law. Um

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there is unless the provision is explicitly uh defined in the law or the exceptions pro uh explicitly defined in the law then the law controls meaning uh school school districts don't have the discretion to u

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make exceptions to acceptable use or things like >> um >> instructional >> instruction anything beyond public emergency Right >> now there are some carveouts for medical >> there are some right there are some

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>> um so again that's going to be that's going to be circulated for board review next um finally uh policy number 0000 procedures uh 004 membership this policy was

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revised to include uh An additional section, section 11, which is post service restrictions. Under the school code, a board member must wait until the end of their term before seeking employment or seeking to contract with district. Section 11 would

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seek to include additional postemployment conflict interest restrictions employment or lobbying uh of the district for a period of at least one year from the time of separation. So section 11 uh is undergoing continued

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committee revision and legal review. So no more all these policies will be circulated to the to the board but it will be given that's all. All right. com.

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>> Yeah, >> I just want to bring attention to >> you speak louder. >> Yeah, I'm not. >> I just want to bring attention to the two children of Parisburg school district that lost their lives in the

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last couple weeks. And although they're not our children, members of this community have been impacted by their loss. And I'm sure if we all could, we'd all wrap around them and protect them day and night, 24 hours a day to keep our children safe. But since we can, I

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just hope that we keep their safety the forefront of our thoughts and our conversation that we have on this board about the safety in our schools and our buses and try to instill in our children how important it is to not fall into what's going on out

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there in the streets and to be safe. And I just hope we say that to do our best to protect our children while they're in our care. >> That's it. >> Anybody else? >> Yeah, I have a comment. Um, today I went up to the Thomas Holtzman. Um, I sent

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pictures out to the boards. Um, there are vested tonight, but I just wanted to share that um, we got some amazing kids who are so gifted. Um, I was amazed at fourth and

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fifth graders what they did with their talents. And I got to um talk to the teacher El Rich and um some of the kids I call my kiddos got to talk to my kiddos and

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they were doing graduation at the same time. So they walking through the halls and I'm holling graduation. I had good I had a good time today at the school. But, uh, we have some really talented children and I just wanted to recognize them. Um, that if you can get up there,

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I don't know how long they're going to have the artwork up, but it it took me all but 5 10 minutes to do a walk through through the halls. I didn't stay long. I just walked and admired all the artwork. And I wanted to thank um, Crystal Rucker for inviting me up and

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the principal and assistant principal who also greeted me while I was there. Well, you saw them out. I saw them. They were really nice. So, you say it be a walk a trip? >> No, just a lot more. There's like hundred or two more. I just took a small

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as I wal by. I went, "Oh, good." So, I didn't I just took some and you didn't get all of what I sent out. >> Yeah, we have some talented children. >> Anybody else? >> Other comment. I think graduation is uh

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Thursday morning 10. >> Yes. >> Morning 10. So forget that. I don't know how many. That's all right. Any other? Okay. Dr. Willis, how about resation? Yes.

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audience. >> Good evening. >> So, we have reached the end of the 2627 budget development. According to the act one of 2006, the board must approve a

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final budget by June 30th. So, we have been working on developing this budget since September. Um, and as you received updates, you can see that the administration has been working hard. So, before we get started, I just want

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to take a moment to thank core team and the administrators for their hard work making this budget presentable for you today. So when we uh look at where our revenues and expenditures started, if you recall

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back in January when we presented our preliminary budget, we were projecting a plan deficit for 2627 of $7.2 million. Through the hard work of the administration, we have been able to bring that down to 1.8. So, we're

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looking at revenues at 76.3 million um and expenditures at 78.2 million. Similar to school districts across the state, um we continue to experience cost

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pressure, meaning expenditure pressure, um where our revenues, our expenditures are exceeding our expenditures, revenues exceeding our expenditures. So throughout this budget process and through monitoring of the current year

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process similar to previous years, we continue to look at the budget process with having a fiscal mindset but also meeting the needs of students and staff. So we have to balance that each and every school year.

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The next slide just shows you a comparison of the 2425 actual budget. the 2526 budgeted uh budget budgeted amounts and then the 2627 final budget. And you'll see that

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on both sides, while revenues grew, so did expenditures. On the next slide, uh you've seen this slide before. Um it is a breakdown of all of our revenues. And you'll notice as always that local ser local re

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revenues remain the largest revenue source in the district. That means we rely heavily on our local taxpayers. State revenues only account for uh onethird of the district's finances and federal revenues are just a small amount

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that focus on title programs within the district. So, a brief overview. Um, the overall revenue budget increased by 5.8 million or 8% of over the 2526 school year. It does account for a 4.4% increase in real

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estate taxes. That is our adjusted act one index. We've assumed a 97% uh collection rate, which is what we've had in previous years. On the state side, we've accounted for the governor's budget proposal um that

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he did in February, which includes an increase of $2 million. That is an increase in basic ed funding, special ed funding, and then the adequate uh supplement. all other subsidies with whether that be

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transportation um any state grants those all remain at the 2526 levels because we don't have any information uh to tell us otherwise and then pension and social security reimbursements are based off of our

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projected salaries. So we get 50% from the state on pension and social security liabilities. For federal revenues, we budgeted the same amounts that we're currently receiving. Um those numbers aren't released until later this summer. Um and

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then they're again adjusted in January. So even if we were able to include them, they would change in January anyway. So we made our best guess and that is usually to use the current year's numbers in the upcoming school year.

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This next slide shows uh the taxpayer uh impact. While we recommend um a tax increase, it is not lost on us that um there are challenges that our taxpayers are facing. The recommendation is made to

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keep up with the operational costs um and ensure that we can continue to provide the uh educational services that we have in place. And so you'll see based off of the recommendation, the annual increase to a

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homeowner or the average is about $115 or $9.65 >> per year month. >> The monthly fee On the expenditure side, this is just a look at our expenditures by object in a

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donut view. Um 60% of our total expenditures is salary and benefits. And then you have the other major categories um contracted services, supplies, equipment replacements, um and other services.

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So some highlights on the expenditure side. Um the total expenditures increased by 4.9 million or 7%. Um salary costs have gone up by $2 million or 8%. Uh we talked at length at

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the finance committee meeting um regarding medical. our premiums uh went up uh right slightly below uh 20%. Our pension reim our pension cost is 33.59

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on every dollar that we pay in salary wages. Other benefits are increased um by 17%. Transportation increased by almost 2 million. uh debt service is 8% of our total expenditure budget. We've

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accounted for 2627 principal and interest payments according to our debt schedule um payments of out our outstanding debt schedule. We have new funding set aside for Stanley Drive um

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and the bus lot there. Um we do not have uh short-term tech leases assumed in this budget. One of the things that we did as part of the budget development is to look at how much interest we were paying by leasing our onetoone devices

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and that came up to about $200,000. And with the cost of uh devices increasing, we rather see those dollars go straight to devices than to interest. And so we made that strategic move going forward. And then we do have a small budgetary

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reserve uh for contingency. It's $300,000 for unforeseen expenditures. And since this is my first budget, I want to make sure that I left myself enough room that if something were to happen that there was something in the budget to account for it.

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Any questions? >> Yes, ma'am. like help me if I ask a question and we start I saw a hand I have one question u I wanted to review the talking about

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the medical uh one of the 19% >> yes >> and that was that number hasn't changed or >> we've updated the budget to reflect the 19.9 9%. >> Okay. >> So, I know we talked about some strategies. Um, we were not able to do

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that so close to the end of the school year. We are but we are still looking at making some changes for next year. >> My question was about the new funding set aside from Stanley Drive Elementary School. Is this for the the purchase of

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the land that we made or for any future uh structure that we put there? Because when it says debt service, I'm thinking about the money that we borrow to purch or our debt service that we use in the purchase of debt. >> So what we >> So what we've done is we've allotted for

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new bond issuances for the build of an elementary school and a bus lot on that property. taking out new debt. >> Yeah, I'm just trying to understand. >> We So, we planned for us taking out more

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debt to build on that property. >> May not be the property that you all are thinking about when we were talking about EIT, but we are in conversation about the potential to do something smaller. So, we want to plan to make

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sure that we're not starting from the beginning in terms of financing should we be able to put something out there. >> And that is something that we discussed um in our facilities. Were we talking about that in facilities?

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>> We mentioned we also mentioned it at our finance committee. The other important part is that um we need a bus lot. >> That's what I thought we had talked about, not a new structure. >> Correct. >> So, that bus lot That bus lot will have a structure on it. But thinking forwardly, if we're

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going to take out debt, we wanted to make sure that we we're building in the budget for >> service debt, >> a bond service debt for a future building. >> So this is not the old that my question is simply that >> this is not in reference to anything

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that we already expended. This is for future expens. >> Okay. She's not she's talking about future. Correct. Okay. Thank you. >> That's um it's a new building. Have we incurred any at all if any at all change

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orders >> for the new building >> with um but I had the issue sorry they had the issue with the uh order in the express elevator. >> Oh you talking about

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>> has any change? >> Yes. So, we're currently in receipt of several change orders. Um, and EI as well as the district have been reviewing those. >> They will come before the board. >> I was just wonder

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I wonder get to that when we get to it, but if they're major change orders or just incidental type things. Well, that would be on this is this is a preliminary budget for next year. So, that would this would that would be a part of this.

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>> I think what he's saying the change over is he's probably talking about come out of the bond money that we already have. >> Yes. That will come out >> on the agenda. Yes. >> Yes. >> So, she's talking about our budget next

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year starting July one. >> That Yeah. I don't think there's any question. Thank you. >> I have one more slide. Yes. And that is the uh food service budget. Uh so both on the agenda just

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for discussion because the board will vote formally on the general fund and the food service fund budget at the June 15th meeting. Um but generally we present also a food service budget. And so this is a high overview. Food service

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is its own business. It's an enterprise fund and so it generates its own revenues um and expenditures and that's recorded in a separate fund. It is not it does not come from local taxpayers in the sense that they pay a real estate tax bill to so none of that real estate

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money goes towards food service. Um the majority of our revenues come from federal because uh we are approved C. So that is community eligibility provision um that allows us to serve free

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breakfast and lunch meals to all students and so our revenues come from there. Uh you'll notice that our revenues uh are projected to increase by 5% that is because the reimbursement amounts will increase for next year.

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What you see on the local side is what we generate from adult meals. So, adults will purchase breakfast and lunch and then students will purchase uh things off of the allocart menu. Um on the

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expenditure side, the medical premium increase impacts those employees as well. The pension reimbursements uh and all of that. So, same they're our employees. So, uh we account for their wages and benefits out of the food

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service budget. We have accounted for new staff in this budget uh for the Anderson Center. Those will be hired later on the year. We want to give us give ourselves enough time to properly train those individuals for the start of

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the 2728 school year. Any questions? >> I just got one question on that. the 260 personal taxes that we pay for the township for the for the school.

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>> Is that in here? How much it generates? Is that the personal pack that got 260 or 300? >> 270. >> What is it? >> How much is it? >> It's 2,000. It's $2 million. >> No, no, no, no.

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That's what we generate. all that how much do we lose? >> Uh so we sent a delinquent um about 1.3 million. >> So what what I wanted the board to understand this if I work a half a year here in the

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district and I move out and I move to Illinois you lose all that money. Am I right? You can't know where you can go back and get that money. Right. If that individual moves out of the state, >> I'm here from June

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working this working working from June to December and I leave >> we lose that 200 >> for that individual. Yes. >> For that individual, if we had earned income, what we're trying to pass,

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we wouldn't lose anything. And I think that's where some of the the township people don't don't quite understand. Everybody don't pay their fair share. If everybody pay their fair share, we'll

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probably generate another three or four billion dollars. That's what we got. That's what the township residents have to understand that it's not fair me to live here half a year and I go

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someplace and I don't pay anything. But all the other school district you will be paying that earned income tax. So that's what generates a lot of money for them. Now what do we have to go up? 4.4%. >> 4.4% 4% in real estate

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>> to make up 2 million. >> Uh just under, >> huh? >> Just under >> 600. >> Just under 2 million. >> Just under 2 million. You see, we wouldn't have to raise taxes. I hope that we can pass that message on

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to the other folks because school taxes, paying school taxes every year going up like it it hits your pocket. Especially if you're a retired person and so I just I say that to say that

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>> you need real estate, >> huh? >> Estate tax if you're a retired person. Real estate tax. >> Yeah, you pay real estate tax. You don't have to pay the earn income tax if you don't work anymore, but that'll be made up from other folks that working.

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That's what I'm saying. That's all I just wanted to mention that. So, we wouldn't even have to raise taxes this year if that was the case. >> That 1.3 million, how many fall underneath that kind of description or name? >> I don't I can't I wouldn't be able to

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answer. She asked about for that 1.3 million deficit that we're in. How many of how much of that money comes from people who are only bureaucratic? We don't have >> Oh, you you >> No, you so you would never you you don't have a way of knowing that. And then do

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we really get all the money when we try to collect the money? Do we ever get we loop what do what do we collect about 95% that we can count on? So, um, if say say that the total generated $4 million

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and we only collect 2 million, then we're just collecting two mill uh 50% of what we just >> That's those are round numbers. >> I guess the next question would be how we increase

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particular. So, one of the things that we've done is collect is change our tax collector. >> They haven't they they'll start July one >> about the deficit on food service. Why are we showing it there? Well, it just similar to our general

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fund um expenditures always ex over exceed um revenues in that you know the cost of doing business is going up. So salary and benefits, cost of supplies, cost of food, all of those are exceeding. Our hope is that even when we

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project a deficit that we're able to manage the budget enough that we break even or come in with a surplus. So our work doesn't end once you pass this budget. We monitor and maintain um a a

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use of those things in our minds when we are looking to when we're looking at the rest of the year. So we're constantly looking at the budget and how we're performing and where we could uh cut costs. So it doesn't stop here. >> Brand name versus generic brand name.

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I mean I'm just giving that as an example. And sometimes we get grants um that we're able to offset these. >> How much is I know% of it%

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of the revenue sales. We know what we have to break down what >> I can get that for you. I don't have it with me but I can get that for you. Okay. >> Thank you. Thank you. Thanks. Thank you.

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Uh, next up is U personnel A through P. Oh. Oh. Oh, that's right. She was under that. I'm sorry. >> Thank you. We will get to it very shortly. I promise. >> I see. >> Yes. So just before uh I start my

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presentation on the strate on the uh strategic plan, want to do a very brief um superintendent's report because this is our last meeting uh before the end of the school year. Just want to acknowledge um our final spring signing day for um our high school students. Um

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you can see all of them uh that signed on. We are very proud of them. We are proud of their uh their willingness and their desire to continue uh their sport into college. Uh this was also featured on our social media page. We also want

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to recognize our midpin um students for the baseball team. Um Bo Clinger um was named to the midpin uh division roster for um second team. Gavin Miller

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named to the third team and our baseball team actually received the sportsmanship award and so we are very proud of them for that. Um it just says that when they go out they represent themselves very well uh for them to receive that particular award. We also want to

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acknowledge the sports and scholars award. Torren Evans received football offensive player of the year. Uh this is um and also this is through pen live by the way. Olivia Stokes was named best and brightest across the Midstate and

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also Duron Dickerson as we mentioned before was male coach of the year. Um and so this was the actual ceremony uh that they held. Also um before we um take our leave for the summer, I want to make sure that we acknowledge the

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retirees. There are a lot of retirees that are coming up at the end of this year. As you can see, plenty of years of service heading out uh the door. Uh we are appreciative. We just want to uh make sure that they know that we appreciated their service while they

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were with us. Mr. Ross mentioned that our commencement address is on Thursday. It is uh at 10:00 at Rosco Warner Field. Please come out, join us to celebrate our graduates. Uh we certainly do um wish them well in the next chapter of

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their life. Finally, we want to say thank you to all of our families for entrusting their uh children to us for another school year, and we wish everyone a safe and relaxing summer break. We will see them in the fall. Thank you. All right. So, as Mr. Bishop is pulling

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up uh the strategic plan presentation. I want to make sure that um community members as well, well, primarily community members know that everything that we're talking about in our regular board meetings um we are reviewing these things in our committee meetings and if you go to our

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district website, there is a list of all of our committee meetings dates and times. Uh they are all held here in the boardroom. Uh we have also taken out a I want to say a quarter page ad amory in the township newsletter. Um and it also

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lists all of our committees dates and times. We encourage folks if you want to have in-depth conversation about anything um that we're discussing in any of our regular board meetings, please come out um and let your voices be heard. So I do want to make that plug

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because it's all there, including what I'm getting ready to talk about as well. All right. So, just to start, our strategic plan is listed on our district website. For those of you that have gone to the website, you know that if you go under our district, that tab on the

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homepage, you can go there and you can see all of um our goals. You can download the full strategic plan and the um at the bottom you'll see uh teaching and learning, team member engagement. If you click on those links, they are they will drop down and show you the specific

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um targets and measures. Also, I just want to show our golden uh circle which is our why. We spent time in our one of our strategic planning meetings. We have them annually and we spent time just crafting uh these um these concepts in

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terms of why we exist and uh using it to uh become our north star. Also just want to reference our portrait of a graduate. It is also on our web page. Um and there are also definitions to each of these. Uh these are things that we discuss throughout the school year. I include

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them in my hope notes with staff. Just making sure that we understand what they mean and what it looks like in the classroom to say that we are uh our goal is to make sure that when children walk the stage that we're embodying these characteristics and traits. This is our

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leadership improvement model. We use it every year to develop our strategic plan. Um, and our folks will tell you uh we review this. It is uh it encompasses our uh vision, our mission, our core values. Um, also you have communication

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around because we try on the outside because we try to make sure we communicate regularly, which is what I'm actually doing this evening. Um, and so this is also on our website. It drives the work that we do. So, I'm going to get started with um our

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goals. We actually have three of our critical success factors uh that we focused on in this three-year strategic plan. And the one is uh team member engagement. Our goal is that uh the objective is that we will increase team

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member engagement throughout. Our measure and target is that we will improve average team member uh daily attendance and we quantify that through the amount of sick leave that we're using uh employee satisfaction. There is a survey that we use and also retention

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in terms of years of service. A quick status update uh we did uh see an increase in attendance. Um overall we did experience a 12point decrease in terms of satisfaction and I have graphs to show all of this. And then we also had a 2% decrease in terms of retention.

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And I'll show you what that means. All right. So this is the overall daily attendance. Our goal is to reduce the average use of sick leave by 5%. Our baseline was 5.77 and we uh that's the goal. I'm sorry.

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The goal is 5.77. As of today um or as of last year it was at 6.84. So you see the difference between what our goal is for 2027 and where we are today. So today we're at 6.84.

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The goal for 2027 5.77 average use per staff member. Are we making progress? Our survey the goal is 73.5%. There is a question on the employee

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satisfaction um survey and it says I would recommend STSD to a friend or colleague as a place of work. So we've had se roughly 70%. The goal in terms of a 5% increase would be uh would get us to 73.5.

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We did see a decline um in 2025. Um we have we've just administered it this year. So, we'll be looking for that number and we can report out what that looks like to you at next at the end of next school year. Um, but so what do we do about that decline? Um, I'll we'll

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let you know about our strategy going forward for staff retention. We quantify this as years of service. So, we looked at staff who are between one and five years of service. We want to see that number um decrease. Um, we

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want to see the staff that have five or more years. We want that number to increase because we believe that means that we are retaining staff longer in the district. So, as you can see for 2324, we had exactly what we wanted. Um, but

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we were not quite there. We want that middle bar to be 44 by the end of the 2627 school year. Okay. Okay. So, as you're looking at this graph, that's what we want. Between 23 and 24, we actually saw

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an increase in the number of folks who are um we actually saw an increase in the number of folks um who are five years and I think I have to I have to give you an updated one. I don't know if this is the right version that I gave you because it was flipped. I know. I think I need I don't know that it's

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safe. It is the reverse. Okay. So 23 24 as you see if you flip those years it is actually the reverse. Remember I said that there was actually uh we lost ground. So that 49% is actually this last year 2425. Does

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everyone see that? Okay. So I flipped at the end. So hopefully my other ch uh changes saved. We'll see. I'll correct it if it didn't. All right. So, what are we doing about it? We're seeing an increase in the

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number of staff who have between 1 and 5 years of service. Not a lot, 2%, but it's still trending in the wrong direction. So, what have we done? We listened. All right. We went to staff in February during our annual um strategic

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planning meeting and this is an actual picture from that meeting and we asked people what will engage you to stay and remain with the district and so a couple of our staff I mean we were very grateful for them. Uh they let us know

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what they would like. Sometimes you think you may know what staff appreciate. it's important to go and ask the staff what what they would need to feel appreciated. And so some of the things that we've done this school year is uh run a staff appreciation week.

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They told us by for example at least our teachers they need post-it notes. Who would have thought, right? Um and so one of the things we gave out, we gave out just, you know, free post-it notes, come get as many as you need. Um, but those are some of the things that we did to make sure that we are leaning in to uh

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the things that they desire, not what we think they want. All right. So, the next um our next goal area is academic performance and growth. First of all, let me go back. Any

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questions on that first one? I know I'm moving fast. Okay. >> Yes. Okay. So, >> yeah. >> But are they part of that? Is this all part of the same kind of survey or followup or

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>> when you survey you took a survey? I would recommend somebody to come work there. >> Did you just say yes or no? Did you follow up or get where they say why they would or would not? >> It was a yes or no. Now, and also we only had a certain percentage of the folks participate in this. So, we had

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roughly 20ome%. But, but yes. So, in our conversations, um we do actually ask staff that's what the strategic planning uh meetings are for. We ask them what what what would make you want to come to work? Um if you remember when Mr. Hman was here. We

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talked about bringing on those stay interviews. We actually go around and ask people who came to the district, why did you come? And then we actually went around and said, "What what would make you stay?" Like you've been here for a while. Why do you stay? Usually it's a connection with someone else in the

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district. You feel like you're coming to work. You're not on an island by yourself. So yes, and actually tell us why they want to be here. 20 or so percent participated in the survey. So, we're trying to increase that number as well.

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>> Yeah. You're welcome. So, >> Dr. Wells, my question is I did attend the strategic planning session in February. One of the things that we heard from uh the teaching staff, administrative staff, >> uh janitorial staff, everyone was that they were burned out. That was one of

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the major things like it is high high on the list of um >> employee engagement and staff dissatisfaction. >> Yes. >> Now when we looked at this last year when we you know did the survey one of the things that we heard was we need

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more teacher in service. So we made an adjustment to the inservice dates or did mount them or when we had them however we did that we made that adjustment based upon their recommendation. But then when we came back again this year just after doing that we heard something different from them. We heard then well

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it's too much we're being put upon for these uh inservice days or these you know evaluations. So how do we balance that out I guess is my question in terms of meeting that need for enrichment engagement like professional development and then them saying we it's too much

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time like what so what is it like what can we do? So actually what you're doing now it's an ongoing conversation because it can be a challenge. It can be a challenge. Um and sometimes it's it seems like a moving target but that's one of the reasons why it's important

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that we just keep talking. Uh we have regular meetings with our unions. Um the standing meetings um I have meetings with the unions, HR has meetings with the unions just to kind of get a pulse in terms of what are people feeling? Um what are some of the challenges? how can

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we meet you halfway or how can we support you? So, it really is it really does come come down to regular conversations and being visible in the buildings. Um, I know one of our strategies was that HR uh would have more presence in the buildings going forward and so those are the things that

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that we just continue to do. Yep. >> A good question. >> Good answer. >> Okay. All right. So let's talk about um academ academic achievement um and growth. Um so on this particular slide

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we have all of the um areas that we said we would measure. So the first area is that 90% of our 12th grade learners will report that we prepared them to pursue their first choice in terms of post-secary planning. Uh we are currently administering

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um that survey. We that we administered it starting last week. uh we're still administering it and so we will be able to give you an update on where we are currently uh for that particular goal. Uh the last time I believe we reported it was in the 70s but of course our goal is 90. So um we're still moving toward

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that goal. The other uh the next one is 95% of learners will report learner agency and agency means that they feel like they have a voice in their education is something that's being done with them and not to them. We are currently transitioning to a panorama

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survey. Um so that uh we'll be able to administer that in the fall. Uh before that we had something that was it was an in-house survey but this will be able to this will allow us to do some uh analytics and so we we're moving in that direction. For the remaining three we

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had 75% of learners uh K8 will exceed average or above growth on the MAP. That is our benchmark assessment. We also have exceeding uh average statewide um on PSSAs. Uh we also have the keystones. Same thing exceeding or um exceeding

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average growth. So we have uh academic growth and on the PSSAs, we also have academic growth on the Keystones. Tonight I'm going to be showing you not only growth measures, but I'm also going to be showing you outright achievement as well. And a lot of this, I apologize,

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is redundant because Dr. Martin has presented this at um in great detail um at our ed program and um athletics committee meeting. So you will some of this you would have seen already. Um all right. So for growth what I have before

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you are two years uh 20 24 25 and then 25 26. We're looking at growth across the buildings. So you can see on the left hand side uh how our students performed in the spring of 2025. Dr.

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Martin, correct me if I'm wrong. And then how they performed on that benchmark in the spring of 2026. So most of our buildings um demonstrated growth and this is a nationally normed assessment. We want to make sure our

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goal is that 75% of our learners are exceeding the growth measure on the national scale. Um the average is the average growth is 50%. Our goal is 75% and as you can see in all of our buildings except for the middle school

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we're one one percentage shy. We are at the average for the nation. And in three of our buildings we're actually above average. That's mass. This is ELA. Uh again, same scenario. You see the growth. The

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average is 50. Um except for high school for ELA. And this is a little bit skewed because not all of our high school students took the MAP this year uh because we are piloting another assessment that we may be transitioning to. Um so you don't have the full um

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high school cohort in this number, but again our goal is 75%. The average is 50. All but one building is above that 50. We wanted to get higher. In terms of outright achievement on our

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benchmark assessment, uh these are the numbers. Again, the average is 50. We are looking uh from 2025 to 2026. There are some areas that we absolutely need to address, but for the most part, our

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buildings have grown year overyear in math and all but one again are above the average for the nation. For achievement on the uh math assessment, same situation in English

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language arts. Um all of our buildings are above um the national average. It's not good enough for us, of course. We wanted to be at 75%. And you can see that all of our buildings did experience growth from

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one year to the next. And we do want to um credit our um administrative team, certainly our teachers. What we've done this year was the board. Thank you all because you approved the hiring of how many interventionists was it? 14.

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14. So 14 interventionists and those those folks's primary job is to get into the classrooms, work with those learners. Remember we talked about having um larger class sizes and without the physical space. So we are pushing

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those adults into those rooms so they can still break down those uh those class uh groups as they're instructing them. All right. teaching and learning. Um the growth on the Keystone exam

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in literature for the high school because the high school is the only building that takes the Keystone exam. Some of our students in the middle school do take the Keystone exam if if they are advanced. U but it's it's all lumped together in terms of being in an exit. It's a graduation requirement or

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one of the graduation requirements is to pass that keystone. So in 20 242 I'm I'm sorry 23 24 because that was the baseline year for the current strategic plan. The high school in literature uh

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we had 73% in terms of growth. The state average for growth is 75.4. Last school year and again you've seen this already the high school scored 100. So we met the goal in that regard. we surpassed the state average.

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The same is true at the high school for algebra 1. When we started our strategic plan, they were at 64% growth. The high school as of last year. Uh and again, they just took the Keystone, so we won't have that data until this fall. Um but

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the state average for growth was 74.9. We exceeded that with 99%. All right, same with PSSA in terms of growth. Uh, this is Thomas Holtzman and the middle school side by side. So, if you take a look, our middle, our Thomas

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Holtzman building did not move in terms of the growth. So, we've given a lot of attention uh to those learners in that building this year. Um, and for the middle school, there was an increase, but we also saw a decline last year.

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Again, everyone moving toward that 75.4. These numbers, as again, Dr. Martin already shared, these was one of the reasons why we we did believe we needed some extra staff to get into those rooms and they're focusing on instruction. They're using the science of reading.

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Um, we do have all of the things that the state requires that we have in place. Uh, so I do want to address that. We do have interventions um that they're getting every day. Every day. All right. So, this is last year's data. This we won't know what all of our efforts this

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year uh will yield until this fall. And as soon as we get that information, we will get that to you. Same thing for math growth. Um we had at Thomas Holtzman, not much movement at all. Actually, no movement in terms of

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growth for math, but the middle school still above the state average for growth in math. So, we're excited about that as well. Questions about that before I go on to social emotional learning. And again, a

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lot of this is repeat, but yes. I have my phone. She has it. Now, this includes every adult in the district. Yes. Well, every adult, every instructional staff. Okay. So keep in mind this includes those 14 interventionists.

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So the number is going to be lower because they don't actually have a classroom but they are counted as staff. >> Yeah. So she's she has a >> know that that would impact scores going up. I need I need our community to hear what our class what

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we're dealing with class sizes. >> Sarah moved is at 22.43. Thomas Holtzman is at 26.4. Middle school is at 22.95. High school is at 16.05.

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>> What's the high school? >> 16.0. That's not where we're overcrowding at. >> No, we're not. >> Yeah, but those scores seem but you're taking into account that you've added teachers. >> We've added staff. So that so it says it will say 26

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>> but in essence those teachers don't have classrooms. So you could so it and some of them it's closer to 30. >> Yeah we're we're we're around 30. >> It's high high 20s some bordering very

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close to 30. Yeah, >> that's what I heard. That's what I wanted to hear. Understand that our classroom size is >> they are large. >> Yes. >> And um that is that has been one of the

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things that was mentioned in terms of teacher retention as well. Our class sizes are pretty high. Yes. by comparison >> driving our growth in >> I would just say instruction and

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professional development and data conversations >> but he can add to it >> I definitely would say conversations data like >> the district a pretty long time right I feel like this past year and probably in beginning

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of last year >> the data that the staff as a whole was getting slattered like what what the numbers are >> and I felt like the principles are being supported in structuring appropriate like remediation or intervention for for learners to to to move them along a

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little better than what we have in the past. So, even like the um decision I was made as far as like the credits at the high school, like by by making that decision, the high school gets to organize a schedule that still offers

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time to close gaps as learners have even at the high school level. Like you kind of automatically do that >> a little bit at K to secondary. It's more of a focus, but as they progress through >> potentially a gap is like wider. you get less time to go back and try to figure

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that out for somebody. So, I feel like we're we're we're doing a good job of trying to review data, put strategic interventions in in place, but also um you know, looking at it even further down the line. How can we structure our day, you know, the barriers that we have

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to offer the time for kids that need extra additional support >> and staff and the staff available to provide it to? >> Yeah. All right. So, yes, >> we

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focus on a lot of growth. >> Yes, >> for sure. And I understand that. But >> yep, >> growth is good. >> Yes, >> you got a problem before you move on. >> But my next question, I guess would be when do we kind of get on that edge and say, okay, now we're going to start

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seeing how we can get our kids to not only grow, but be proficient >> there. So, you take a look at this slide. This is outright achievement and that's moving. So we're there and that's what we've

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been discussing last year, this year. So we've been talk, we've talked about the achievement. So if you take a look, so this is the math achievement, right? Math is not moving as quickly as we wanted it to move, right? Um but there

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is still movement. This is achievement. This is not growth. these slides. And so that's ELA. So all of our buildings are moving on the achievement side. So the question is when do we have that conversation? We're having it now. And

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we we we do have that conversation regularly. Um yeah. >> So like, you know, you're like, "Hey, I want us to move up to 75% of growth in this building. Are we ready to start making the same goals for achievement or or

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proficiency and above proficiency like like are we starting to set those same type of goals >> in the uh so we've set them already this is a goal so that 75% is right out of the strategic plan

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so well actually this is for MAP no I see what you're saying you're saying for PSSAs sure absolutely now what we're trying to do right now is make sure we have a benchmark assessment that is going to give us a nice predictor in

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terms of what we can expect on the PSSAs. And the state has a CDT that they've since revised. We used it years ago. Um we did not find a lot of alignment, but they revised it. And so we're actually piloting that assessment

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so that throughout the year we're actually able to give them those assessments so that we can say you know what if they do well on this assessment then we can predict that they're going to do well on the PSSAs. We've also started we've also given children uh children the release test items and I

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know some people say well that's teaching success. Well we need them to have the same rigor in the classroom as they would have on the PSSAs. So they're using released items. They're using eligible content which is aligned to the state standard. So it's actually items

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that appeared on previous PSSAs so that children can practice so we can see how they would respond even before they actually take the test. >> Yeah. Yes. So how does the real world talking about these things but we're talking about >> yes

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>> we know that we have we know that we're seeing achievement but it's also it's also happening in a in an environment where we have a we have population that's changing we have population that's growing.

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um like does this factor in English proficiency? Does this factor in things like um I'm assuming all of the students? >> They do. >> So, this includes ESL students as well. So, >> it does. So, when the when the

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administration comes to the board for TSI plans, if you all may remember, you all have to sign off on those. They actually look at the subgroups within our whole student body. So they'll break it out by ethnicity. They'll break it out by um students that have IEPs, uh

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our Larners, and if any subgroup is underperforming based on what the state um predicts, then we would actually go on a plan in terms of improving that subgroup. But the numbers that we show you, everyone's included,

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>> right? It's a it's an average. >> It's everybody. The reality is that continue to see uh increasing numbers of those populations that correct their >> cute >> yes

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>> acute supports and they will always have an impact on these >> I think we're at about 15% L's yeah we're about 15% of our student body um are English language learners and about 15% of IPS 16 of the post student body.

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>> Yes. No, we're at like 20%. >> Oh gosh. Okay. We want to Yes. >> So that requires specialized instruction. Yes. Specialized training. >> That requires us going out and finding specialized skill sets. And that also impacts not just the the classroom size,

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but it also impacts the allocation of students to teachers. So like all of those things are all of those things are not are factored in but they're not >> yeah no >> apparent from these graphs right

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>> correct um which does make the conversation difficult but it also means that we just have to work that much harder. I mean that's the reality of it. Um one thing when you we talked about this um the test is online and it is solely online

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now. So, we're working through that as well. They did for the first time take it online and we'll it crashed the first day of the test, but that it crashed across the the the Commonwealth. So, >> girl said well and >> Oh, wait. Who said Oh, yes. Yes.

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>> It did. Well, they issued an apology. So, hopefully hopefully it'll still be valid. It's okay. And to your point, factoring in accommodations, uh we don't know, we don't know the efficacy of capturing those students

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that may need accommodations in the elementary, in Slack, in the middle school because they may not be I guess what I'm I'm saying all that to say like um it's a nuance conversation that it

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doesn't really >> correct, but I will say this and we have this conversation all the time. Most people don't care and it sounds as raw as I can say it. Um, your detractors do not care. Um, when I when you go to look

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for a house, um, I know because when I purchase a home on the real estate app, right at the bottom when you pull up the house, it has the school, it has your rating, and that's what people consider. They're not going under the hood.

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they're not peeling back the layers. They Right. So, we know that we are going to face all of those questions. And so, we just continue to do our very best to get those children, no matter who they are, um over that threshold

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because at the end of the day, it's true. They they they they don't draw, >> right? >> Well, no, no, no. My point is what draw what draw I would say what draw what typically drew will draw a family to our

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district is our diversity is the size of our district right and I would say that it is a sense of belonging that we create for children here >> yes >> seek out >> oh they absolutely seek us out

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>> yes my point is not job to educate those >> correct >> probably It's probably the board's job. Yes. To do that. >> Yes. >> In these in in these platforms here. >> Correct. >> For those >> for the population that doesn't care.

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>> Yeah. >> They skew the information to the population that needs the >> correct >> can we have a finish? >> Yes. Yes. >> Then we can ask more questions. Let's get through. >> We're almost finished, Mr. Ros. I promise. We're actually almost finished. All right. for social and emotional

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learning. We wanted to make sure that all of our buildings reach tier two or tier three um in positive behavior support. And I can tell you that we have already met that goal for all four of our buildings. And in fact, the high school um this needs to be updated

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because the high school actually is the first of very few school districts in the Commonwealth to receive tier three and they just received that this year. So, um, Sarah Lindamuth is among about, I want to say 80 or so schools across the Commonwealth that had tier three.

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There are even fewer high schools that have tier three, and our high school is now one of those. We're the only one in the IU, by the way, too. So, we're we're proud of our high school team for that. Enrollment um, and resources we have for facilities, business operations, and

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support services. Um we said that the district will balance the annual budget with no use of fund balance and we're also trying to make sure that we conduct staggering residency reverification annually. Um Dr. Martin does that in his department regularly. I know there was

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conversation about lots of children living here that don't go that don't belong here. We actually have an investigation uh company that we work with regularly. And what would you say on average out of about a hundred that we investigate roughly how many do we find would you say?

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Not enough. It's I would say single digits >> about a hundred would you say? Okay. So he said four three. So the the the narrative that we are harboring children that don't belong. Um it's not bearing out in our investigation. It just isn't.

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And we do that regularly. We we kind of go through the enrollment list and we just regularly do verification requests or reverifications. So, let's talk about um our and it's it is expensive to do those investigations, very expensive,

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but we still need to do them just to make sure. Um so, our strategy is in terms of the finances is that we close this budget, this year's budget, uh to avoid use of projected use of fund

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balance. That we work to close that budget gap and we did. We went from a $7 million budget gap, as Mr. Truly just showed you, it is now under two million. Um, we want to also continue to use multi-year financial solveny. That has

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been our bread and butter since I've been in the seat. Um, we always project where we're going to end up. And even though we pass budget, we want to make sure that we are spending throughout the school year to come in even under the budget that was approved. So, just keep

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that in mind. Uh we are always looking at ways to generate revenue. We are always looking for grants, facilities grants, you name it, we're looking for those. Um and then of course we also look at costbenefit analysis in all areas. This is a slide that um

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historically if you take a look at our use of fund balance, we've done a very good job of maintaining our fund balance and in some years we've actually increased the fund balance. All of this is being done because we still do not have enough room for all of our children

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and we know that. And so at some point we're going to need to address them through facilities. And so a lot of what drives our work and how we handle our budget is because at some point we know we're going to need to spend that down in some way to address that service.

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This is the long-term budget forecast because sometimes people will look at your budget and say, "Oh, you have a very healthy fund balance." But I like for folks to take a look at how very quickly you can become uh you can find yourself in a deficit. It does not take

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very long. So we are in 26 25 26 depending on how we budget in the district based on the expenditures we could very easily by 3031 be at a deficit. And this is actually what it looked like when I took the seat. We were supposed to be in a deficit. We

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were supposed to be below water in 1819. But again, your the way that you operate your budget will determine whether or not you're going to hit that cliff. And so we've tried to do um our very best to stay above to stay above water. And we've been able to do that.

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Revenue neutral, I'd say. Yeah. All right. So that's the end of my presentation, but I also just want to take some questions if you have any overall >> question and hopefully. Okay, good. Any questions

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before I said all right thank you. >> Thank you. So, next up will be the U personnel. >> Hey, personel is the next thing up. No uh

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we don't have no minutes. >> Johnson moves items 7 A through B seconds. Move >> a second. Any discussion? No. Personnel items A through 10.

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Yes. >> Yes. No. Mrs. Hill. >> Yes. >> Yes. >> Johnson. >> Yes. >> Dr. Marino.

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>> Yes. >> Yes. Thank you. Next is uh finance and that action items uh 88 through D.

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>> A through B is action. >> Yeah. A through B. Johnson moves items A through D. >> Second. >> Move a second. Any discussion? Roll call. Motion to approve finance state.

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Miss Hatcher, >> yes. >> Miss Lau, yes. Mrs. Hill, >> yes. Mr. >> Mr. Johnson, >> yes. >> Yes. >> Dr. Marino, >> yes. >> Mr. >> Yes.

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>> Passes 8010. >> Oh, the discussion items. Anybody got anything they want to ask about food service budget, meal prices, general fund budget, all discussion items. Anything that you see discussed?

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We'll move on to the action items. Now the contracts. Oh, contracts through. Can I get a motion? Johnson 9. >> We got a second. Second.

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Move >> in a second. Any discussion? I just want to clarify. He's moving just item A. Okay. >> What did you say? >> He's doing just A. >> Huh? Just a >> He just did a I was trying to say.

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>> Separately. >> Patrick. >> Oh, just approve A. Yes. >> Yes. >> Okay. Well, any discussion? Roll call. >> Item 9A. >> Yes.

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>> Please say yes. >> Mrs. Hill, >> yes. >> Yes. >> Johnson. >> Yes. >> Mr. Henber. >> Yes. >> Dr. Marino. >> Yes. >> Hatcher. >> Yes. >> Mr. R. >> Yes.

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>> Passes 801. Now, is anything B through D? You want to do that or you want to still take them individual? >> I thought when you take them individual something that you want to discuss, you

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can vote on it. Take them as a group. >> That's why >> he did eight. >> Yeah, but that's why you're asking. That's He's looking at me. I'm saying he only did eight. So, that's why you're asking. Edenberg moves B to D. >> I would like to keep

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the second uh separate. >> Well, if you want to clear this, we can do it all together, then we'll get to that point. If you want to discuss it, we can if that's what you want to discuss. When I ask for discussion, then you're going to ask questions.

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>> You want to do it that way? No, I'm I'm asking to take it separate for the same reason that we took a separately because these are individual things. We take BP, that means we're voting on them as a block and these are significant contracts or issues, things that we've had issues with such as these change

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orders. So, I wanted to take these individually so that we can >> Yeah, >> I asked you that. That's right. >> That's yes. >> Okay. That's something that you want to discuss on that particular thing. >> I want us to vote on these individual >> Okay.

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motion. >> Does someone second this motion? >> No, >> I'll retract my motion. >> Item B through D. >> Uh, can I have a motion to to approve B?

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>> Do I have a motion to approve? >> Has a question. >> There's nothing. >> Wait a minute. She's procedural. >> Well, there's not a motion. >> Made a motion. say that she she did she motion >> I didn't hear I didn't make any motion I was just asking about I was saying that

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I wanted to keep being >> let's put a motion on the floor then we can discuss >> I'm trying to >> can I can I get okay can I get someone to approve make a motion for Bose

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item 90. >> Did I get a second? >> No, I didn't get a second. >> Second. >> Did I get a second? >> They're moving second discussion. >> So, um, in terms of this change order, I was just wondering about the difference

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or what we're working with here. So, in the original teration, it was to have remediation on the third and fourth. When uh environment and hazard control was on site, they identified gold on the

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second floor and that was not part of the original contract. And so this change order represents the cleaning necessary for the second floor that is going to drive up our cost. Correct. subsequent um

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has there been any considerate I guess these are separate companies as so it's it's a different thing rememiation is different from the cleaning is done is different the interior cleaning is done differently from from a different contractor the exterior and then you

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have Teraccon who's doing the sampling so you have the cleaning people for interior cleaning for exterior and then sampling. So the company that what we were looking at where there was damage or whatever was done to remediate that caused damage

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that is not this particular company. Just so that I'm clear, I'm trying to stay straight on all of our >> these three companies that you see environmental hazards restoration and terror on separate from those who are working on

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site for the reservation. Is that your question? I think so. >> Thank you. >> We have more discussion. Total total bottom line cost of this is is 38,000 $980 total.

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>> Correct. >> That second floor third and fourth >> that that's just for the second >> just second addition of second floor. So we're adding >> we've already approved the third and fourth. >> Okay. Any other discussion?

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Roll call. >> Yes. >> Yes. >> Johnson. >> Yes. >> Yes. >> Marino. >> Yes. Miss Hatcher. >> Yes. Miss Lau. >> Yes.

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>> Yes. Passes 8017. Let let me ask a question. I ask you when we when we go from A to B, we can still pull that one. I'll discuss that like we just did.

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>> You could it's it may be cleaner in the minutes if it's separate and there's discussion about it and it's necessary to record because I I was thinking that I uh want to get clarification on that. So we have

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C and D. You can do them together. You can pull them up. Can I have a motion? Johnson moves item 9 C. Johnson moves item 9 C. >> 9 C. Hill seconds. >> Okay. Move in. Second 9 C.

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>> Any discussion? Roll call. Item 9C, Watts Restoration. >> Yes. Mr. >> Johnson. >> Marino. >> Yes. >> Yes.

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>> I just want to say one thing. People see it 429 but it's coming from the bond funding that we have. My answer is yes. >> Mr. >> Yes. >> 8. >> Can I get a motion

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9 Edward? the move and second. Any discussion? Mr. >> President, just a point uh just a point of clarification. This is um as uh Mr. Culie said, this is the second third

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party that is performing the uh this is the assessment not the remediation. >> This is the testing test. Okay. >> Any other discussion? Um, and this amount is $885

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or85.8 $885 $885. >> Okay. Thank you. >> Anybody else? Roll call. >> Item 9. Ter Mr. Johnson. >> Yes.

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>> Yep. >> Yes. >> Patrick. >> Yes. Yes. >> Yes. >> Yes. >> Yes.

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>> 81 policy first read. I think that uh this is the first read. I think you got all the information you wanted tonight on that. Or is there anything else you want clarification on? >> Uh so I'll just add a point of clarification. I misspoke earlier when I

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said that these were not for action. Clearly, they're on the agenda. So, um this is a first read and I know we went we were discussing 8 827.

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anything in 827 that we discussed that you that you want to discuss that you think that we should put in there. So this is the first read conflict of interest. It's some of it is part of the school code.

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So the what what is in italics is what is has been added by PSBA or are these our additions at the committee >> committee level committee wants to add they want to add that if you're a board member and resign from the board

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>> that's a no that's4 >> oh that's 004 >> oh I'm thinking it was >> you were talking about 827 am I just >> conflict of interest >> Yes sir and I was Just wondering about the italics. I was wondering where those where the italic is coming from. If that

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comes from PSBA or if that was driven by our committee recommendations >> to Dr. 827 of the amendment >> the italics the >> I'm sorry

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italics. Please. asking if the bolded or the size >> the bold >> typically what's bolded comes from PSBA and so my question my point of clarification is just is what's bolded based upon recommendation that came out

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of committee or was that from PSBA >> all on these we always go with PSBA for the most part yes >> okay but specifically for 827 because this was something that was the local issue. I was wondering if the

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italicized changes were coming out of committee question 26.1. So it's like a subtle reference, but this is really >> federal. So the bold language, yeah, it's related to the federal guidelines.

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It's just it's conforming the uh the definition or the term of conflict of interest with that language that is uh in conformity with federal direction

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>> right >> so it matches the federal it matches at the federal level in terms of what defines accounts like what may be in what may have been in policy already. So the SBA is just making sure that their language is

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saying comp not even compliance just conformity. >> I just wanted to I just wanted the source check. Thank you. >> So we got we cleared up on that. So the difference between this and that it uh relates to

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>> behavior of an exist of an >> so in terms of things like an honor area of a conflict. Um these are these are board members that are are actively engaged in board activities

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>> but also engaged in other issues. >> Correct. >> So 10 A if we change the title in 10 A of the business manager and 626. >> What did you say? In 600 626

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10A it references the delegation of responsibility to business manager. We did not change our title. We >> did not address the definition. We only addressed we only addressed the

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those provisions which were directly impacted by uh federal But since we're it's our policy and we're putting in place, should we not have the proper title of the person that we're delegating the responsibility to

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>> I thought most of this stuff came from school board. >> It does that was not in the scope of discussion. >> Yeah, >> we could change it. That's why we're talking and I'm asking the question, should we have the right title for the

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person that we're delegating the responsibility? She's no longer called the business manager. She's chief financial office. Should that title be changed? If it's our policy, >> I would say that's a that's topic of discussion of the next policy.

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>> Put that in your notes if I'm not on the policy. >> I'm just saying. Well, my notes address the minutes from that meeting. So, the minutes of this meeting, this conversation would be recorded. But for the topic of for the meeting minutes

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that occurred for the Thursday, this is not in the scope. But I think that if it come down for the Pennsylvania School Board Association, what do they call it? Everybody don't call their business managers CFO. Every district don't do this.

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>> Not our policy. within the policy, >> right? But that's actually PSVA language. So, what they're saying is we've not addressed it in committee, but they can and the committee would could decide if it's something that they want

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to do. >> But I thought that's what Peter, they wanted to have every school district. >> When they go to when they go to eight, which one you talking about? When you go to 82626, it will read the same in most school district, >> right? So the name is somewhat

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immaterial to the policy itself because it will shift uh from district to district. So really it comes down to a personal preference in terms of the committee and I think what Mr. Johnson is saying is they will take it up and make that decision

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saying it was not right for discussion on Thursday May 12th. But I made a note >> but because every school district don't have that >> and I made a note just so that it can be discussed but >> but we can raise it after

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I set it because we're going discussing it not discussed it was not brought up happy to bring it up with the next thank you business. >> H no business

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simple policy but just because we have our little organization and with the policy 008 passing that be approved by the board and then posted with the policy. So you put that on your agenda coming up another

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>> yeah for another for why you're going back. I'm we're happy to entertain a request for the next. >> Thank you. >> All right. Anything else? No business. >> Motion forj. >> Patrick seconds.

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>> Move and second. All in favor? >> I want to thank you.