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Good? All right. Good evening. It is time for the chair to call the meeting into order. So September 1st, Harrison Bernstein School Board, Business Meeting, a very special day in which Emma Phillips was down. I can't believe so. I'm so happy that she was.

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Happy birthday.

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Yeah, I'm glad to end that way.

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Thank you.

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All right.

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If you could join me in a moment of silence,

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I think it's a skip via the action that you

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check.

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Right.

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I hope everybody was okay with the silence.

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So I have a motion and a second, a discussion on favor.

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All right.

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We did our movement.

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And if you could stand, you're able to stand and join us in the budget

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positions to the flag, to the state of America, to the Republic, for which it stands,

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one nation under the law, indivisible, with liberty and justice or all.

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All right, item five can sense agenda?

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Except that you said that agenda as proof, as proof, as proof, as proof, as proof, as proof, as proof, as proof, as proof, as proof, as proof, as proof, as proof,

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as proof.

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special reports and we're going to turn over to Dr. Rick.

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Thank you, Mr. Chairman. Good evening, everyone. I'd like to reverse the order here

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and start with B, other. I want to talk a little bit about Suicide Prevention Month.

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September is Suicide Prevention Month, and so I'd like to read the following statement

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from HCPS. September is Suicide Prevention and Awareness Month, a time to raise awareness,

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reduce stigma and reinforce the importance of recognizing when someone may be struggling.

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According to the U.S. Centers for Disease Control and Prevention in the CDC,

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suicide is the leading cause of death in the United States and affects people of all ages.

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In Harrisonburg City Public Schools, this month provides an opportunity to remind students,

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families and staff that help is available and that meaningful person-centered connections can make a

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The National Alliance of Mental Health Immortal Illness, who

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excuse me, Nami, challenges us to, quote,

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start a conversation, be the difference, unquote.

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Students have poor professionals, including counselors,

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social workers, psychologists, and other support staff

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play an essential role in this work, building relationships

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with students, identifying concerns, providing support

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and resources, and connecting families and students

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with additional services when needed.

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HCPS Remind remains committed to creating safe supportive environments where students feel

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seen, heard, and connected to trusted adults.

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Throughout this month, the student support team will share prevention information and resources

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to help our school community recognize warning signs and promote suicide prevention.

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I will add that we're doing that all the time.

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It's not just during the month of September.

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School more members, you'll see on at your place, you have a little pin.

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Purple and green pen. I've got mine up here. I'd like to ask you to wear those for the month of September and beyond.

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A little bookmark that gives you more information about who's inside prevention month.

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I also want to add that for the second year now, we've been working with Sandy Hook Promise.

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By the name you would recognize that it's a system that helps us prevent major tragedies in schools.

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But one of those tragedies is, of course, suicide.

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And so when we audited our programming a few years ago, maybe two years ago, one thing

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that we noticed was missing was an anonymous reporting system.

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It's something that experts say is really necessary in a system to prevent suicide to prevent

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school shootings and other catastrophes.

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And so we put that in place a couple of years ago, when our second, I think I'm going to

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year? Yep. And it's going very well. So I wanted to mention that as well. Sandy Hook

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promises a nonprofit organization. That's rather selective in the School of

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Education at Works with. It's really strict in terms of training. Everybody has

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to pass a test before they'll allow the system to be activated in your school

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system. So I'm very proud of that work. So again, suicide prevention month,

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suicide prevention year, suicide prevention decade, and so forth. Thank you.

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Secondly, I'm very excited tonight to recognize some special, very important educators in our system and they are pre-educators.

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So, a little pre-amble here that I'm going to ask Ms. West to come up to the podium if she so dares.

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About 20 years ago, maybe 25, I don't, I'm not sure of my dates here, but the general assembly in Virginia and then a series of governors took an interest

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in pre-K education. They recognized rightly that it is the basis for solid education and

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guess what? A solid society, right? We have to have good early education and then around 2022,

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they put together a regional system for looking at pre-K education in Virginia and that system

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was supported by funding through the general assembly and it is to hold these systems.

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these programs accountable, making sure their parent-centered, responsive, reliable, and I like

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the last one the most bold. We are certainly that. And so they use the system that I think

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Ms. West may go into a little more in a little more depth, but it's called Class CL-A-S-S, which stands

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for a classroom assessment scoring system, which is an observational measure of the quality

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of teacher, child interactions, how teachers and children connect to communicate and support learning.

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It focuses on three domains that research shows our most predictive of child outcomes,

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emotional support, classroom organization, and instructional support. High quality interactions

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are directly linked to gains in children's learning and development. Class, that acronym data helps students

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identify strengths and schools identify strengths and areas for targeted professional learning.

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Certified observers conduct a two hour observation in each classroom twice a year.

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They rate a number of dimensions of quality on a one to seven scale with seven being the highest level quality.

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The state has developed three categories of quality aligned to these scores.

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And I'll read just a little bit from the report that our wonderful educators received some key takeaways.

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Harrison Burke City pre school program outperforms regional averages in all domains,

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demonstrating particular strength in classroom organization compared to other programs regionally.

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Scores remain largely stable across the 23-24 and 24-25 school years.

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Many of HCPS's preschool classrooms exceed regional averages across all class domains,

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demonstrating consistent quality across the program.

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Please help me in recognizing these amazing educators.

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This West, would you please come up?

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So Ms. West is the director, Christie West is the director of Elon Rhodes,

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and we have bluestone with us in the house as well,

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because we have pre-caperegaming at bluestone as well.

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Yes, we do. Good evening.

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I just wanted to tell you a little bit more

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about the class observation system.

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We are required to do what we call internal,

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so me and the Assistant Director are required

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to do two hour observations per classroom.

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And then the state also conducts,

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External observations. We don't know which classrooms they're picking or when they give us a window, they show up. So some teachers get observed three times a year and it is quite a long time to be observed for two hours because they're really looking at the questions the teachers asking the activities that they have set up and the learning that's happening in there.

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And we have two classrooms. I love to tell this story.

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Sometimes they look at the scores.

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And if they feel like they're unusually high,

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they will come back and check.

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They don't really think that we're that great.

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So two of our classrooms had four observations last year.

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But one of them, when external people came,

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scored them even higher than we scored them.

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So I was like, ha ha, see?

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So it is required for VPF funding to do these observations, so we've been doing them for over 10 years.

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We started doing them before it was required.

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But it's sort of like a accreditation for pre-K because they will then put out a report,

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whether we meet expectations, exceed expectations.

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So this is the second year of that.

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And the first year we've gotten a regional report like that.

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So I'm just so proud of Bluestone and E-Lon because it's their work that's measured.

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So I was really excited that Dr. Rich is invited us tonight, so thank you.

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Thank you.

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And we do like to excuse our people who are recognized so you don't have to listen to policy all night.

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You're welcome to stay if you'd like to.

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And now bring us into item number seven, information items, and I think we have on Mr.

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Curve.

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Hello, Delay Full to see you all.

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Happy Birthday.

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Thank you.

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First policy is fundraising, just offering a little bit more detail and some more distinction

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between what we sponsor and what other organizations sponsor.

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Yeah, that's where it comes from, most divisions are consistent and definitely elementary and middle school don't and divisions make some choices about high school if you do they use you say in groups or pairs.

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I think when we had the discussion as a cabinet we felt better maybe just not offering that at all and opening that door.

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So to speak.

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Um, I think I know, uh,

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I worked here to take

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a visit.

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Uh-huh.

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The attractions guys, um,

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selling those and, um,

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um, I do that.

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But they sold them down down businesses.

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Uh, businesses different companies.

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Then I, like, I would be,

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Yes.

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Yeah.

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I think it was being a friend.

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I'm just speaking kind of as a parent at the moment.

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I think that would seem different to me, yeah.

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And if you would run with a parent for that then the OK,

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like if you were like, I used to take my kids

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at Smithland fundraising for a month and a separate year

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and then they delivered them to all the neighbors.

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Yeah, I think if a parent went with them,

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I'm not sure all the kids would have access to someone.

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But certainly I would feel much more comfortable

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if a parent regarding them or with students.

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but maybe a clarifying language is a business is okay and just not private

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residents is for a door door. I'm hearing at least that I don't know

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I'm a swathling dip or

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programmatic fundraising has opposed to a doubling in one top of one

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student like if that would make a difference because like it sounds

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students felt like they could do more to support the whole program that they're

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is that a possibility that actually would really

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need to form exactly?

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I think it would speak more to our support of equity.

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We can...

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I guess I just worry about kids on their own feeling pressured to go out there and knock on doors.

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I have to think with door to door, so people don't want soliciting and they were headed to don't want it, but you're just open-up.

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Yeah.

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Yeah.

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Like the idea of fundraising for all.

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So there's just some other idea that that might be a program based.

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Yeah.

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be in a neighborhood where it may not be safe to knock on the door.

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And I don't, I mean, maybe I'm interpreting it wrong, but when I, when I'm seeing

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door to door, I'm thinking somebody you don't know and approaching, like, so if my cake

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goes around to our neighbors, who we all know, that's kind of my point.

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Yes, I really feel like that's door to door.

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Right.

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I'm going to my neighbor's house and if they would, but if they're going to a

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Yeah, exactly.

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And so like, I don't know, like, it's like a neighborly, you know, neighbor function, all right.

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I'm going next door to like, someone says house and asking them, you know, just like, you know, like,

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don't come and ask if we have an egg.

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That's very different.

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Yeah, you know, like, it's so, I don't know.

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So, but the dope, when I see door to door, it's like going to a stranger's house that you're

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and just kind of, you know, and that's where I would be, like, worried about the interaction.

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Pretty hard to dig back, so to make it, that the exception that you're well describing,

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you're all agree with me.

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What do you mean, you want to?

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I don't know.

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I know a little bit of student term.

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Well, I mean, that's where I'm saying, I don't know if you need to.

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You know, like, I kind of interpreted that.

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I mean, I don't know if we're going to go in the police.

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Right.

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Right.

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And that's a key point because this is official policy, and so I think it's important

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for us to have an official policy that does not include that.

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So, you know, club sponsors won't say, well, you know, do your own neighborhood,

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but don't forget go to the one next door, too, and go to this one, go everywhere.

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I don't think that's safe.

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No,

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it's preventative and maybe we can offer some clarity in the regulation on some of those pieces.

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What if instead of having the emphasis beyond the student can't do that, having it be that the fundraising activity can't ask students to do that?

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That's kind of cool.

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Yeah, it just sort of reads right now,

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like students are prohibited from doing it.

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What does it actually say there?

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What's the actual word?

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Students may not participate in

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dordid or solicitation for school

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sponsored fundraising activities.

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Like that's putting it on the students

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and what they're choosing to do

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as opposed to the school's saying

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we can't ask students to do that.

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Right.

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And I like that.

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Students should not be asked

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by a school's sponsored by

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staff member or program to go door to door. Is that better?

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Yep. Okay.

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And we're not stepping on any parents' toes or something.

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Yeah, exactly. Well, some parents would say, go go door to door.

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You know, you get an egg while you're out.

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We need a mother.

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Always need a mother.

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Okay.

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Yeah. Thanks.

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Next one.

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That's the next one, I'll do this in conjunction with Jiren and HR.

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The changes are essentially to make sure that we're offering high quality funds to our

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staff or the option, so one we would remove the 10 company limit, just to be able to offer

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some more highly rated funds that don't have as many fees and things to our employees.

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00:19:15,510 --> 00:19:20,610
And then also offering a little bit of a way to sort of evaluate how these funds are doing.

234
00:19:21,850 --> 00:19:23,570
So that we continue to offer the best product.

235
00:19:25,690 --> 00:19:27,510
Okay, I'm access to the best product.

236
00:19:31,540 --> 00:19:32,320
The same thing.

237
00:19:32,320 --> 00:19:36,560
Some of the conditions we've walked to in the work is if we have to read,

238
00:19:37,020 --> 00:19:40,620
forward, children, in terms of the service for life,

239
00:19:43,010 --> 00:19:43,250
right?

240
00:19:44,510 --> 00:19:44,810
Yes.

241
00:19:45,150 --> 00:19:50,070
And, or I guess, maybe it also could be considered as a knee of the board

242
00:19:50,070 --> 00:19:56,050
if we wanted to be more specific so that the superintendent or his design needs to go up.

243
00:20:00,000 --> 00:20:11,860
That was not the intent. We could do that. But we found a non-profit, for example, that rates the different funds in terms of fees and customer service.

244
00:20:12,600 --> 00:20:19,280
And we saw that of our ten summer high on the list, summer lower on the list. We thought, why don't we remove the limit of ten?

245
00:20:19,440 --> 00:20:25,220
We don't want to take anyone's fund manager from them. We'll keep all the current ones, that's fine.

246
00:20:25,220 --> 00:20:32,320
But then be able to add some high-quality ones that get the A rating, but we didn't intend

247
00:20:32,320 --> 00:20:37,020
to bring that list to the board, so maybe we need to change that to Designee.

248
00:20:44,820 --> 00:20:50,300
Well, I appreciate the idea of bringing more options to folks.

249
00:20:51,360 --> 00:20:56,780
And then also being cognizant of not getting rid of ones that people may already be working

250
00:20:56,780 --> 00:20:56,980
up.

251
00:20:56,980 --> 00:20:59,900
So I think that's a

252
00:21:09,980 --> 00:21:10,000
motion.

253
00:21:10,000 --> 00:21:10,740
Is that a motion?

254
00:21:11,260 --> 00:21:11,300
Yeah.

255
00:21:13,660 --> 00:21:14,380
Is that a motion?

256
00:21:14,380 --> 00:21:14,440
Is that a motion?

257
00:21:17,540 --> 00:21:18,400
I have a motion.

258
00:21:18,680 --> 00:21:19,260
And a second.

259
00:21:20,520 --> 00:21:21,760
Any further discussion?

260
00:21:24,190 --> 00:21:24,390
On there.

261
00:21:25,110 --> 00:21:26,070
All right.

262
00:21:36,590 --> 00:21:37,090
Good evening.

263
00:21:37,230 --> 00:21:38,350
And happy birthday, Emma.

264
00:21:38,930 --> 00:21:39,550
Thank you, Joy.

265
00:21:40,750 --> 00:21:44,490
So I'm going to start with policy 728 alternative school programs.

266
00:21:45,250 --> 00:21:46,830
Basically, we just updated a little bit.

267
00:21:46,830 --> 00:21:48,450
based on VSBA guidance.

268
00:21:52,690 --> 00:21:52,950
Definitely.

269
00:21:54,490 --> 00:21:57,330
We're going to read the book by the word that you'd like to

270
00:21:57,330 --> 00:21:58,450
read your word of education.

271
00:21:58,850 --> 00:22:00,270
Okay, that's one of the thoughts we want.

272
00:22:00,490 --> 00:22:00,850
There are not.

273
00:22:00,910 --> 00:22:01,470
That's the least specific.

274
00:22:02,150 --> 00:22:02,670
Yep.

275
00:22:12,810 --> 00:22:12,930
Yep.

276
00:22:12,930 --> 00:22:15,150
Do with that additional.

277
00:22:17,170 --> 00:22:18,050
A minute.

278
00:22:19,470 --> 00:22:20,950
One first week.

279
00:22:22,770 --> 00:22:23,150
All right.

280
00:22:23,250 --> 00:22:24,610
I have the motion in a second.

281
00:22:24,910 --> 00:22:25,770
Any further discussion?

282
00:22:27,730 --> 00:22:28,130
All there?

283
00:22:30,490 --> 00:22:33,390
All right, and the next one is summer school.

284
00:22:33,990 --> 00:22:37,510
So here we just wanted to update the language a little bit to align with our practice.

285
00:22:38,070 --> 00:22:44,150
This was written back on, if you all remember, we used to offer the summer enrichment program at Smithland.

286
00:22:44,670 --> 00:22:48,270
And so all of our students that attended summer school then went to the summer enrichment program.

287
00:22:48,810 --> 00:22:57,570
Not that we don't so offer some enrichment opportunities in summer school, but we just wanted it to be really clear that really the focus of summer school is for intervention and remediation.

288
00:22:57,570 --> 00:23:01,150
and grades K through eight and may include enrichment opportunities.

289
00:23:11,550 --> 00:23:14,590
I have a motion and second. Any further discussion?

290
00:23:17,130 --> 00:23:17,630
All of there?

291
00:23:18,470 --> 00:23:21,450
All right. Moving right along.

292
00:23:22,170 --> 00:23:24,810
7.59 College Board School Day program.

293
00:23:24,910 --> 00:23:25,850
This is new.

294
00:23:26,290 --> 00:23:28,290
And so, it's really nice about this.

295
00:23:28,290 --> 00:23:31,150
I believe the reason they're asking us to do this is to remove barriers

296
00:23:31,150 --> 00:23:33,250
for students who want to take the SAT,

297
00:23:33,770 --> 00:23:34,910
specifically transportation.

298
00:23:34,910 --> 00:23:40,590
because in the past that SATs were offered at HHS and I think we're moving it over to Rocktown

299
00:23:40,590 --> 00:23:44,530
on Saturdays but for some students that's a transportation barrier to get there.

300
00:23:44,890 --> 00:23:49,250
So this is we're offering the SAT in school on a regular school day.

301
00:23:49,550 --> 00:23:54,670
So we've already got both of our high schools have their dates set for the PSAT as well as the SAT

302
00:23:54,670 --> 00:23:57,270
that will be offered on school site during the school day.

303
00:23:57,270 --> 00:23:57,770
And

304
00:24:02,020 --> 00:24:06,060
with her institutions, her feet, like all that information, I was like, it's different.

305
00:24:06,820 --> 00:24:08,900
And I was like, that's fabulous.

306
00:24:09,120 --> 00:24:11,180
And then I got this, and I was like, oh, that's like, what?

307
00:24:11,540 --> 00:24:14,040
So it was a long, lovely show.

308
00:24:14,780 --> 00:24:18,920
It just, it's tricky with extracurricular activities that take place on Saturdays.

309
00:24:19,540 --> 00:24:21,340
And the season is obviously in the prison.

310
00:24:22,280 --> 00:24:23,820
And this is the S-H-A-N-E-C-T.

311
00:24:23,960 --> 00:24:26,960
They're talking about, like, that brings up time to actually go into the colleges.

312
00:24:31,100 --> 00:24:34,780
And maybe it might help a little with testing's ID2, you know, some students have severe

313
00:24:34,780 --> 00:24:35,500
testing's ID.

314
00:24:35,600 --> 00:24:36,420
I know I did.

315
00:24:36,980 --> 00:24:40,160
And so on a Saturday going in and doing that, where is now you're just going to school

316
00:24:40,160 --> 00:24:42,980
it's a regular day and you're going to take the test hopefully it'll help a little bit

317
00:24:42,980 --> 00:24:43,900
with that as well.

318
00:24:43,900 --> 00:24:45,180
All

319
00:24:49,760 --> 00:24:54,100
right, I have a motion at a second. Any further discussion?

320
00:25:04,740 --> 00:25:12,920
We won't need to pay someone to proctor, so we'll use our own staff to be able to proctor, but we won't have to pay them, because we'll be within their regular supervision hours.

321
00:25:15,220 --> 00:25:24,840
Yeah. Now, we still believe we talked about still offering SAT on Saturdays just in case, so we still would be having that option available for students as well.

322
00:25:28,520 --> 00:25:32,200
Well, what they're trying to do is pair it with other things that are already happening,

323
00:25:32,400 --> 00:25:36,900
whether it's as bad, so that way it won't be too disruptive to the school day.

324
00:25:41,980 --> 00:25:42,640
That's a good question.

325
00:25:43,200 --> 00:25:43,880
That's a good question.

326
00:25:44,340 --> 00:25:44,460
Yeah.

327
00:25:45,060 --> 00:25:45,800
I don't know.

328
00:25:47,940 --> 00:25:53,580
Yeah, no, I just really, I, this sounds very, sounds very smart, you know, something,

329
00:25:56,680 --> 00:26:05,340
So it makes sense students are already there. Why not lower the barriers and help the folks out.

330
00:26:05,820 --> 00:26:09,720
All right, ready to take a vote.

331
00:26:10,060 --> 00:26:11,020
All right.

332
00:26:13,630 --> 00:26:14,310
Stay there.

333
00:26:17,510 --> 00:26:18,490
My rating won't be just

334
00:26:26,710 --> 00:26:27,010
that.

335
00:26:27,150 --> 00:26:28,390
May I, Mr. Chairman.

336
00:26:28,390 --> 00:26:37,150
So our next information item is that we're bringing to the board the basic structure of

337
00:26:37,150 --> 00:26:41,870
an aspiring principals academy that we are setting up.

338
00:26:42,290 --> 00:26:48,270
It is for our aspiring principals that we have already who are currently assistant principals.

339
00:26:48,270 --> 00:26:53,350
I want to thank the Department of Instruction and Dr. Poster in particular for leading this work.

340
00:26:53,350 --> 00:27:04,390
So this will ensure that we have a deep pool of applicants for our, one of our very most important positions in the school of vision in the principal position.

341
00:27:04,790 --> 00:27:07,410
So Dr. Blossard, thanks for the very excited.

342
00:27:07,610 --> 00:27:12,050
And before we get started, I do want to acknowledge that the logo there was created with AI.

343
00:27:12,410 --> 00:27:15,870
So I think it's important to acknowledge when we use AI.

344
00:27:16,150 --> 00:27:19,310
And so I just ask it to take our logo and add in some people.

345
00:27:19,570 --> 00:27:20,970
So I think that's in our AI policy.

346
00:27:20,970 --> 00:27:22,430
You have to say that.

347
00:27:23,170 --> 00:27:23,910
Let's see.

348
00:27:24,070 --> 00:27:24,850
I am a full follower.

349
00:27:25,970 --> 00:27:30,490
No, but very excited about this program because we have such a pool of really strong

350
00:27:30,490 --> 00:27:32,090
leaders in our division.

351
00:27:32,610 --> 00:27:36,770
And so we want to make sure that we're preparing them to take on the next step being

352
00:27:36,770 --> 00:27:37,310
a principal.

353
00:27:38,990 --> 00:27:44,410
So why this program, it's building a leadership pipeline that begins with the strengths that

354
00:27:44,410 --> 00:27:45,230
we already have.

355
00:27:45,410 --> 00:27:49,570
I mean, and it's best when we can take people who already know our students, our families,

356
00:27:49,570 --> 00:27:54,010
our staff, our community, and then they move really easily right into that

357
00:27:54,010 --> 00:27:57,090
principal ship role. There's not a whole lot of learning that, I mean, obviously

358
00:27:57,090 --> 00:28:00,790
there's learning, but it's not the same as someone coming from outside of the

359
00:28:00,790 --> 00:28:04,070
division that has a lot, a steep learning curve to learn about our students and

360
00:28:04,070 --> 00:28:04,450
families.

361
00:28:06,610 --> 00:28:10,890
So the program basically is a two-year cohort model and we would have

362
00:28:10,890 --> 00:28:15,470
up to five participants. We intentionally wanted to keep it small so that it could

363
00:28:15,470 --> 00:28:18,670
be a really intimate group where we're learning together. There's going to be

364
00:28:18,670 --> 00:28:27,170
professional learning sessions, which I'll show you some of the topics that we're going to have where different departments are going to be helping to facilitate those professional learning sessions.

365
00:28:27,370 --> 00:28:31,110
There's going to be coaching and mentorship that's offered through this program.

366
00:28:32,410 --> 00:28:47,330
So the support model looks like this.

367
00:28:47,330 --> 00:28:51,450
professional learning or meetings that they really have time we didn't

368
00:28:51,450 --> 00:28:55,510
want to do it after the work day because when you're talking about elementary

369
00:28:55,510 --> 00:28:59,390
middle and high trying to find a time to bring people together at the same

370
00:28:59,390 --> 00:29:03,410
time is really hard plus people are really tired so we try to build it into

371
00:29:03,410 --> 00:29:09,090
the day already and then each AP already has an initiative or a project that

372
00:29:09,090 --> 00:29:13,330
they're already working on so what we're asking them to do is select one that they

373
00:29:13,330 --> 00:29:19,470
focus on that then they'll have a coach who will really partner with them to help grow that initiative or that project.

374
00:29:20,170 --> 00:29:27,150
And then they're going to have monthly mentorship from an experienced principal within our division who leads at the division level,

375
00:29:27,490 --> 00:29:30,910
who then will meet with them monthly to kind of check in and provide some mentorship.

376
00:29:31,690 --> 00:29:35,850
And then that by monthly coaching isn't supported that leadership project that they select.

377
00:29:37,990 --> 00:29:41,670
So this is the quarterly learning sessions that we're going to have.

378
00:29:41,670 --> 00:29:45,250
So the first year is really focused on building leadership capacity.

379
00:29:45,930 --> 00:29:49,130
And so you can see the bullets, those are some of the topics that we're going to cover.

380
00:29:49,590 --> 00:29:54,090
So HR will hub us as we provide professional learning to them about how to navigate difficult

381
00:29:54,090 --> 00:29:54,730
conversations.

382
00:29:55,250 --> 00:29:58,850
I'm sure we'll pull in some of the learnings that we've gleaned from crucial conversations

383
00:29:58,850 --> 00:29:59,970
and other books that...

384
00:30:00,000 --> 00:30:10,920
That we've read as books that is at different division leaders finance. Mr. Kerwin will step in and help with budget development and resource allocation because I will say stepping into that principal role.

385
00:30:11,140 --> 00:30:16,660
That was the thing I was lacking the most as an assistant principal item get the opportunity to really develop a budget.

386
00:30:17,020 --> 00:30:22,240
So having that knowledge for our assistant principals before they step into that principal role is going to be huge.

387
00:30:22,600 --> 00:30:25,560
Also learning a little bit more about teacher supervision evaluation.

388
00:30:25,560 --> 00:30:30,200
are APs already do that a little bit but really giving them that idea of what it looks like from the

389
00:30:30,200 --> 00:30:35,120
principal level. Instructional leadership data analysis in the school accountability and of course

390
00:30:35,120 --> 00:30:39,080
family and community engagement are going to be some of the topics for the first year.

391
00:30:41,360 --> 00:30:45,240
And then year two is really kind of continuing to prepare them for that principal

392
00:30:45,240 --> 00:30:51,760
ship but also getting them ready for that, sorry, the interview. Because sometimes we have

393
00:30:51,760 --> 00:30:57,020
strong candidates that don't interview well. So we want to make sure that our APs that are going to

394
00:30:57,020 --> 00:31:02,380
this cohort are prepared for that interview and that their resume or their curriculum feed it.

395
00:31:02,480 --> 00:31:07,700
I've never said that word right. Feed it. Feed it. Feed it. Stay it. Feed it. Feed it. Thank you. I usually

396
00:31:07,700 --> 00:31:14,080
just say CV but it was written out here. So to make sure that that's ready but they're really prepared

397
00:31:14,080 --> 00:31:19,200
for that interview, we also want to make sure during year two if they are topics that we did

398
00:31:19,200 --> 00:31:22,400
covered during year one that our candidates are participants.

399
00:31:22,800 --> 00:31:26,940
Phil would be important that we want to make sure we focus on those as well, as well as

400
00:31:26,940 --> 00:31:31,460
doing some case studies, because that's a really good opportunity to dig in and apply some of

401
00:31:31,460 --> 00:31:35,920
the things that we learned during year one through case studies, real life case studies that have

402
00:31:35,920 --> 00:31:36,980
happened here in here in Hamburg.

403
00:31:39,140 --> 00:31:43,080
So that's kind of the principle of spiring principle cohort

404
00:31:43,080 --> 00:31:45,840
Over view, are there any questions?

405
00:31:47,080 --> 00:31:48,120
Gosh, I have so many.

406
00:31:48,640 --> 00:31:51,420
This is really exciting, just for that out there right away,

407
00:31:51,840 --> 00:31:53,260
because I think it's one of those jobs.

408
00:31:53,420 --> 00:31:54,820
It's really, really hard, right?

409
00:31:54,860 --> 00:31:56,120
And giving some support in there,

410
00:31:56,260 --> 00:31:57,840
especially coupled with the support that we already

411
00:31:57,840 --> 00:31:58,940
get to our principals,

412
00:31:59,240 --> 00:32:00,860
walking from one supportive situation

413
00:32:00,860 --> 00:32:02,320
into another supportive situation,

414
00:32:02,900 --> 00:32:03,960
really, really cool.

415
00:32:04,440 --> 00:32:05,720
And there's certain areas if I could.

416
00:32:05,760 --> 00:32:06,480
Yeah, no, please do.

417
00:32:06,500 --> 00:32:07,440
I thought we were going to jump in there.

418
00:32:07,560 --> 00:32:10,300
There's certain areas where principals don't get

419
00:32:10,300 --> 00:32:15,120
academic, enough academic training in there, you know, universities, right?

420
00:32:15,280 --> 00:32:20,040
Like, special ed for one is where we really need to focus a lot on social and

421
00:32:20,040 --> 00:32:20,740
emotional learning.

422
00:32:21,020 --> 00:32:25,360
So when you see instructional leadership, it includes so many important topics that

423
00:32:25,360 --> 00:32:27,560
we're going to pinpoint as those areas.

424
00:32:29,380 --> 00:32:29,540
No.

425
00:32:29,840 --> 00:32:30,640
You're the birth of your own.

426
00:32:30,700 --> 00:32:31,140
I did that.

427
00:32:31,180 --> 00:32:32,460
No, I really appreciate that.

428
00:32:32,500 --> 00:32:35,100
I figured you were going to jump in there as soon as I started talking about support

429
00:32:35,100 --> 00:32:36,020
and for a principle.

430
00:32:36,340 --> 00:32:36,780
That's good.

431
00:32:37,480 --> 00:32:42,360
So I think my first question has to do with cost associated with it.

432
00:32:42,440 --> 00:32:47,540
So no cost associated with it for the people participating or the division as where no

433
00:32:47,540 --> 00:32:48,300
constraint is outside.

434
00:32:48,440 --> 00:32:49,760
Yeah, we're going to use internals.

435
00:32:50,180 --> 00:32:54,420
So all of our cabinet members and maybe others will be tapped to help facilitate those learning

436
00:32:54,420 --> 00:32:56,620
sessions because we have such a depth of knowledge here.

437
00:32:56,740 --> 00:33:01,040
We really don't need to necessarily go outside to provide the training for our aspiring

438
00:33:01,040 --> 00:33:01,420
principals.

439
00:33:01,920 --> 00:33:02,300
Nice.

440
00:33:03,020 --> 00:33:05,480
I know sorts of statements or anything for them,

441
00:33:05,860 --> 00:33:08,380
participating in just the joy of learning how to be a principal.

442
00:33:08,920 --> 00:33:10,740
Right. And because we tried to build it into the day,

443
00:33:10,800 --> 00:33:12,120
so those learning sessions happen,

444
00:33:12,520 --> 00:33:15,360
the mentoring will probably also try to happen during the school day,

445
00:33:15,500 --> 00:33:17,580
or a little bit like right after, as well as the coaching.

446
00:33:17,800 --> 00:33:22,620
So we're not expecting them to do too much outside of what their normal work is.

447
00:33:22,720 --> 00:33:24,220
And that's where we thought about the project.

448
00:33:24,260 --> 00:33:26,460
And the initiatives, I did not want it to be something new.

449
00:33:26,680 --> 00:33:29,260
I wanted it to be something they were already focused on,

450
00:33:29,360 --> 00:33:32,240
that they could get that coaching and support to make it even better.

451
00:33:32,240 --> 00:33:36,520
Yeah, that's cool. Just turn it to follow up on that and then I'll let somebody else ask some questions.

452
00:33:36,920 --> 00:33:42,700
Um, do you, how do, I mean, obviously our school division is the best in everybody wants to work here, right?

453
00:33:42,720 --> 00:33:47,240
But like, is there any sort of an incentive to keeping them in house after they have gone through this process?

454
00:33:47,840 --> 00:33:49,020
We have not talked about that.

455
00:33:49,460 --> 00:33:53,640
So, um, we are just really nice.

456
00:33:55,900 --> 00:34:00,480
And we are a strong team and people do want to stay here.

457
00:34:00,480 --> 00:34:05,640
So we'll just keep doing that, but no, there's no real incentive.

458
00:34:06,180 --> 00:34:13,860
I mean, you know, when you have a program that you pay for, sometimes you can say we need to give us two years, three or something like that,

459
00:34:13,900 --> 00:34:15,840
we might consider something like that.

460
00:34:15,920 --> 00:34:18,180
I mean, we're not really paying for it.

461
00:34:18,800 --> 00:34:27,000
So, but I do think that the people who will be going into these cohorts want to be principles at HCPS.

462
00:34:27,460 --> 00:34:27,520
Yeah.

463
00:34:27,520 --> 00:34:32,520
I want them here, but if they go out and they're good principals anywhere, I mean, it's just better

464
00:34:32,520 --> 00:34:38,120
resource students, right? So I guess it's fine either way. All students benefit from it, but I think that ours

465
00:34:38,120 --> 00:34:41,780
We'll keep them. I'm pretty sure they will.

466
00:34:42,840 --> 00:34:49,860
Yeah, let's say that's the same question. How do we grow them? Make sure to stay. But I agree. I think that if you put the work in,

467
00:34:50,560 --> 00:34:55,840
the division shows that we want, we want to help you grow and keep you here in that

468
00:34:56,900 --> 00:34:59,760
and I'm hoping to that the partnership.

469
00:35:00,000 --> 00:35:10,820
We've been the support that they receive in this program, and then they also then understand what support we provide our principals is the other thing that keeps people here, because we have had some people that have left and decided to come back.

470
00:35:11,120 --> 00:35:17,640
And they said, when I was here as a leader, I felt so supported, and then when I left, I went somewhere where I did not feel supported, and I wanted to come back.

471
00:35:17,640 --> 00:35:26,400
So I think that support is what speaks strongly for people wanting to stay here because they know that they received more support here is a there.

472
00:35:26,420 --> 00:35:32,060
I know I did and definitely what we've built over the last couple years is way more support than I received as a leader.

473
00:35:32,540 --> 00:35:42,080
And so I think that helps more than anything more than pay is to feel supported and that you're not in an alone and you can pick up the phone and call your coach or your mentor or your supervisor anybody.

474
00:35:42,540 --> 00:35:43,940
And they're going to be there to help you.

475
00:35:43,940 --> 00:35:49,680
That's exactly right and they know the mentor the mentoring won't end when the academy so

476
00:35:49,680 --> 00:35:55,080
Over when they become a principal the mentoring continues. They and they'll know that and that is so different

477
00:35:55,920 --> 00:35:59,620
From other places that I've experienced and others have experienced

478
00:36:00,480 --> 00:36:02,060
I didn't have one more question

479
00:36:03,220 --> 00:36:03,740
I

480
00:36:03,740 --> 00:36:08,800
See this program being competitive to get into so it's up to five. I think it's great

481
00:36:08,800 --> 00:36:11,020
Keep it small and keep it

482
00:36:11,020 --> 00:36:17,760
you get hands on everybody, but if you guys thought about like, if it is kind of the sort of

483
00:36:17,760 --> 00:36:23,940
after, is it like called patients or, yes, we do. So you have to have at least two years

484
00:36:23,940 --> 00:36:28,500
experience as an AP. And then we have an application process and they're also going to share

485
00:36:28,500 --> 00:36:33,740
their letter of interest as well as then we have references that will go out to their principle

486
00:36:33,740 --> 00:36:37,280
as well as someone from the Department of Instruction and someone from the Department of

487
00:36:37,280 --> 00:36:40,980
of special education so that we can kind of get some additional feedback on the people

488
00:36:40,980 --> 00:36:41,680
who are applying.

489
00:36:42,340 --> 00:36:45,100
And of course, this is a two year cohort model.

490
00:36:45,420 --> 00:36:48,360
So once we get through this year, we will start next year's cohort.

491
00:36:48,640 --> 00:36:53,860
And if we feel that we have more demand than what we said we had space for, we'll talk with

492
00:36:53,860 --> 00:36:57,960
everyone that's facilitating and the mentors in the coach and say, hey, could we expand it

493
00:36:57,960 --> 00:37:00,260
to include more than five in year two?

494
00:37:00,960 --> 00:37:04,300
So it's kind of like one of those things we're going to start small and build it really strong.

495
00:37:04,420 --> 00:37:05,980
And then if we need to, we can expand.

496
00:37:05,980 --> 00:37:06,100
And

497
00:37:12,980 --> 00:37:16,580
hopefully there's one out there helping the principal stay to it.

498
00:37:17,120 --> 00:37:17,140
Yes.

499
00:37:18,320 --> 00:37:20,880
These people that are going through this great experience,

500
00:37:21,360 --> 00:37:24,360
they're ready, eager, and it's like grateful that people

501
00:37:24,360 --> 00:37:26,200
even they know about the future process.

502
00:37:26,460 --> 00:37:27,740
They want to be a principal.

503
00:37:31,880 --> 00:37:32,100
Yeah.

504
00:37:32,140 --> 00:37:33,120
You only have so many schools?

505
00:37:33,820 --> 00:37:34,880
You only have so many schools?

506
00:37:36,880 --> 00:37:37,660
It's a job.

507
00:37:40,240 --> 00:37:40,760
Yeah.

508
00:37:40,760 --> 00:37:44,040
So that's a, that is a built-in dilemma, right?

509
00:37:44,140 --> 00:37:45,520
We want to keep our current principles.

510
00:37:45,720 --> 00:37:47,380
We've got some cover.

511
00:37:47,460 --> 00:37:47,820
Cope.

512
00:37:48,100 --> 00:37:48,760
That's so exciting.

513
00:37:49,000 --> 00:37:53,680
We also are developing a co-principle paradigm

514
00:37:54,300 --> 00:37:57,820
at the early stages, success so far.

515
00:37:58,220 --> 00:37:59,420
So there will be more opportunities

516
00:37:59,420 --> 00:38:03,600
than most divisions would have of our sides.

517
00:38:04,560 --> 00:38:09,320
I think I think I also have to look at the reality of, you know,

518
00:38:09,320 --> 00:38:17,760
It looks so much different today than it did 20 years ago when people, like, what's the shelf life of the principal these days?

519
00:38:19,480 --> 00:38:22,820
And the attention, you know, like, is not very long.

520
00:38:24,060 --> 00:38:34,860
And a lot of times they're moving to such an office for other opportunities and other professional things that they want to experience.

521
00:38:34,860 --> 00:38:42,780
So it's nice to, I think Dr. Richardson has used this before we already have a deep bench.

522
00:38:43,580 --> 00:38:50,160
It's nice to have the deep bench even more prepared and more ready.

523
00:38:51,480 --> 00:39:04,660
And people who go into the program inevitably are going to leave the system sometimes because a family and

524
00:39:04,660 --> 00:39:10,300
professional development from us, hopefully wherever they go they speak very highly of

525
00:39:10,300 --> 00:39:15,640
Harrison for two schools and you know maybe they send us you know a principal one day

526
00:39:15,640 --> 00:39:20,700
you know like so it's just giving back to the profession too and I'll just back to the system

527
00:39:20,700 --> 00:39:33,500
I think this will set us apart from other school divisions and essentially we're going to be

528
00:39:33,500 --> 00:39:36,700
And so their experiences here, they'll bring

529
00:39:36,700 --> 00:39:40,020
with them wherever they are in the state or in the region

530
00:39:40,020 --> 00:39:43,100
or in the country, and that'll be good for us.

531
00:39:43,180 --> 00:39:46,000
And they'll send us people wherever they are.

532
00:39:46,880 --> 00:39:49,260
You got to think, you know, the long term vision, too,

533
00:39:49,500 --> 00:39:53,460
is like not just like right now, but which is hard

534
00:39:53,460 --> 00:39:57,200
when we're like, really pretty, pretty, pretty, pretty.

535
00:39:57,580 --> 00:39:59,860
I mean, I mean, a spiral system principle.

536
00:40:01,820 --> 00:40:04,680
I mean, that's been a step for you.

537
00:40:34,940 --> 00:40:41,980
And we needed to develop more opportunities for teachers to develop within that role as opposed

538
00:40:41,980 --> 00:40:47,360
to every teacher's a teacher, same, you know what I mean, we try to look for opportunities

539
00:40:47,360 --> 00:40:51,720
for teachers to grow more in their profession as a teacher.

540
00:40:52,580 --> 00:40:58,660
And I do want to emphasize that, to anybody who may be listening on our staff, we don't,

541
00:40:58,660 --> 00:41:04,960
So if you're a really talented teacher and you also want to be an AP, we don't, we're not gonna hold you back, go for it.

542
00:41:05,060 --> 00:41:12,580
You know, I want to make that clear because I know that you were talking about kind of narratives within public education generally, and that's one of them.

543
00:41:12,640 --> 00:41:19,160
If you're really, really good and not gonna let you, you know, leave the classroom, don't, please don't think that everyone, we definitely will.

544
00:41:20,040 --> 00:41:25,720
However, it is still a problem that we don't have in general in public education.

545
00:41:25,720 --> 00:41:31,160
We don't have a career advancement as much as we should for teachers as teachers.

546
00:41:32,180 --> 00:41:34,420
So we're very much attuned to that.

547
00:41:35,120 --> 00:41:41,560
So we provide cohorts over to EMU for restorative practices, restorative justice.

548
00:41:41,860 --> 00:41:46,800
We provide cohorts over to JMU for special education.

549
00:41:48,560 --> 00:41:52,700
I guess I call micro certification, I'm not sure they call it that, but that's the idea.

550
00:41:52,700 --> 00:42:00,080
So we try to look for those opportunities so teachers can advance as teachers and stay tuned because that's a good segue

551
00:42:00,080 --> 00:42:05,120
We might be bringing forth an idea of how to provide leadership opportunities for teachers

552
00:42:05,120 --> 00:42:09,280
They can still stay in the classroom, but take on some leadership with additional pay

553
00:42:09,280 --> 00:42:14,180
We've been talking with Daniel to figure out how we might be able to do that. That wouldn't necessarily impact the budget

554
00:42:14,180 --> 00:42:21,180
It would just be thinking differently about how we've done some curriculum development and other things because that's the one thing that we heard a lot during our

555
00:42:21,180 --> 00:42:26,180
morale conversations as that teacher said there's no pathway to leadership without leaving the classroom.

556
00:42:26,840 --> 00:42:29,720
So we've been kind of having that circle around and our brains and conversations.

557
00:42:30,500 --> 00:42:34,200
So maybe in the coming months we'll bring forth an idea, a proposal for that.

558
00:42:37,180 --> 00:42:39,120
Just fix the world over you.

559
00:42:41,200 --> 00:42:43,420
All right. Thank you, Dr. Blaster.

560
00:42:50,920 --> 00:42:51,920
Speaking of money.

561
00:42:52,640 --> 00:42:54,540
Oh, wait, we have public comment for, sorry.

562
00:42:54,540 --> 00:42:56,580
Help me with my hands.

563
00:42:58,100 --> 00:43:00,600
Lisa, do we have anybody signed up for public comment?

564
00:43:02,300 --> 00:43:08,560
Anybody in the room here that would like to speak on agenda items? Thank you.

565
00:43:10,300 --> 00:43:11,440
Not agenda items next.

566
00:43:11,660 --> 00:43:14,960
All right, moving right along.

567
00:43:16,240 --> 00:43:18,020
So number nine, we have Shina.

568
00:43:18,780 --> 00:43:20,860
Happy birthday again. It's still your birthday.

569
00:43:21,880 --> 00:43:24,060
Yeah, we'll keep celebrating you.

570
00:43:24,540 --> 00:43:26,700
I'm just hanging out with you guys.

571
00:43:27,200 --> 00:43:27,620
I'm just hanging out with you guys.

572
00:43:27,900 --> 00:43:29,920
I'm just hanging out with you guys.

573
00:43:29,980 --> 00:43:30,660
Let's open.

574
00:43:32,400 --> 00:43:32,880
Please.

575
00:43:34,400 --> 00:43:36,120
As a typical of this time of year,

576
00:43:36,440 --> 00:43:40,320
asking for your permission to re-appropriate funds that were contracted

577
00:43:40,320 --> 00:43:44,040
in the last fiscal year, but the services are goods haven't been delivered

578
00:43:44,040 --> 00:43:46,140
or completed until this year.

579
00:43:49,230 --> 00:43:50,930
And this is not about new money.

580
00:43:51,650 --> 00:43:53,230
Just, I know the board knows this,

581
00:43:53,310 --> 00:43:56,950
but for the public, I want people to know this is not an ask for new money.

582
00:43:56,950 --> 00:44:08,810
This is a requirement by law that we get permission from the board to move money from one bucket to another to bring money into this fiscal year and pay our debts that were incurred in the last one

583
00:44:12,100 --> 00:44:16,080
All right, I have a motion and a second any further discussion

584
00:44:16,080 --> 00:44:17,500
All in favor.

585
00:44:18,260 --> 00:44:18,260
All

586
00:44:22,290 --> 00:44:23,350
right.

587
00:44:24,010 --> 00:44:27,310
And item 10 public comment, non agenda items.

588
00:44:28,030 --> 00:44:29,970
Miss can up, do we have anybody signed up?

589
00:44:30,650 --> 00:44:34,130
So, none, anybody like to speak on non agenda items?

590
00:44:35,890 --> 00:44:36,130
All right.

591
00:44:38,850 --> 00:44:40,930
We're going to move to item number 11,

592
00:44:41,070 --> 00:44:42,030
Superintendent's comments.

593
00:44:42,870 --> 00:44:43,450
Thank you, Mr. Chairman.

594
00:44:43,950 --> 00:44:47,010
Well, we had an amazing opening to the school year.

595
00:44:48,270 --> 00:44:49,530
All systems go.

596
00:44:49,530 --> 00:44:59,970
All of our campuses opens smoothly and as I traveled around I know my colleagues as well and the board members as well on the first day of school have heard that

597
00:45:00,000 --> 00:45:06,620
We've had many of the systems that we've put in place are paying off, and so people are fairly happy.

598
00:45:06,800 --> 00:45:15,680
I know not, you know, not everyone is, is obviously perfectly, perfectly content or a complex system, lots of human beings in it.

599
00:45:15,980 --> 00:45:23,380
But generally, I think we did a really great job, and I want to thank staff for all their hard work opening, it really pays off for our students.

600
00:45:23,380 --> 00:45:32,120
I think the only snafu was when I was asked to do announcements at Sposford Elementary School and I forgot to ask the kids to stand before the pledge.

601
00:45:32,300 --> 00:45:35,900
That was the only problem in opening schools this year.

602
00:45:36,940 --> 00:45:38,740
But they forgave me and they invited me back.

603
00:45:39,600 --> 00:45:52,800
So I want to also mention that today the chair and vice chair and I and Mr. Romero and others met on the topic of or in these task force for the

604
00:45:52,800 --> 00:45:58,220
athletics academy. I haven't said a lot about that recently, so it's not a

605
00:45:58,220 --> 00:46:02,240
wanted to say that that work is going well. I'm very excited. I think

606
00:46:02,240 --> 00:46:06,120
others are as well with some of the ideas coming out of those meetings, and we

607
00:46:06,120 --> 00:46:08,240
look forward to bringing updates in the future.

608
00:46:10,260 --> 00:46:11,240
I think that's it. Thank you,

609
00:46:11,240 --> 00:46:11,780
Mr. Chairman.

610
00:46:12,900 --> 00:46:19,040
Awesome. All right. And now I have, as well, we have committee conference

611
00:46:19,040 --> 00:46:24,140
reports and board announcements. Let's start with Dr. Keller.

612
00:46:30,600 --> 00:46:33,480
Let's swing it over here in this village, the birthday girl.

613
00:46:36,800 --> 00:46:42,880
I never mind coming in behind Andy. Let's see, Shenandoah Valley Regional program

614
00:46:42,880 --> 00:46:46,900
meets on the eighth. You guys saw that touched me. I think from Harrison for education

615
00:46:46,900 --> 00:46:51,920
Foundation which meant last Friday and is meeting again on the 11th. Just to shout out to

616
00:46:51,920 --> 00:46:56,220
your our solid schools for Donna Green opening. It was really fun to be out there Green

617
00:46:56,220 --> 00:47:01,660
students and you know you guys all participated in that too. It's always kind of a big joy. So

618
00:47:01,660 --> 00:47:03,200
well done.

619
00:47:04,780 --> 00:47:05,060
Miss Dahl?

620
00:47:20,220 --> 00:47:33,740
Okay, so no committee reports, I do, well, I don't want to sound like I don't go to meetings, but we just don't need any more.

621
00:47:34,820 --> 00:47:44,840
But, yes, first day of school was wonderful, it was great to see big kids, little kids.

622
00:47:45,540 --> 00:47:51,640
Just hopping off the bus and only had one tier.

623
00:47:52,980 --> 00:47:56,500
There was one little kid that had a meltdown.

624
00:47:56,500 --> 00:47:59,920
And many fewer tears this year.

625
00:48:00,460 --> 00:48:01,800
Yeah, that's right.

626
00:48:01,800 --> 00:48:08,020
And so it wasn't that many, but yes, that's cool.

627
00:48:08,440 --> 00:48:14,720
So all right, Mr. Schneider, thank you, right now.

628
00:48:15,480 --> 00:48:17,740
Echo in the first day of school, that's probably

629
00:48:17,740 --> 00:48:21,580
one of my favorite things to do.

630
00:48:21,680 --> 00:48:22,120
And what?

631
00:48:27,020 --> 00:48:51,900
But it wasn't amazing. I had three of them schools, all levels. One of my favorite parts of that was at Skyline Middle School. There were fifth grade teachers there, reading the new sixth grade kids coming in. So those kids, just as they were not, they were nervous. We took kids to see their teachers there and they were running up in the hug and I thought it was amazing.

632
00:48:54,320 --> 00:48:58,960
Dr. Richard touched on the athletic academy, who got some great people involved in that

633
00:48:58,960 --> 00:49:03,120
some really excited to see what we can do for all students there.

634
00:49:04,500 --> 00:49:12,060
I have a CFB coming up on the 14th year, and then we have a arts-directed advisory master

635
00:49:12,060 --> 00:49:17,980
plant focus group coming up on the 21st, and then I did go to Miss Sau, and we were there

636
00:49:17,980 --> 00:49:21,480
of the opening of the kids' castle for self-harks.

637
00:49:21,740 --> 00:49:23,180
So if you get a chance to go, it's amazing.

638
00:49:24,160 --> 00:49:25,380
It's really cool.

639
00:49:25,960 --> 00:49:26,580
That's all I got?

640
00:49:29,140 --> 00:49:29,500
All right.

641
00:49:30,580 --> 00:49:30,780
Yeah.

642
00:49:31,500 --> 00:49:36,420
In terms of committee stuff, the athletic academy meeting

643
00:49:36,420 --> 00:49:37,280
today was great.

644
00:49:37,280 --> 00:49:38,760
Lots of great energy there.

645
00:49:39,000 --> 00:49:40,160
Excited to see what's coming.

646
00:49:42,620 --> 00:49:46,860
And legislative committee met our intern.

647
00:49:46,860 --> 00:49:59,300
We're working on our agenda for the year so that's exciting work and then in terms of leadership it's just been really great to get the

648
00:50:00,000 --> 00:50:20,600
Updates from Dr. Richards about the opening and school, you know, really staff has worked tirelessly to make sure that this, you know, this happens and, you know, taking in all these kids as a huge responsibility and people just did it so well.

649
00:50:20,600 --> 00:50:26,020
And I know Dr. Richards gets kudos to the staff, of course, I want to give them kudos as well.

650
00:50:27,660 --> 00:50:33,660
But shout out to Dr. Richards and your team for setting it up and making sure that we're in good hands.

651
00:50:33,760 --> 00:50:35,220
So thank you. Let's give them a hand.

652
00:50:39,650 --> 00:50:41,510
Great. Great start to school.

653
00:50:42,230 --> 00:50:44,030
Great energy on our campuses.

654
00:50:44,030 --> 00:50:49,870
And so, all the false sports are out and about.

655
00:50:50,350 --> 00:50:53,870
I was at Harrisburg High School Football on Friday evening.

656
00:50:53,910 --> 00:50:56,030
It was great to see the students out there,

657
00:50:56,830 --> 00:50:58,970
cheering on their classmates,

658
00:51:00,110 --> 00:51:02,230
and then watching the band perform.

659
00:51:03,150 --> 00:51:05,250
Half-time was great as always.

660
00:51:06,870 --> 00:51:09,570
The drum lines show at the end.

661
00:51:09,750 --> 00:51:11,850
He's always just really fun.

662
00:51:11,850 --> 00:51:18,450
And so, just so many good things going on, so, and our medical sports are going strong.

663
00:51:19,290 --> 00:51:24,750
And so, lots of really cool things going on in Harrisburg City Schools, lots to be granted here.

664
00:51:25,350 --> 00:51:39,330
So, all right, I think we have a closed session item to get to, so, we'll go ahead and break for five minutes to clear the room.

665
00:51:39,330 --> 00:51:46,750
Make sure to wish Emma happy birthday if you haven't already, and we'll reconvene.