71 council for this meeting of order. Please stand for a moment of silence. Ice to the flag of the United States of America and to the republic for which it
stands. One nation under God, indivisible, liberty, justice for all. Uh roll call please. Here absent with excuse.
here. >> Excuse >> Announcement of executive session. Personnel presentation Dr. Woods. I do have one if I move for that but it's not a guest presentation I'll speak during
yes >> yeah Mr. President um at the approval of the agenda for meeting uh item there is a an addendum that I would ask for a motion to add to the agenda. It would be at 11A. It is to approve and authorize
the submission of two Pennsylvania public school facility improvement grants authorized official resolutions on behalf of the school district. Mr. President, all that this does is authorize the administration uh to apply
for grants that would uh provide funding for eligible uh emergency facility repairs. Uh, and because it's due on the 11th, uh, we need to add it to tonight's agenda to get that approval. So, I'd ask, uh, for that amendment at 11A,
otherwise the agenda would be fine. >> Heard a comment from what's your pledge. Can I get somebody making a motion to amend the agenda? So move. >> Second. We move >> and second. Any discussion?
case. Roll call, please. >> Is this a motion to just amend the agenda or amend and approve? >> Amend the agenda to add >> 11 A. >> 11 A to amend the agenda to add 11 A. Dr. Marino, >> yes.
>> Mr. Folks, >> yes. >> Hatcher, >> yes. >> Mrs. Hill, >> yes. >> Johnson, >> yes. >> Mr. >> Yes. >> Mr. Ro. >> Yes. >> And Amory, do you have the the notation of what that 118 is?
>> I do. It's included on the agenda. Yes. >> Thank you. Motion passes 70 to need a motion to approve the agenda as it was amended. Add that motion in Johnson moves. Second
move and second. Any discussion on that roll call? >> Motion to approve the agenda as amended. Holmes. >> Yes. >> Satch. >> Yes. Mrs. Hill, >> yes. >> Johnson,
>> yes. >> Yes. >> Dr. Marino, >> yes. >> Mr. >> Yes. >> Motion passes 70 to the public. >> Uh, we have no one signed up for a
hearing of the public. Board members comment down there. Nobody out here. >> Well, just wanted to say welcome back uh from our summer break to our colleagues on the board, our superintendent, our administrative staff, our students, and
our public guests. It's nice to have the the month of July off, but uh feeling excited and energized about getting back and doing the work of the district. So, welcome back to everyone. I hope you've had a a restful re relaxing summer and are as excited about being engaged in
the work as I am. >> Anybody else? >> I just want to add that I know uh the township got their new taxes and we're going with Keystone. I just want to give a shout out to the uh finance officer.
Kathy did a super job again. Keystone. It's very easy to do. All you have to do is get on the barcode, put your invoice number in, takes you straight to your taxes, you can pay however. And I think
it's really the best I've seen or had since I've been here. So, thanks to the finance department, business management did a great job and we appreciate you and I know the township appreciate you. Thank you. >> Yeah, Dr. Willis, you want to have a
shout out on something? >> Yes. As uh I'm going to exercise my role as 10th member of the board today. So, I am going to give a very brief um report um based on uh it being the first meeting in August. We will want to uh we
want to welcome all of our students and our staff back to school. The first day of school as a reminder to our families is uh Monday, August the 24th. Uh we're looking forward to seeing everyone on that first day. Uh we also want to uh
welcome everyone tomorrow night to the National Night Out. It is held by the Saskuana Township um commissioners and the police department. This year it's going to be held at Veterans Park from 6:00 p.m. to 8:00 p.m. The district will
have a table there. Some of our board members will be there. We will have some of our building administrators there. Uh we will be giving out information for our families. So, please come out and see us. We are at table 22. Uh if you get a chance to get one of the maps,
look forward to seeing you there. And then also we have our back to school badge. Uh this is on our marquee at the corner of Provus Avenue in Elmerton. Uh but we also just want to mention it here tonight. Want to thank um Miss Carrie Martin who's in the audience tonight.
She's our director of special ed and people services as well as her team uh for coordinating this. Our social worker also does a wonderful job of bringing um community services into the high school. It will be not only in the high school but also on Rosco Warner Field. So it's
going to be pretty large this year. Please come out. We will have food. We will have games and activities, face painting, and of course, we'll also have um our school supplies and backpacks. Now, Mr. Ross, I believe you're helping the school this year, as well as Dr.
Martin be working the grill. >> The grill master will be there. >> Okay. All right. Thank you, Mr. Ros. He will the grill master will be there. All right. Also, and I just want to end with this. Um this school year uh we are you're
going to hear more about one community, one mission. Um this is our opportunity to open the schools, open the school district and all of the work that we do with children. We want to welcome the community in to talk about our academic
performance. uh get a chance to see what students uh do each day, get a chance to talk with our teachers, see what they do each day, but really just um have a better understanding of all that goes into um improving academic achievement here in our district. And again, this is
a year-long pro process. There will be more information shared with staff on the first day when they return on the 19th. Also, we will be sharing this in our administrative retreat. This is again one opportunity uh of many to talk about how as a community we own all of
our children and as our children succeed so do we as a community. So I look forward to sharing that message with the district as well as um our taxpayers and our families. And with that I want to thank you for the time and I will yield back to our president.
>> All right. Thank you nations. Next up is uh item five, amendments. Uh June 1st minutes. Can I have a recommendation to approve the minutes? Move
>> in seconds. >> Move second. Any discussion on the minutes? Roll call, please. >> Oh, we're doing we're doing five. Let me back up. Going to do 5 A and 5B.
Can I get that >> motion? Motion to uh add 5B. My motion to 5 A and motion that we take 5 A and 5 B.
Johnson second move. Second of 5 A and B. Any discussions? Roll call, please. Mrs. Hill, >> yes. >> Johnson, >> yes. >> Yes. >> Dr. Marino, >> yes. >> Yes.
>> Yes. >> Passes 702 absent. Next number six up 6A. Can I get a motion for 6A? >> Motion to approve the creation of a journalism club at the high school.
Second move and second. Any discussion? Um, is this is this club going to be providing uh like a publication on >> newspaper? Learning
>> they will actually be presenting or producing something. Yes. And I believe Mr. Smith is also the gentleman that uh puts together our yearbook. So that's his wheelhouse.
>> Any other discussion? >> Roll call, please. >> Motion to approve item 6A, the creation journalism club at the high school. Mrs. Hill, >> yes. >> Johnson, >> yes. >> Yes.
>> Yes. Yes. >> Yes. >> Yes. >> Passes 702. >> Uh, next up is personnel. We're going to make sure
personnel 7 A through 7 F. Can I get a motion? Johnson moves 7 A through 7F. Move in a second. Any discussion?
Roll call, please. >> Motion to approve personnel items. A for >> Yes. >> Mr. Johnson. >> Yes. >> Mr. Headart. >> Yes. >> Dr. Marino. >> Yes. >> Mr. P. >> Yes. >> Miss Hatcher.
>> Yes. >> Mr. R. >> Yes. Motion passes 702. >> Next up is finance 8 B through D. Can I get a motion? >> You said A or B through. Are you
separating A? It sounded like you said E through D. >> Is it A? Okay. approve agency and finances. >> Did I get Did I get a motion? I didn't hear. >> Yeah. >> You second.
>> Any discussion? Roll call, please. >> Motion to approve finance items through. >> Mr. Johnson, >> yes. >> Yes. >> Dr. Marino. Yes.
>> Yes. >> Yes. >> Yes. >> Yes. >> Passes 70 to answer. >> Next up is uh contract
98 through through 9J. Can I get a motion? Not a mot. Any discussion? >> Um, yes. I just want to discuss um G a little bit. >> G. Okay. G. And you know, have y'all
noticed that u you can just click on it down to the bottom and get everything. And I think he's behind us over here, too. Which one you want to discuss in ng uh low bar? This is a change orders. It's recommended motions. I just just
want a little bit of explanation. Just looking at this. Um okay, we've got plumbing in the amount of an additional 66,130.91. Just kind of wondering what that's what is coming like why the additional like did we need did the job cost more than
we thought did we get in there we did a line like why are we spending that additional amount >> all right so I will try and provide some additional information on these change orders um so if you want to start with
the plumbing um so just as a general statement on the change orders. It will apply to all of these change orders. The these change orders apply to bulletins one, two, and three. So, we had our 100%
drawings and then after the 100% drawings, as the district continued to tailor the building to the needs that we saw uh you know that we needed there and as we ran into different uh logistical issues on the construction site, getting
piping from pl point A to point B type of thing. Um this is where some of these changes came in. So bulletin one, bulletin two, bulletin three were all just some nuance changes in the design work, but when we did that, it has that
effect on the uh the infrastructure. So these plumbing changes, some of it had to do with um just the the change in some of the equipment mechanical wise. And then one of the biggest things that affected all the floors was we needed to
upgrade the duct chase that brought more fresh air into the building to meet the today's code uh to to exchange and get fresh air in the building. When we did that, it expanded the footprint of a shaft that goes from top to bottom through the building. And when that
enlarged, it affected the mechanicals that all surrounded that area. So we had some plumbing, some electrical, some duct work, fire suppression systems. So that it was a really um it just it touched a lot of different items. So when we had to do that in order to meet
some of the today's code, um it just kind of it it trickled into the plumbing, the HVAC, and some of the electrical costs that you're seeing in the supplementals here. Does that make sense? >> Now, I'm saying that we received a credit for electrical, correct? the
amount of $31,43857. >> Correct. >> But then we have an additional amount required of $62,23523. So we talking about a balancing basically we're asking for 31,000 additional correct electrical. >> Correct. So, some of the changes we we
made and some of the some of the work that we actually did inhouse, some of our IT department actually lowered the electrical cost. Um, which is why we saw the credit, but then there were some things at the tail end when we look at the main switch gear that powers the
entire building. And when we powered it down to clean the gear and just make sure everything was in good shape there as well as the electrical study that was that was asked to be done through PPNL. These were things that were identified as problem issues and then we this is
the time to repair those. So some of the breakers you see were just things that um you know a 20-year-old building things wear out and it was identified now thankfully that it wouldn't cause an issue later. Please forgive my ignorance if I No, go
ahead. >> I don't mean to cast anything, but like as we're getting a credit for 31 and then we have additional, it almost feels like well >> I shouldn't say that. Is this a matter of well, we're going to make up the difference in the end like I'm not going to be shorted. >> No, I think I think what you're seeing
here is we had our original scope of work and when we deleted things from that original scope of work, that's where you see the $31,000 credit. But then when we entered in and we found this additional the work that needed done then we that was invoiced
separately in this supplemental. So we so you didn't try and intermingle them and then really confuse everything. We tried to keep it [snorts] separate. >> Thank you. >> Yes sir. All right. >> So Mr. estimation these are not these
not simply stop gap. These are repairs that will [snorts] keep us um these are these are long-term fixes that are designed to [clears throat] um ensure operability for a number of
years or um their requirements due to the unique nature of the building because this is a correct commercial building. Correct. >> Used for a very specific >> correct. So yeah. So as we go in and we do the design work and and it seems to be a very popular thing now. We see some
neighboring districts doing this but this is non-typical and so when you try and apply our school setting to commercial building in a business setting very very different. So when we had to tailor it and as we move through
some of these different challenges um these items popped up. So yeah make sense. >> Yeah. No, I mean it's just goes to the point of view. Can't [clears throat] just take a bunch of kids and throw them into a closet and call it a school, right? >> Correct. Correct.
>> Of course, I question about the terracon. This was something that we had been working on for a long time. Um, this mode remediation. So this is $9,200 for additional professional services related to post remediation mold
assessment and testing to verify the effectiveness of the remediation work. So that was something that we had >> like major questions about the last time due to like you know >> right >> the balance and out of how that problem came to be or when it was discovered and
that kind of thing. So why the additional 9,000? So, as we went around and we worked in quadrants as we went around the building and and we created an isolated area um and put they put machines in there to scrub the air so that they could clean the air in those
areas that while they also cleaned the mold physically cleaned the mold and then and applied the uh the chemical to it. When they are done with their com when they are complete with their cleaning and they let the machines run to scrub the air and clean the air, they need to
take air samples. Um once those air samples are tested and they're come down and they're they're returned at a an acceptable level uh where they feel that this is um this is mold free and they can they can give us the paperwork on
that. um at that point they can take down the the uh the encapsulated area and move on to the next. The problem is some of those areas it took a couple times and a little longer to scrub that air and clean that air and make sure
everything was in good shape. So we had to go back and do additional air samplings and samplings of the walls and things of that nature to make sure that we were clean. So it was just a it was more of a field condition. Um, and as you know, when you have this humid
weather, you know, it makes it even more difficult to to try and cleanse this. So, um, so that was what we were seeing more some more site visits and some more air testing to ensure that we did the job completely. [clears throat]
>> Anybody else got all your questions answered? Yeah. Cool. And that's sometime taxpayers think that we can get off this building and turn it into a school and save money and do things. That doesn't that doesn't work that way. But some of
the things you have to do because ceilings have to be a certain height and like he was saying about the electrical there some things they had to change around because have to bring more air in and it couldn't do it. So thank you Miss did a great job. >> Thank you.
Next up is uh oh, we got to take a vote on this. Hey, roll call >> to approve contract items A through J. >> Johnson, >> yes. >> Yes. >> Dr. Marino, >> yes.
>> Folks, >> yes. >> Miss, >> yes. >> Mrs. Hill, >> yes. >> Mr. Mar, >> yes. >> Motion carried 702. >> All right. Next up is policy 10. Can I get a motion?
>> Ed Johnson second. >> Move and second. >> Any discussion? >> I just want to be clear. It's policy 237. >> 237. >> Yes, it's item 10, but it's policy 237 electronic device. Uh, Mr. President, I
would just comment that this is the this is the district's proactive recommendation to conform with the impending legislative uh legislative changes that are coming. Um, as folks may or may not know, there
are two competing bills right now in the general assembly. Uh, I think it's House Bill 814 and Senate Bill 1014. um both are racing to the governor's desk. Uh one of them will probably
one of them will win the battle of the forms and eventually become um the next act um that changes the education. So, um this is coming. Uh I would commend
the the district, the administration so on helping us uh think again think proactively about uh creating a policy that's adaptive and also understanding that uh hopefully the general assembly
will give us enough lead time with an effective date that will allow us to u you know effectively communicate the changes to parents because This will be a change for >> Okay. Any other discussion?
>> I do. Um I just had some well I have some some comments some commentary observations that uh we weren't able to discuss this in the private session. So this is the our first session back first opportunity we had to >> Well, let's clarify that we cannot
discuss those things in private session. So I don't want to I don't want the wrong information to go out. No, we cannot discuss this. It's not a deal. >> Talking about it now. >> That's [clears throat] what she said. >> Yeah. I mean, we can't discuss it in private. >> Excellent. Right. Excellent saying. And
that's why I'm bringing my commentary right now if it were something that I could have discussed in private or gotten my questions answered in the bag, you know. So, that's why I'm raising what I'm raising. My first question is, is this a are we calling this first read
or second read at this point? Where are we? This is for final. >> This is for final. Okay. >> Okay. So, I have some notes about this. Um, our first underpurpose electronic devices. So, to your point, Mr. Johnson, you mentioned
that the purpose of this is to cover some le legislative changes that are coming. And I suppose that it states that when it says that um you know when in compliance with its policy and it you know talks about policies regulation rules but in my estimation it doesn't
state the reason why we are effective with changes like that. It's coming from legislatively and you know this is going to be a statewide change and we don't have much of a choice. We have to get in line with that and the reasoning for that. I guess my notes say the purpose of the policy
is not clearly stated like the why and the what like why or what is the reason for prohibiting the use and that would be very simple like a statement like to avoid students from you know or to improve paying attention or something like that. Um, I had a question about
the the second paragraph underneath purpose um the the runon sentence in of this like however comma the possession and use of electronic devices comma including personal electronic devices
comma by students that are found to be disruptive to the educational process andor environment can be abusive. And it after a while like I felt like I started to get lost in the little bit of the word salad of it. And then just basic English and this is the English in me
but like breaking it down to the bar part of the sentence taking away the prepositions and the conjunctions the uh the possession can be abusive in ways that negatively affect. And so it's the sentence is not making sense. Like
what is abusive in ways that the even the word abusive? Like are we talking about abusive of the policy, abusive to whom or what? Like the possession can't be abusive. Do you understand what I'm saying?
Uh I do I so I I think so I think the word you I think possession and use right like that use is the modifier because possession of an electronic device while that may not while that may not be subject to um
uh if [laughter] a an abusive uh I'm trying to think of another characterization if if the mere possession of an electronic device um cannot be abused just in the possession. I think the possession in use meaning the individual
has the has the thing is using the thing in a manner that is abusive meaning it is um it is acting outside the scope of what the accepted use of the electronic
device is within the within the context of the learning environment. I believe that's that's why the the phrase can be abusive. Uh because it
um I think what it's saying is the when the when the possession and use is found to be disruptive to the education process, right? that disruptive use is abusive
in that it is negatively affecting students, employees, and the district's mission and environment. >> But abusive to whom or what? >> It's it's abusive to the students, employees, and districts mission um and environment. So, it's it's abusive to
both individuals and also to the the overly itself. So, I I do I do hear you. >> I believe that this could be stated better is what I'm saying. >> Well, let me let me let me interrupt something here. I know we can debate this all night because we're not going to get anywhere. We're going to either
vote it up or vote it down. The language that's in there is in there. And if you didn't want those language in there during the policy meeting hearing, that's when this should have been discussed. But tonight, it's on the agenda. We're not going to change
anything. You either vote it up, you vote it down, but we can sit here and debate all night and we're not going anywhere. And they understand when y'all were saying that, I'm thinking if that policy said about a gun, we look at it being abusive
be we would be we would be discussing this shut case. So that's the thing. So now we can keep on discussing it, but we're not gonna stay here all night long and discuss it because we're not gonna get anywhere. >> Well, this is a discussion period.
>> It's a discussion. >> We are just in 7:30, >> but we can't >> we just started our meeting. We have plenty of time and and it can vote up or down. But for the purposes, >> then if you don't if you don't like what's in there, you vote it down. >> For for the purposes, what I'm raising is that in order for us to have a policy
that's going to be strong and that going to be adhered to or that you won't have people coming against it, there was a lot of suppositions. Well, you have to understand this and this and take this and that. If you have a cleanly worded statement of purpose, that's going to get to the what and the why. And that's
what I'm raising. >> I agree. Thank you. >> That's awesome. And I thank you. >> I I think the I think the concern is around the word abusive. >> Yes, Mr. President. And I so I I would >> and also found to be disruptive. It's like findings like that leads me open.
So when when are findings being taken? >> I think that we understand that having a cell phone and >> I think that actually protects the student the mirror. So um I think the I think
the supposition would be mere possession and use of a personal electronic device in and of itself should not be considered to be abusive or disruptive. However, if there is a finding that it is abusive or disruptive. So that is
that's essentially that's um that provides a level of notice and process in this um in this determination of what is um prohibited. So the first paragraph essentially saying
the district recognizes that the possession and use of electronic devices including uh personal electronic devices which are defined later in the in the policy can be conducive to learn.
However, um if if there is a finding that such use and ownership or possession um is being used to disrupt the learning process. So in in and of itself, it's
bound to be disruptive and it's bound to be abusive in its use. Then the board has the right and the authority both under the both under the um you know presuming under the newly enacted law
and also under its own authority and scope as a as a school district setting policy it can it can take action >> and how you just phrase that made it more understandable to me is what I'm >> that's a fair I mean that's a fair point
>> Mr. Johnson, might I? >> Well, I think that if I understand correctly, what the board is trying to express is that um if they're found to be disruptive to the educational process. Okay. And we go to page two. [clears throat]
Talks about that electronic devices have to be powered off and silenced. They have to be stored outside for it to be secured locker. So on and so forth. tells you where there has to be secured, classrooms, hallways, what have you. Um,
it talks about when you can use them for the school day after dismissal, etc., etc., etc. And then on page three, it talks about recordings, taking pictures, storing, disseminating information, things like that. So, I presume that
when the board is talking about finding them to be disruptive, they're measuring against the standards that are best in the policy. because I I could be wrong. >> That's that's correct. That's a good person. There are there will still be personal electronic devices that will
not be prohibited uh such as laptops and iPads. So there has to be a a a scope of conduct for the the use >> and imagine that there would be circumstances extraordinary though they are where a students having a panic attack and has to tell their parent or
something like that where not the use of the device may not be necessarily appropriate in time and place but appropriate as to the use where it would not be disruptive then district could find either disruptive or not disruptive depending on the context.
>> Yeah. I believe based on the based on the two bills that have been presented to the governor, the general assembly in its wisdom has decided to uh has defined has decided to define those class of devices as opposed to putting the onus
on use of devices. Therefore, the device itself must fit in the class in order to be permitted. But I guess Miss Hatcher raised some good points and I think that entirety of the policy there's there's some standards in
looking at each health and and to be very uh to be very clear um this the the basis of this policy substantively has
has is unchanged from previous policy >> from 2017. Correct. So this is a policy that has been in effect for 10 for nearly a [clears throat] decade. Um it is it is simply um redefining
those devices that will now be considered um acceptable for use for the uh specific purposes of um medical medical treatment and um prescriptive uses of uh emergency personnel.
who also so um I I I definitely hear the concerns about this uh not necessarily being the plainest of English. Um but I also uh I
also understand that when you have these these large scoping policies, there has to be a kitchen and sink approach in order to um ensure that you're accounting for potential
scenarios that that can arrest. We're talking about a we're talking about a class of devices that will continue to change, continue to evolve, adapt, and I'm certain within three four years there will another tweet
because of somebody's >> I would also add to on that very last page under delegation of responsibility, it is um the responsibility of the administration to make sure that families clearly understand what the policy means, make sure that questions
are answered, and make sure that they have a reasonable time to uh assimilate to the policy. So, we make sure that we don't expect parents to decipher the policy as it's written. We make sure
that we're giving it to them in a way that they can understand. That was going to be my question. Once if this policy 237 gets approved, what is the timeline? because we'll be going into school in a couple weeks. How do we prepare? Parents
will be think their children should be walking around with their phone and be able to talk to them at any time. What is the what's the method that we're going to get this out to the parents? >> So, there will be multiple methods. In fact, we have a message cue right now that will go out first thing in the
morning. 9:00 a.m. it's already in the queue. It'll go out through campus messenger. it will um connect if there's a link to this actual policy should the board approve it. We didn't want to send anything out until we had um a favorable
uh vote tonight. Also, we will be um at Veterans Park tomorrow night and we will have a one page flyer with an overview of the policy and we'll be there to answer questions and that is also going to be advertised in the message that
goes out at 9:00 tomorrow morning. So when they hear the message, it's going to tell them you can come meet the superintendent and all the administrators at Veterans Park between 6:00 and 8 if you have any questions. And then we'll continue to follow up. It will appear in the uh student code of conduct. Um they will be reviewing it at
back to school nights, particularly at the high school. So we're going to give it they will be inundated between now and August 24th. >> I would say I agreed and I know Mr. Johnson agrees with Miss Hatcher that the first sectional purpose could be awarded
whether I think a lot of this is older language from PSBA. It is >> that um and I suspect that if the general assembly passes one of those bills that signs it. It's not going to be three or four years. It's going to be two months before we're probably back
here trying to assimilate that statute. Did this follow something? I think it's a 60day effect that they >> 60 days from September like if they get to it when they come back. So I I would recommend that uh just in terms of
putting a pin in there, I would add in the the purpose section at some point in the future that the manner in which the district measures whether things are disruptive is contained in the rest of policy so that people know to that there
are other standards in there. But again, I think that um I think it's a good discussion. I think the policy is imperfect, but but may not be able to solve tonight >> and I don't object to the measure per
se. >> Any other discussion? >> Yeah, I I mean to that point uh I know that there was some emphasis on getting this approved so that you could have it in place. Um but realistically again um
how quickly this gets passed between now and November is a question for me. Even if it gets even if it if it doesn't go anywhere before November, December, then we're looking at a probably a March. So, yeah, I don't um
I don't I don't I don't I don't want to say that I object to like um continuing to work on the policy. I I just uh what is the I guess that that was my question the la the first read was what are the
operational concerns for your folks if [snorts] this does not get voted on that day first day of school because we do want to give families as much time as possible to hear what we're
going to be asking our children to do and the next board meeting shortens that window significantly. Absolutely. We'll be enacting this probably the next school year. >> So, we have to give the administrators time to work with this. This is this is
very important that we approve this. Okay. Delay because it throws everything off. Now, I understand and what I'm saying to you, we really had time to really look at this. We can't wait till the seventh hour and say, "I don't like
this. I don't like that." when we do have a policy committee and they recommend this and and everybody had an opportunity to really go to the policy committee hearing committee and and ask these question. So
we don't want to put administrators at odds here because this is what we're doing. >> No, we're not at odds. We're not at odds at all. But we're just >> we don't pass it. That's what we are. >> That's true. Passing it as long as people committed. >> I understand. Yes, I'm not against the
policy per se. I'm simply saying that we can construct this better so that it's clearer because it it's not even a seventh grade English major could come through and clean up the prepositional phrases and the you know the conjoin. Well, I mean most of the
I mean look lawyers put this together. So I'm not holding [laughter] I'm just saying like like people with higher than seventh grade uh educational >> you don't know the lawyers I know. >> So uh I don't think that's the issue. I
think the concern is that there needs to be a one pager that accompanies this. That's what you're saying. >> So that is what that comes to the administrative regulation. And so that's something that that again I go back to that last page. That's where the delegation of responsibility is. That's
where we communicate to families. This is what we're require and that's the one pager that we're actually going to have at the table tomorrow. >> And I want you to be ready for first day of school. Like I'm not that's not what I'm suggesting. I'm just saying we have to know that this is not a good look.
>> Well, the statement >> the statement of purpose. What I'm saying? So I think because people can't read legally. This is not the reason to throw the baby out with the bath water. If folks want a Sesame Street version of this, we can do that. But I'm not going to sit here and say that
>> a purpose statement that's fully exhausted and fully comprehensive should be dumbed down because people don't want to do the work of like going through it. I went through it and even with a law degree, it shouldn't matter. Like you can read this and understand what it
says. The question is you you want it to be digestible. That's fine. I'm willing. I I think the administration's willing to work, but we're not going to we're not going to not do something because folks want something easy. You can do it easy or you do it right. We're going to
do it right. We're going to make it easy, but we're going to I in terms of the language, the language is set up a certain way so that it covers all of those uh all of those characterizations and all of those fact patterns that that
will arise because the minute you start chopping this down, you will run into a fact pattern that you did not account for. and then you're gonna be back here and we're gonna be under the gun trying to revise a policy that didn't even be revised. [clears throat]
So that's that's that's that's why the language is the way that it is. It can be articulated a million different ways. So we can articulate it in a way that's universal, but I would strongly push back on changing.
>> And one thing just so when you look at the 27 When you look at the 2017 policy that was approved, the language that you're referring to is exactly from that policy. So, if you line it up policy for policy, you're going to see it's the
exact same language. And so, when the board approved it in 2017, um I'm assuming they felt that the language was fine. And I do understand what you're saying about potentially changing it for something different. But for our purposes, I believe when the administration was working on the
policy, they were looking to change the pieces where it was clarifying a little bit more about when it can be used, what those consequences were, but the the purpose was already set up and designed from the 2017 policy that was approved. So, we just took that language from
there, put it into the new policy, made the revisions based off what the administration felt needed to be put into the policy for the purposes of getting it approved so that it could be ready to implement for this school year. Does that that make sense? >> It does. A lot has changed in years
since 2017 is my point and why we're going to this now. We're not talking about 2017. understood updates to this to this policy based on new things, new pending legislation that is coming through. I'm not knocking the need for
the policy. I'm not knocking us having it from day one. What? And I'm not even suggesting that we dummy it down. But to your point, Kanji, you talked about contingencies or other things that can be found just alone. To your point on that, I've come to and tell you what
bound to be disruptive to the educational process. If you're talking about findings, somebody could ask the pose the question, well, where or when were these findings? What was the bound? So, the couching of the language, and I'm not even saying that, you know, it's not covering contingencies and all of
that. I'm simply stating that grammatically to make it as clear as possible because I got to go through all of the the commas and the ands and the ors just to get to the basic. And as I'm reading this, the possession can be abusive in ways that negatively affect
does not make grammatical sense. >> Possession and use. That's why there's no comma between possession and >> use can be abusive. >> It has to it has to be possessed and it has to be used. >> What would you put there instead? >> Well, Mr. Rose, can I make a suggestion
because this is what we do for all of our policies. >> When to to um Mr. Miller's point, once this is actually approved, >> correct, >> PSBA will no doubt produce its own version and we will do what we typically
do, which is adopt the PSBA language, especially for the purpose. They may not change the purpose um paragraph. They may find that it's appropriate, but typically we rely on PSBA to update that language, especially outside of anything local. >> That's good to know.
>> Yeah. So, and and this is actually PSBA's from 2017, correct? So, when they update it, then we would their new version into our policy. >> I'm wondering if the boards might consider adopting the policy tonight with the understanding among all the board members that we are very likely to
be back here in a reasonably quick amount of time to look at language because I agree with Mr. Johnson who guaranteed that the general assembly if I heard it correctly will pass [laughter] heard. I heard that I heard that [clears throat]
but I'm wondering whether or not the board consider passing it now to support the administration. I think raised really good questions but I think you could probably continue to address them and and review it. >> Okay. And so we do review this and uh
correct >> but we give them a right to come back something. All right. So that's the discussion roll call please policy 237. >> Yes. >> Yes.
>> Dr. Maro. >> Yes. Yes, >> Mr. Yes, >> Mrs. Fields. >> Yes, >> Mr. RS. >> Yes, >> pass 702. >> All right, next up is other which
remained a amendment to the agenda. So, uh secretary, would you read that uh amendment to the to it will be 11 A? Yes. The agenda will be um 11A. Approve
and authorize the submission of two PA public school facility improvement grant authorized official resolutions on behalf of the S Township School District. >> Can I get a motion? >> Johnson second. We're moving. Second.
Any discussion? >> Roll call. Motion to approve new item 11 A. Denver. >> Yes. >> Marino. >> Yes. >> Yes. >> Yes.
>> Yes. >> Johnson. >> Yes. >> Yes. >> 702. >> We don't have anything on the new business. We have number 13. I was trying to get out of here by 7:30.
I you help me do that but we didn't make it. So can I make have a motion to adjourn move second to move and second? All in favor >> opposing