[0:00] - The Centre Region Active Adult Center is a vibrant,

[0:02] inclusive, and happening location designed

[0:04] for active adults 55 years and over to be social

[0:07] and participate in new experiences while

[0:09] also staying close to home.

[0:11] We promote healthy aging through our many activities

[0:13] and health forums, as well as lifelong learning

[0:15] through classes and social interaction

[0:17] that suit almost any lifestyle.

[0:19] Whether you prefer line dancing followed by a walk

[0:22] or a game of bridge and a meal,

[0:23] the center is sure to have something for you.

[0:25] Visit crpr.org for more info.

[0:31] - You are watching CNET Center County's Government

[0:33] and Educational Access Network.

[0:41] - I would like to call to order the September 14th, 2026

[0:44] regular board meeting

[0:45] of the State College Area

[0:46] School District Board of Directors.

[0:47] If everyone could please rise for the Pledge

[0:49] of Allegiance if you are able

[0:53] - Pledge allegiance to the United States of America

[0:58] Republic, which stands One Nation under God,

[1:03] Liberty and Justice for.

[1:07] - Thank you. I'd like

[1:09] to welcome everyone joining us this evening, both in person

[1:11] and remotely, board members with the agenda.

[1:14] Before you, do you have any changes

[1:16] you'd like to ask for Deb?

[1:19] - Yes. Just gimme a second microphone.

[1:22] I would like to pull microphone pull. Sorry.

[1:25] - I would like to pull item seven

[1:31] B out of consent so that we can talk about it

[1:35] and vote on it separately.

[1:37] - Okay. So that will be,

[1:43] - So seven B from consent.

[1:45] So that'll be action

[1:46] item G, is that right?

[1:52] Yes. Okay. Yep. All right.

[1:56] So that, that will be pulled from consent

[1:58] and moved to action Item G.

[2:00] Any other changes or requests board?

[2:06] Alright, in that case, I'd like

[2:07] to call on the board secretary

[2:09] to conduct a Roll Call of the board members.

[2:12] - Dr. Anderson. Here. Dr. Bader? Here. Dr. Barlow? Here.

[2:16] Ms. Black? Here. Dr. Dmo? Here. Ms. Damaris? Here. Ms. Huff.

[2:21] Is she online? Okay. Dr.

[2:26] Lo on here. Dr. Miller

[2:27] - Here.

[2:29] Thank you Lynn. We have two special

[2:31] recognitions this evening.

[2:33] The Pennsylvania School Boards Association, honor Roll

[2:36] of School Board Service proudly recognizes

[2:38] and celebrates school board directors for their years

[2:40] of dedicated service to their district's, school district,

[2:44] communities, and public education.

[2:46] Tonight we are pleased to honor Dr. Deborah Anderson and Ms.

[2:49] Jackie Huff. For five years of service

[2:51] to the State College Area School District Board

[2:54] of School directors for five years, Dr.

[2:56] Anderson and Ms. Huff have generously given their time,

[2:59] leadership and expertise

[3:00] and service to our students, staff, families, and community.

[3:04] Their commitment to the betterment

[3:05] of public education is reflected in the thoughtful way

[3:08] they approach their responsibilities

[3:10] and in their dedication to ensuring

[3:12] that our schools continue to provide opportunities

[3:14] for every student to learn, grow, and succeed.

[3:18] School board service is both a privilege

[3:20] and a significant responsibility requiring countless hours

[3:24] of preparation, thoughtful deliberation,

[3:26] and a steadfast commitment

[3:28] to the long-term success of our schools.

[3:30] We are grateful for the time

[3:32] and energy they have devoted to this important work

[3:34] and for the positive impact they continue

[3:36] to make on the State College Area School District.

[3:39] Please join us in congratulating Dr.

[3:41] Deborah Anderson and Ms.

[3:43] Jackie Huff and thanking them for five years

[3:45] of dedicated service to our district

[3:47] and to public education.

[3:49] This time I'd like to invite the board to join Deb

[3:51] and Jackie also for a photo

[3:53] to commemorate the special recognition.

[3:57] - Well, - We'll do Jackie next time. Alright. Okay.

[4:02] - We'll do all this, we'll do all next time. Okay. Okay.

[4:05] - I'm gonna give this to David.

[4:06] - Okay. You have to get it in your bag though

[4:11] for the next,

[4:23] okay, here we go.

[4:34] Okay.

[4:37] - I would now like to call on Mr. Johnson

[4:39] for the Superintendent update.

[4:42] - Thank you. And an excellent opportunity for

[4:47] purchasing or selling musical instruments is tomorrow,

[4:51] on Tuesday, September 15th,

[4:53] the State College music boosters will hold its annual used

[4:57] instrument sale for district families

[5:00] and the public from seven to 8:30 PM in the Mount

[5:04] Middle School cafeteria.

[5:06] The sale helps support the district's award winning music

[5:09] program by offering affordable choices

[5:11] for students of all ages.

[5:13] - Alright. Thank you, Mr. Johnson. Sanam.

[5:17] Yma is here with us this evening

[5:19] to provide an update on student

[5:20] initiatives across the district.

[5:24] - Hello. We are incredibly proud

[5:26] of our agriculture science students

[5:28] who represented state high at the Centre County

[5:30] Grange Fair last month.

[5:32] From live livestock to poultry to horses, rabbits,

[5:35] and more, our students demonstrated tremendous hard work,

[5:38] dedication, and passion throughout the week.

[5:40] Their accomplishments in the show ring showmanship,

[5:43] competitions, livestock judging,

[5:45] and other fair, fair activities are something to celebrate.

[5:49] Congratulations to all

[5:50] of our students on their outstanding performances. Alright,

[5:53] - Thank you.

[5:54] Sonam. Is Jackie with us yet? No. No. Okay.

[5:58] Then we'll move on from the Legislative

[6:00] update. Just, oh, can

[6:01] - I, can I, oh - Yeah, go right ahead.

[6:03] - Thanks. So during our last meeting,

[6:05] I mentioned the importance of our obligations for changes

[6:09] due to the omnibus school code amendments,

[6:11] and I'm happy to report

[6:13] that the policy community has made good progress

[6:17] and we'll address the most pressing policies

[6:19] tomorrow and next month.

[6:21] I know like the Superintendent

[6:22] and admin have other plans in place

[6:25] and are working on those,

[6:26] but I just wanted

[6:27] to let everyone know we are moving in a good direction

[6:31] with policy and underscore for the public that we wanted.

[6:36] We will make sure

[6:37] to meet our obligation under the Omnibus

[6:40] Amendments. So, thank you.

[6:43] - Thanks, Anne. Jesse, do you have any updates from COG?

[6:48] No. There there have, there's,

[6:50] there have been no developments.

[6:51] Okay. In that case, we now have time for Public Comment.

[6:55] Each individual will be allotted up to three minutes

[6:57] for items related to board business that are not a consent

[7:00] or action item this evening.

[7:02] For those items, Public Comment will be held just prior

[7:04] to voting on that item, please state your name

[7:08] and where you reside in the district.

[7:09] Is there anyone who has registered

[7:10] to make a Public Comment this evening?

[7:12] No. Alright.

[7:14] Anyone present who would like to make a Public Comment? Yes.

[7:16] Come on up, sir. Please give us your name

[7:20] and where you reside in the district.

[7:21] You'll have three minutes.

[7:26] - My name, good evening. My name is Dick Anderson.

[7:30] I'm a long time resident of State College

[7:33] and have resided in various places

[7:38] around State College.

[7:41] I looking at you all I know you're thinking, oh no.

[7:46] Here he is again. Right? Same old stuff.

[7:52] Well, I'm here to tell you, it is the same old stuff, right?

[7:56] I, I wanna address the Jewish holiday

[8:00] and I wanna be clear, as I said

[8:02] before, I am in full support of the Jewish people.

[8:05] I have a great deal of respect for them.

[8:07] Many Jewish friends

[8:10] and everyone I spoke to really agree with my approach.

[8:17] I think you have conflated the Jewish holiday,

[8:21] young Kaur Kaur Act 80 teacher's,

[8:25] attendance and athletics.

[8:28] I think you've confused them all this year.

[8:31] You've disrupted two days in the athletic schedule,

[8:35] particularly football,

[8:37] because football is the, the most, the most complicated

[8:42] of all and deserves the most attention and coaching.

[8:47] I think that's obvious, even to those

[8:50] who may be not ath athletically inclined.

[8:54] I know we have, maybe the majority here are in that mindset,

[8:59] and, but I think we do have a few

[9:03] that are very much in tuned.

[9:09] I think when we talk about the two days Monday,

[9:14] no practice not permitted,

[9:17] change the JV game to Tuesday.

[9:21] So those kids would get an opportunity,

[9:22] at least they get an opportunity to the young ones to play.

[9:26] But you disrupt the whole varsity practice.

[9:28] So in a sense, one day, no practice during the week,

[9:33] a second day disrupted.

[9:37] I think one of the things that we want,

[9:40] I would hope you would agree, is that we want all our kids

[9:44] to perform to the, the best potential

[9:47] possible for each one of them.

[9:48] Whether that be in the classroom,

[9:51] extracurricular activities,

[9:52] on the football field, wherever it may be.

[9:55] I think that's what we want for our young people.

[9:59] This is not helping them.

[10:01] This is not, and philosophically, I think you're really

[10:07] looking at punishing them in some way

[10:10] because you're taking something from

[10:12] them as well as the coaches.

[10:15] The coaches want badly for those kids to perform well.

[10:19] They want 'em to be safe. And safety also is incurred here.

[10:26] A couple of things happened along the way.

[10:28] Well, many things I want to point out. Couple,

[10:32] - Sir, - Mr. In conversations,

[10:33] - Thank you for your comment.

[10:34] Your time is up. Mr. Anderson,

[10:36] - What is it now?

[10:37] Two minutes. Three.

[10:38] - Three minutes. - There's three minutes.

[10:38] Three minutes I spoke.

[10:39] Yep. Well, both CJ and Jonathan Buker to some degree.

[10:45] All right. Have been cooperative with me.

[10:47] But at the same time, they've made statements

[10:50] that are not good statements, alright?

[10:52] And they, they really deserve to be looked at.

[10:55] CJ doesn't think practice is important to miss a more day.

[10:58] And he, he knows better. He's an athlete, was an athlete.

[11:02] Jonathan wants to conflate and take Christmas

[11:05] and Easter. Thank for your comment and

[11:07] - Compare. Thank you for your

[11:08] - Confidence, Mr.

[11:09] Anderson, because there's no competition on Christmas

[11:12] and there's no competition

[11:13] - Where it's, - So I would think

[11:16] that maybe you guys would take this into consideration

[11:19] and maybe as you go forward, you take the time

[11:22] to consider these things you're not doing.

[11:25] Our coaches and athletes do justice.

[11:27] - All right. We are. Thank you for your comment. Mr.

[11:30] Anderson. Is there anyone else present who would like

[11:33] to make a Public Comment this evening?

[11:36] Is there anyone online who'd like

[11:37] to make a Public Comment this evening?

[11:39] Alright, in that case, we will move on

[11:43] to our Consent Agenda, which includes several items

[11:45] that we will address with a single motion for approval

[11:48] to facilitate any questions

[11:50] or discussion, we'll go through each category individually.

[11:52] Please raise your hand if you need clarification on any

[11:55] items as I present each group.

[11:57] First is consent, approval of minutes. Any edits there?

[12:02] Alright. Second, we have consent for operations.

[12:05] As a reminder, consent item seven B has been

[12:08] moved to an action item.

[12:10] Any other questions,

[12:14] changes in that regard?

[12:17] All right. And finally, we have consent

[12:18] for instructional programs with 3D,

[12:20] language development resource, letters

[12:22] of professional development,

[12:23] facilitator training, and student travel. Any, Debbie

[12:26] - Had her hand up, but I do as well. Okay.

[12:27] - Debbie, go ahead. - Thanks.

[12:29] I just had one question on the L-E-T-R-S

[12:33] facilitator training,

[12:35] because I'm not familiar with it myself.

[12:38] I just was curious, is once the individual is trained,

[12:43] are they now a facilitator for life

[12:45] or is this a, like, is it a one and done

[12:49] or is it something that has to be redone every year

[12:52] or every three years or every, you know, to,

[12:55] to keep up their facilitator

[12:58] certification? Tanya's on

[13:00] - As well.

[13:01] Okay.

[13:06] - And I'm really only asking

[13:07] 'cause like I, I wasn't sure if the term

[13:09] of one year meant it's a one year training

[13:11] or if it's you're only trained

[13:13] - Year.

[13:14] No, once for one year. Once they're trained, they are,

[13:15] they can be a facilitator

[13:17] forever for the foreseeable future.

[13:18] Perfect. For as long as they are employed with us.

[13:20] - I was hoping that was the case.

[13:21] Yes. But I just thought I should check

[13:22] - To make sure.

[13:23] It's definitely an investment, but we have that then

[13:26] for as long as we need it.

[13:27] - Perfect. Thank you. - Thanks, Megan.

[13:30] - So my question was somewhat similar, what the,

[13:33] the duration of their train, the trainer status is.

[13:38] And, and that brings us to currently,

[13:41] I know it can change based on people's position

[13:43] or if they stay within the district,

[13:45] but how many facilitators do we have in-house?

[13:48] Would it just be that one person or additional?

[13:51] - We have one, one other administrator

[13:54] who is a certified trainer at this point.

[13:56] And then this will give us the additional opportunity

[13:59] to have another, we would ideally like to have more,

[14:03] but it is an investment and it also is very time consuming.

[14:06] So the goal is to see which percentage

[14:10] of our staff we can train with our current two trainers

[14:13] and then evaluate to see if it's needed

[14:16] to add additional facilitators down the road.

[14:18] - So when you say it's very time intensive for them

[14:21] to get the certification or, and

[14:23] or also to then implement the training for staff

[14:28] - And or Yeah, - Yeah, that's what I kind of figured.

[14:30] - Yeah. They have to go through letters themselves

[14:32] as a participant first,

[14:34] and then they have to do the year long facilitator training.

[14:37] But we also try to balance that the, the Robin

[14:41] who is doing the training moving forward.

[14:43] She's not in a traditional classroom role,

[14:45] but we always try to balance pooling teacher support

[14:48] and student support to run those trainings during the day.

[14:52] - So yeah. So that leads me to my final question,

[14:55] which is really a little rhetorical

[14:57] and not necessarily for a specific answer,

[14:59] but knowing that letters has become our foundational

[15:03] literacy program that we use, it meets our requirements

[15:08] for, is it 44 or 55?

[15:11] I always get them back. Flip flop.

[15:13] But the state requirements regarding literacy, knowing

[15:16] that we're going to continue to want our teachers

[15:19] to have this kind of training.

[15:22] My rhetorical question is, you know, as we fill positions

[15:26] and as we recruit teachers

[15:28] and other things, at what point does this become one of our

[15:32] highly preferred ver versus required types of training?

[15:36] Obviously teachers coming out of, directly out

[15:39] of teacher training may not have been trained,

[15:41] but trying to have some kind of effort where we're,

[15:47] we're trying to get teachers who have, you know, this kind

[15:50] of training already in place

[15:51] or comparable training so that we are, you know,

[15:54] utilizing everybody's time to the maximum

[15:56] and also bringing in teachers who are,

[15:59] are skilled in what we need in the classroom.

[16:01] So just as we allocate resources,

[16:04] that's just important thought about how we

[16:08] manage staff. So thanks.

[16:09] - Yeah, I think we're in agreeance with that

[16:10] and we definitely prefer candidates who already have

[16:13] that experience and can bring that.

[16:15] And we'll work, continue to work with HR to figure out

[16:18] how we accomplish that long term.

[16:21] Great.

[16:22] - Okay. Other questions, comments?

[16:27] No, I would now like to call for motion

[16:30] to approve Consent Agenda item six through eight.

[16:34] There's a, a motion and a second.

[16:37] So moved Barlow seat or second?

[16:39] We have a motion and a second. Any

[16:41] additional questions or comments?

[16:44] Is there any Public Comment about

[16:46] our Consent Agenda this evening?

[16:48] No seeing none. Board members in favor, please say aye. Aye.

[16:52] Aye. Any opposed? The motion carries.

[16:55] Moving on to our action items agenda item nine A is a motion

[16:59] to approve the candidates for the 2027 PSBA officer.

[17:03] Oh, sorry. Are we gonna talk about this one that was pulled?

[17:07] We're gonna, that's gonna be an action item G. Okay. Yep.

[17:10] Okay, thanks. Yep. Moving on to, sorry.

[17:15] So nine A is a motion to approve the candidates

[17:17] for the 2027 PSBA officer election.

[17:20] All candidates are running uncontested,

[17:21] so please let me know if you have any concerns.

[17:24] This is shown in attachment nine A.

[17:27] May I have a motion and a second please?

[17:30] - Anderson moved. - Anderson second. Alright,

[17:33] - We have a motion and a second.

[17:34] Any questions or discussion about this uncontested election?

[17:39] Alright, is there any Public Comment about this action item?

[17:42] No. Board members in favor please say aye. Aye. Aye.

[17:46] Any opposed? The motion carries.

[17:49] Agenda item nine B is a motion

[17:50] to approve the Park Forest Middle School declaration

[17:53] of stormwater easement.

[17:54] This is shown in attachment nine B.

[17:56] May I have a motion and a second please?

[18:05] - Barlow second. - All right,

[18:06] we have a motion and a second.

[18:11] I believe there were a few questions

[18:13] and comments for discussion. Did you wanna start Deb?

[18:16] - Sure. I sent my question to Mike

[18:21] over the weekend and my understanding is it's being

[18:26] looked at, but on page four,

[18:31] item one C, the wording is just messed up.

[18:35] There is clearly a typo of some sort

[18:39] and there's a sentence fragment or two.

[18:42] - It was, it was corrected.

[18:43] We, we reached out to the Township and it was corrected.

[18:46] Okay. It should be in the corrected document on the agenda.

[18:48] - So let me get back out.

[18:53] That might require rebooting my, I just wanna make sure

[18:55] so if someone's faster than me, check

[18:57] to see if it's fixed. Well,

[18:58] - So I just opened it up maybe a minute ago when was a

[19:01] correct because it still says period

[19:02] after municipal engineer

[19:04] and then starts with maybe placed within

[19:06] the stormwater easement.

[19:08] - It's like you have to get outboard docks

[19:09] and sometimes you have to reboot your computer,

[19:12] - Reboot the computer.

[19:13] - I don't know that for sure, but sometimes that's

[19:16] what I need to do to clear the cache.

[19:19] So if there's a quicker way to clear the cache, let me know.

[19:24] Okay. So if it's fixed, that's great.

[19:26] That was my concern on that one.

[19:28] I don't really wanna reboot

[19:30] my computer because it's gonna take

[19:31] - A while.

[19:32] I can, I can read you exactly what was, that would be great.

[19:34] So the, the, the language

[19:36] may be placed within the storm water easement as described,

[19:40] which would impede or alter the use of said easement.

[19:44] That language has been removed so that the,

[19:46] the actual, it makes sense.

[19:48] - So it just ends at the period. Correct.

[19:51] - And it was updated. You're not in the right spot. Okay.

[19:55] One echo. Any other, is that in the email?

[20:00] Is that in the email you sent us

[20:01] - Today?

[20:02] This? Yeah, yours still says the wrong thing. Yeah,

[20:04] - So my version of the agenda is still the,

[20:07] - Okay.

[20:08] Okay. So if it's been fixed, that's great.

[20:10] I'll see if I can get to it.

[20:13] - Yeah. Ann, talk amongst

[20:14] - Your, and I apologize, I'm not a contract expert

[20:19] and so I'm gonna ask really basic questions just

[20:23] so I can make sure I'm understanding what I'm voting on.

[20:27] So for four on page three

[20:32] it says the patent Township shall not in any way be

[20:36] responsible for the uptake and maintenance developer

[20:40] and its successor or assign agree to indemnify

[20:44] and hold patent Township harmless for any loss

[20:47] or injury incurred.

[20:50] I understand from talking with Randy that

[20:53] that is just a normal part of the contract,

[20:55] but I just wanted to say all that aloud so

[20:58] that I could just feel confident moving forward.

[21:02] So, and I talked to Scott briefly

[21:04] before, so that's all just normal.

[21:08] Thanks. Okay. Alright.

[21:10] - Okay. Yeah, we, we own the easement, so,

[21:12] - Yep.

[21:13] - Okay, great. Thanks. Alright,

[21:15] - Other questions or comments about this action item?

[21:19] Alright, is there any Public Comment about this action item?

[21:22] No. Board members in favor please say aye. Aye. Aye.

[21:27] Any opposed? That motion carries?

[21:31] - Yeah, I did. Motion, Jesse. Okay.

[21:34] I know I motion, but I think Jesse,

[21:36] - Yeah, yeah.

[21:37] Okay. Motion is, yeah, we had a motion a second

[21:39] to opposed, right.

[21:43] Okay. Agenda item nine C then is a motion

[21:47] to approve the Park Forest Middle School

[21:49] stormwater management agreement

[21:51] and a declaration of easement.

[21:54] Is that Oh, okay. Is the same thing.

[21:57] This is shown on attachment nine C.

[21:59] They have a motion and a second. Is this different?

[22:04] Okay. Demer second. Alright, have a motion and a second.

[22:07] Are there questions or discussion about this action

[22:11] item? Yeah, Deb,

[22:14] - So it doesn't change my vote.

[22:17] I just closed my browser and I went back in

[22:20] and I am still seeing the old

[22:22] version of that other document.

[22:23] It doesn't matter that much, but I really want the update.

[22:27] I wanna make sure the updated document is for sure there,

[22:30] and I don't re also don't remember getting the notification

[22:33] that that one got changed

[22:34] that we usually get from board docs

[22:36] when a new one is updated.

[22:37] So we don't need to fix it at the meeting right now,

[22:41] but I wanna make sure it's fixed.

[22:42] So thanks. Sorry.

[22:47] - Other questions for Mike? Yeah, Ann,

[22:50] - Again, my basic, just making sure I'm doing due diligence

[22:55] on, I, I guess it's page

[23:00] four where it is Township rights.

[23:04] We've gone through that.

[23:06] I, I, I have not had a situation where I've had

[23:10] to vote on something where I'm responding

[23:12] to Township rights.

[23:15] So I just wanted to kind of point out under

[23:20] that section, indemnification and release.

[23:23] This is all pro forma and you know, Scott's reviewed it

[23:28] and we're good to go with that as well.

[23:30] - Yes. Okay, great. - Feel good then. Thank you.

[23:34] - Okay, other questions,

[23:37] comments about this item there?

[23:41] Any public comments about this action item?

[23:47] No. Okay. In that, in that case,

[23:49] board members in favor please say aye.

[23:52] Aye. Aye. Any opposed?

[23:55] That motion carries Takes us to agenda item nine D.

[23:59] This is a motion to approve the Park Forest Middle School

[24:01] temporary grading and construction easement.

[24:04] This is shown in attachment nine D.

[24:06] May I have a motion and a second please?

[24:10] - Damaris motion - Barlow. Second.

[24:13] Have a motion and a second.

[24:15] Any questions or discussion about this action item?

[24:20] - Okay. - I'm okay. Good. Okay. Alright.

[24:23] Is there any Public Comment about this action item? No.

[24:26] In that case, board members in favor please say aye. Aye.

[24:29] Aye. Any opposed? That motion carries.

[24:32] And that brings us to agenda item nine E, which is a motion

[24:36] to approve the Park Force middle school developers agreement

[24:38] with conditional approval.

[24:40] This is shown in attachment nine E.

[24:43] May I have a motion and a second please?

[24:46] - Eight or so Deir second.

[24:49] - Alright, we have a motion and a second.

[24:51] I believe there are some questions

[24:53] and discussion about the conditional approval.

[24:56] I just wanna understand that the conditional approval is

[24:58] because the document is marked up

[25:00] and we're waiting back for it to be

[25:03] - Yes, we received it on Friday about 2:45 PM

[25:07] as we were trying to get the agenda Yep.

[25:09] Out and that we need to review

[25:11] and there will be some negotiating

[25:13] with this document. Got you.

[25:14] - Okay. - Yeah.

[25:17] - So what changes would require it

[25:22] to come back to the board?

[25:25] So we're pending approval,

[25:28] but then what?

[25:30] Like, I know it's not minor,

[25:33] but what happens that we would come back if it's a pending?

[25:39] I'm just trying to understand.

[25:40] - In our initial review, ELS, Mike

[25:43] and I all had issues with certain aspects

[25:46] of the document as presented

[25:49] to us somewhere relatively minor, somewhere

[25:51] of somewhat greater significance.

[25:54] Were I think trying

[25:55] to get a face-to-face meeting together this week

[25:59] so we can keep the process moving.

[26:02] The idea was in general

[26:04] that you would have faith in your business manager,

[26:07] your facility director,

[26:08] and your solicitor, that if we were prepared to come back

[26:12] with a recommendation to move forward that we pass in front

[26:15] of board leadership as well as Mr. Johnson,

[26:18] that the remainder of the board would be

[26:20] okay with us doing that

[26:22] - So that we don't have to set a kind

[26:25] of secondary meeting on the calendar to just make sure,

[26:29] 'cause I mean you have done a Herculean effort

[26:32] and I want, I don't want us

[26:34] to hold you up if there's something that happens

[26:38] and so I guess that's what I assumed,

[26:41] but if it would help you, I feel like there would be support

[26:45] to establish a meeting so that you don't have to wait for

[26:47] - Us.

[26:48] It would only be a request for a second meeting if Randy,

[26:52] Mike, and I are not comfortable with the agreement

[26:55] that we land with. Okay.

[26:56] - Okay. Yeah, I trust you.

[27:00] I guess I just wanted to make sure you knew that I'm one

[27:03] of nine, but I would fully support moving whatever we need

[27:08] to do to make it easier for you. So thanks.

[27:11] - So is the conditional approval the acceptance of all

[27:14] of the red highlighted text?

[27:18] - No. No. Not, not at all.

[27:20] It's, it's, it's, the conditional approval is such that Mr.

[27:24] Redder just said that

[27:26] - We have, they're putting faith in you.

[27:28] - We have a, we have a draft that we would then we need

[27:31] to review and then go back to the Township

[27:32] and negotiate parts of this draft

[27:35] and that you would have faith that we would then, you know,

[27:38] come to an agreement that would

[27:40] be suitable for the district.

[27:41] - Okay. Deb,

[27:45] - I want to take just a step back

[27:48] because most

[27:51] of this board has not been involved in a

[27:53] major construction project before.

[27:56] Most of this board has not read any

[27:58] of these documents before.

[28:00] So can you give us a two to three minute synopsis of

[28:04] what this developer's agreement is for?

[28:08] What is the main purpose of this agreement?

[28:11] What are we, why do we need it,

[28:14] why is it different from just getting approval

[28:17] to do the project from the Township?

[28:19] Like what, what is this doing for us?

[28:22] - The big, so the, the crux of it is

[28:27] that the exemptions that we were granted

[28:30] through the land development process

[28:32] are outlined here, right?

[28:34] So for example,

[28:36] - Parking.

[28:37] - Parking, right? So we got a waiver to, for 12 spaces

[28:41] that were, were required by,

[28:43] by the patent Township regulations,

[28:46] we got a waiver for those.

[28:48] So that's kind of outlining here in the developer's

[28:50] agreement that says we have that also that, you know,

[28:55] we were required to do a 68 space satellites

[28:59] location over across the road that that would be in here.

[29:03] Right. So just kind of, it's a, it's a document that kind

[29:06] of holds our feet to the fire that we keep those spaces.

[29:09] For example, we have a waiver for

[29:14] some long term bike storage

[29:15] because we're doing it a little bit differently so

[29:18] that those are captured here.

[29:19] So it's, it's things that are really, are captured kind

[29:22] of long term and then recorded so that, you know, the, the,

[29:26] that we are responsible for those long term,

[29:31] you know, and they're available, it's recorded

[29:34] and like I said, they can hold, kind

[29:35] of hold our feet to the fire for it.

[29:37] - I think Go ahead.

[29:39] I think I would agree with what Mike said.

[29:41] I think in some senses it consolidates in a single document,

[29:45] various aspects of the approval process that we have.

[29:49] I don't recall, although it's been a a few years,

[29:51] but I don't recall that we had a similar document

[29:54] for the High School project.

[29:57] I'm not saying this is wrong

[29:58] or right, it's just, it's a part of the process that

[30:02] Patton Township has for its building approval process

[30:08] within the Township.

[30:09] So I, I don't think we're being asked to do anything

[30:13] as a part of this agreement that we generally have not

[30:16] otherwise agreed to do

[30:19] and has been memorialized in one form

[30:21] or another as part of the process.

[30:24] - Correct. I would agree with that.

[30:25] There's nothing in, there's nothing in here

[30:26] that there won't be anything here

[30:28] that we haven't already we are, don't already know about

[30:30] and haven't already agreed to.

[30:33] Okay. Just kind of consolidating all those into

[30:35] one document that gets recorded.

[30:38] - If I could follow up with just one or two more things.

[30:42] Reading the red comments, which I assume are

[30:47] - ELA.

[30:48] - Okay. Not from the Township. Correct. Right.

[30:53] It sounds like this document in its current form

[31:01] might refer more broadly to all aspects of the project

[31:06] as opposed to just the public improvements

[31:09] and how much maybe inspection authority

[31:12] that Township has over

[31:15] - Yes.

[31:16] This, this is not relegated

[31:18] to strictly public improvements.

[31:20] This is the entire, this is the entire project again.

[31:23] So going back to the parking, for example, the waiver and,

[31:27] or like the, you know, the fact that we have

[31:29] to have the satellite parking across the street,

[31:32] that's not necessarily a public improvement.

[31:34] That's part of our construction plan.

[31:37] - But a lot of the language

[31:38] after those sections talks about the public improvements.

[31:42] - Some do, and again, this is a, this is a draft put forward

[31:45] by the Township that we are reviewing with a fine tooth comb

[31:49] and we'll meet with the Township to go back

[31:51] and forth on some of the issues, some of the language that,

[31:53] you know, we would like to see altered. Okay.

[31:56] - By and large, the other documents

[31:58] that you have approved already this evening

[32:01] are stock boilerplate documents

[32:04] that would almost be identical for any project

[32:06] that any public entity engages in in Centre County.

[32:11] This is a little bit different

[32:12] and hence we, we received it late in the process,

[32:15] but also a unique document of sorts.

[32:19] So a little more time involvement than just the run

[32:22] of the mil easement or temporary

[32:24] construction easement car agreement.

[32:26] Okay. Other

[32:30] - Questions? Yeah, Ann,

[32:32] - I just wanna thank you.

[32:33] That summary was really helpful

[32:35] and if you've attended the,

[32:36] like we all attended the Patton Township meeting

[32:39] and so as you summarized it, I was like, oh, okay,

[32:42] that makes complete sense.

[32:44] It's more just, again, I haven't looked at that kind

[32:47] of document before and wanna make sure I'm understanding.

[32:50] So thank you. That clarifies a lot just in

[32:53] that very brief summary.

[32:54] - Yeah. And again, this is, this is the white document

[32:57] where as Mr.

[32:58] Retter pointed out, it's not boilerplate. Yes.

[33:01] And we will review heavily

[33:04] and make sure that the language is such

[33:06] that you know is favorable to the district. Yeah,

[33:08] - Yeah.

[33:09] And I apologize, I didn't really understand until today

[33:12] what was boilerplate and what wasn't.

[33:13] So it's an important learning thing I think for all of us.

[33:16] So thank you for your patience.

[33:20] - Alright Deb,

[33:25] - I can't remember who said it,

[33:26] but I appreciated there was a little addition verbally to

[33:30] what we're expecting.

[33:34] That is the motion or what we were given was to recommend

[33:38] that we conditionally approve the agreement pending

[33:40] completion of further negotiations between SCS D

[33:43] and Patton Township with the final document approved

[33:46] by the solicitor finance and operations officer

[33:49] and the director of physical plant.

[33:50] I have full faith and confidence in all those individuals,

[33:54] but I also appreciated

[33:55] that someone said verbally it would also be run

[33:57] by the Superintendent and the board leadership.

[34:01] So I would like to just reiterate that

[34:03] and that that is an expectation that it would be run

[34:06] by the Superintendent and the, at least the board president

[34:09] and vice president as well.

[34:11] - I said that and, and we typically do that to make, we,

[34:15] we wanna sp spread the blame if necessary.

[34:18] - Well, yes.

[34:19] Since, since the rest of us aren't going to get

[34:21] to read it again before, like we're approving it

[34:24] and we're trusting all of you.

[34:25] I mean, and so if y'all feel comfortable with that, then

[34:28] we can go forward.

[34:29] I will feel comfortable going forward,

[34:32] but I, I appreciated that being added to make that clear

[34:36] and obvious 'cause

[34:38] - It wasn't point.

[34:39] So the only question I have is it, is there any chance

[34:42] that there would be an impasse that we would not be able

[34:45] to come to an agreement?

[34:47] - I, I'm confident in our ability to work, get

[34:50] to an acceptable agreement.

[34:51] I, I would've rephrased Mike had said a favorable

[34:54] agreement to the district.

[34:55] That's always the goal,

[34:57] but sometimes it's an acceptable agreement.

[35:00] I'm confident we will get there. Alright.

[35:04] - I guess along those lines, the one question I have and,

[35:08] and you can clarify it later,

[35:09] but you brought up the whole auxiliary parking space

[35:13] and I know there was some discussion at one point in time,

[35:15] a request from the district that, that the open

[35:18] to reevaluation at some point and I would assume and hope

[35:22] or maybe be, say, expressing favor my support for

[35:28] that being a very important point.

[35:31] I won't say sticking point but point

[35:32] and that, that's all I'll say about

[35:34] that. But I would support that

[35:36] - Being a, an important concern.

[35:38] - Right. Well we had spoken about, I forget the length

[35:41] of time on the parking agreement,

[35:42] but once we get through that first period of time,

[35:45] if history bears out that it's not needed

[35:48] because it's never been used, the possibility

[35:50] that it be removed as a restriction.

[35:52] Yes, we absolutely are aware of that issue.

[35:58] - Okay. Any other comments back on Jesse?

[36:04] No. Alright. Is there any Public

[36:07] Comment about this action item?

[36:08] No. Alright.

[36:10] In that case, board members in favor please say aye. Aye.

[36:15] Aye. Any opposed? That motion carries. Alright.

[36:21] Agenda item nine F is a motion

[36:23] to approve the Park Forest Middle School public improvements

[36:27] surety, also with conditional approval.

[36:29] This is shown an attachment nine F May I have

[36:32] a motion and a second please?

[36:35] - Motion - De mayor second.

[36:38] - Alright, we have a motion and a second questions

[36:41] or discussion about this item. Scott,

[36:44] - Aaron, this again is not in final form of course.

[36:47] This is a schedule of values for establishing

[36:51] what will be placed

[36:52] for the Asurity asurity agreement is essentially a pot

[36:56] of money that is available in the event

[36:58] that the district does not fulfill its obligations under the

[37:02] various agreements.

[37:03] The surety agreement itself

[37:06] and will be similar to the other documents as far

[37:08] as a boiler boilerplate agreement.

[37:10] So it would be nice to have that in front of us.

[37:14] It's not expected, it's, it's not a unique document

[37:17] that's ne negotiated for particular circumstances.

[37:20] It'll be boilerplate.

[37:21] We will obviously review the final

[37:23] version on that one as well.

[37:25] - Okay. - And to clarify this is specifically

[37:29] for public way improvements?

[37:33] - Well that's, I mean, even just your clarification about

[37:36] this being more boilerplate but still conditional

[37:41] because we don't have it versus the other is an

[37:44] important Right.

[37:47] Clarification. So thanks. Okay.

[37:49] - So in essence, the conditional approval

[37:52] represents our faith and your ability to get the,

[37:56] the best deal possible

[37:57] for the district and move everything forward.

[37:59] Okay. Any other questions, comments?

[38:03] Thanks for that clarification Scott. Alright.

[38:08] Is there any Public Comment about the section item? No.

[38:12] In that case, board members in favor please say aye. Aye.

[38:16] Aye. Any opposed? That motion carries.

[38:20] We move on to agenda item nine G which is the,

[38:25] which is the depar contract which had originally been in

[38:30] the 20 26 20 27 Dev Depar agreement amendment

[38:33] for professional development, which was taken from consent

[38:36] for operations and put into action item nine G.

[38:40] May I have a motion and a second please? Arla. So moved

[38:46] - Second.

[38:47] - Alright, we have a motion

[38:47] and a second questions discussion about this.

[38:51] Deb, I think you had some questions.

[38:54] - So do you want me

[38:59] to discuss first and then make my suggestion

[39:01] for revised motion?

[39:02] - Sure. Yeah, I think Dr. Buer will come up too.

[39:06] - I had sent questions to Dr. Buer over the weekend.

[39:09] And so just for a little bit of background for the public

[39:12] and for the board, this particular contract

[39:17] as written, the memo focuses on professional development

[39:22] for Dr.

[39:23] Buer, which is provided for in his contract.

[39:27] I think that's provided for in the contract of most,

[39:31] if not all of our cabinet members.

[39:33] I don't wanna say all just in case up to a certain limit.

[39:38] And the amount that he used over the past

[39:41] calendar year was within that limit.

[39:44] And less than the do not exceed amount

[39:46] and last year's contract, this contract as written

[39:52] increases the do not exceed amount a lot.

[39:57] In past years we had used the same provider

[39:59] for professional development for both a cabinet member

[40:02] and some other administrators like principals.

[40:06] My understanding is we aren't necessarily continuing

[40:10] with the professional development expectation

[40:12] for these principals.

[40:14] So if this contract is really focusing in on the assistant

[40:18] Superintendent, I don't personally see a need

[40:21] to increase the number of hours, I would probably

[40:25] put the maximum at 50, which would allow for

[40:30] more than enough for the assistant Superintendent

[40:32] who is availing himself of this opportunity.

[40:35] And also provide flexibility if we have other administrators

[40:39] who need professional development.

[40:41] But we need to be mindful that we need

[40:42] to stay within the contractual amount,

[40:45] which we have in the past.

[40:46] So I'm not concerned it is a do not exceed,

[40:49] but I just want to, you know,

[40:50] but I see no reason why we would get anywhere close

[40:53] to a hundred hours.

[40:54] So I don't think we need to approve a hundred hours.

[40:58] That's my justification for bringing it up.

[41:01] So I would make a friendly amendment or,

[41:04] or whatever that we change the

[41:09] contract do not exceed to

[41:12] half the dollar amount in 50 hours. Okay.

[41:15] - So it's a motion to amend the contract as it's written?

[41:19] - Yes. Or I think I look at it, I think,

[41:22] - Or the person that supported the motion

[41:24] could offer a friend.

[41:25] I think I gave the first motion. Yeah.

[41:28] So I think to make it simpler,

[41:29] I can say without objection from the board, I'd like

[41:32] to amend the motion to Oh you made it it.

[41:36] I'm sorry. And I seconded. Sorry, I had it backwards. We

[41:38] - Did, we backwards. I'm willing to amend the motion.

[41:40] - Okay. And we can discuss like, I'm not a, I'm one of nine,

[41:44] but that's why No, I, I was also the reason, reason I said

[41:46] that I thought I had done it because I appreciated

[41:48] that you brought that up because I had missed that

[41:51] and I didn't recall what the amount was previously.

[41:55] And I concur that if we're no longer using the services

[41:59] for those other parts, you know, I don't, I don't see

[42:03] where we need to go above and beyond.

[42:05] Sorry. I'm done. Okay. Yep. Rebecca?

[42:08] - So I went through and looked at the last year's contract

[42:13] and this year's contract

[42:14] and the like work plan that went in with it.

[42:18] And in the, when it first came

[42:23] to the board last year, in August, 2025,

[42:26] it was monthly coaching sessions

[42:27] for middle level principals, side by side,

[42:30] classroom walkthroughs, board updates, inclusion

[42:31] for assistant principal and leadership meetings.

[42:34] In December of 25, it shifted

[42:36] to seven leadership development areas focused on the

[42:39] assistant Superintendent alignment of leadership strategies,

[42:42] professional growth, improving outcome crisis

[42:45] plus thoughtful partnership.

[42:47] And in the moment support this year for it,

[42:51] it kept those, the seven core areas,

[42:54] but it broadened the audience to district

[42:57] and building level leadership

[43:00] and replaced thought partnership

[43:03] with mentorship in those seven areas.

[43:06] So it's adding fuller deliverables for everything

[43:10] that we're doing with data analytic data analysis,

[43:13] your board level professional learning presentation

[43:16] for stakeholder groups.

[43:19] So it's doubling the hours.

[43:22] But it also seem, I, it sounded like it wasn't double,

[43:26] you were saying it wasn't doubling the peop like it was just

[43:29] for you, but this sounds like it's for more people. Yeah,

[43:32] - So there, there's many layers.

[43:33] So Dr. Anderson I think summed it up very well as far

[43:36] as the hours that they're ample.

[43:38] We don't, a hundred is a lot. Is a lot. Right.

[43:43] So just to clarify, the middle level

[43:45] with Depar coun consult consulting was

[43:48] for two years we completed that.

[43:50] In that process an addendum was added to that contract

[43:53] to include me to have additional hours

[43:56] with a separate consultant who also works for depar.

[43:59] This is a contract to replace the addendum

[44:03] but not the original contract, which was for middle level.

[44:07] That clarifies.

[44:09] - Yeah, I just wanted to make sure that I,

[44:11] 'cause you said no and then I you said no

[44:13] and then I was like wait, but I read that it did.

[44:16] So I just heard it. I think I just heard it incorrectly.

[44:20] Thank you.

[44:22] - Yep. Jen, for

[44:23] - Clarity, can I have just a general synopsis of

[44:30] - What - It does?

[44:31] What it does essentially?

[44:34] - Yeah, sure. So I meet with a retired Superintendent

[44:38] and have access to three consultants within this group.

[44:41] One's an assist, retired assistant Superintendent,

[44:43] one's a retired business manager.

[44:45] And primarily my sessions are every three weeks

[44:48] for about an hour on Zoom.

[44:50] Occasionally in person with the coach.

[44:53] Just walking through what particular scenarios, situations

[44:56] that occur in the district

[44:58] and kinda giving me kind of

[45:01] ideas on different ways to approach things.

[45:03] There's a lot of ways to do things wrong

[45:07] and there's very few ways to do them right.

[45:09] So when I propose an idea

[45:10] and a challenge that I'm working through,

[45:13] he's really a sounding board to help me navigate that

[45:16] and guide me in a correct path that

[45:18] will most likely have a positive outcome.

[45:22] - And do you feel that 50 hours is sufficient

[45:26] for what you

[45:27] - Yes.

[45:28] So as Dr.

[45:29] Anderson mentioned, I've used in the past almost a year,

[45:33] I've used about 18 hours on pace

[45:35] for 20 ish hours in the one year.

[45:38] So at its ample, the one provision

[45:40] that was clarified in this contract was

[45:43] to give other administrators within the district some

[45:46] ability to work with a consultant at, on an as needed basis.

[45:50] So there's sometimes where one of the assistant principals,

[45:53] elementary principal, High School principal, middle school,

[45:56] they are just asking for, I need some assistance

[45:58] and they have some expertise where I'm able

[46:00] to link them together and then they're able to bill

[46:03] for those hours that they support even assistant principals

[46:08] to help them grow as well. Okay.

[46:10] - Yeah, thank you. That makes sense.

[46:11] - It, it also provides us the opportunity, as

[46:15] Jonathan says, to offer this type of assistance to any

[46:22] leader that is in need of improvement

[46:24] or in need of mentorship or coaching or that sort of thing.

[46:30] 'cause they offer this for the whole administrative group

[46:33] and rather than just coming back to you with

[46:36] that information for, with another contract,

[46:39] we could use the same contract to fulfill that need.

[46:43] So, and

[46:44] - For example, in addition, Dr.

[46:47] Snee was one of the consultants.

[46:48] She has presented to the board at these meetings in at least

[46:52] twice I believe I recall from the past.

[46:54] And she's done professional development

[46:56] for our administrators,

[46:57] the entire administrative team in the past.

[46:59] So there's some of the examples

[47:01] that are separate from me as well.

[47:03] Whole group and individual.

[47:07] - Alright Deb, - So just to clarify a couple of things.

[47:13] This particular provider has been chosen

[47:18] by you to PR to help with your own professional development.

[47:22] I know the same provision is in the contract

[47:25] for our other assistant superintendents.

[47:28] So if they wanted to avail themselves

[47:29] of a similar opportunity,

[47:31] then they could choose their own provider

[47:34] and we would, you know, have a similar contract.

[47:37] It wouldn't have to be this particular provider.

[47:39] So that could be a different contract. Correct.

[47:43] But one thing I did hear, which I hadn't really understood

[47:46] until this moment was you talking about, you know,

[47:50] if you have a school leader that comes

[47:53] to you in your capacity as assistant Superintendent

[47:56] and says, I need some help,

[47:57] you can direct them towards this resource.

[48:01] And I'm sort of okay with that.

[48:04] I guess I, I would hope that that would maybe is

[48:07] that approved by the Superintendent so that there's

[48:10] some oversight of who's approving that and Right.

[48:14] You work with secondary principals leaders.

[48:17] So if one of the elementary leaders had a similar question

[48:22] and wanted to get some advice

[48:24] or feedback, they could work within this contract as well?

[48:30] - Yes. And any, yes, any school leader.

[48:33] - Okay. And so I just wanna, if that's true,

[48:35] 'cause I feel like that's new and that might be new.

[48:38] I, I wanna make sure that our elementary leaders understand

[48:42] that that opportunity is available

[48:45] and that that is expressed.

[48:51] - The, there was a, may have been pro bono,

[48:56] but that was offered to principles at

[49:01] all levels for PAS.

[49:03] There was a training that occurred

[49:05] and an extension of

[49:06] that training was one-on-one sessions if they so choose

[49:09] and a few people did choose to.

[49:11] Okay. It might've been pro bono at the time.

[49:13] - Okay. So anyway, if that's a, if that's a new thing,

[49:16] I just wanna make sure that our leaders at all levels are

[49:20] aware of this opportunity. Yeah.

[49:25] - Okay. Other questions or comments for Jonathan?

[49:31] So there is a friendly amendment so that it has been revised

[49:35] to 50 hours as opposed to 100.

[49:37] Is that correct? Correct. Okay. Alright.

[49:41] Is there any Public Comment about this action item? No.

[49:45] Alright. In that case,

[49:47] board members in favor please say aye.

[49:49] Aye. Aye. Any opposed? That motion carries.

[49:53] Thank you Mr. Booker or Dr. Booker.

[49:57] Next on the agenda we have our information reports.

[50:00] Mike is gonna join us again to provide us

[50:04] with an update on the Park Forest Middle School project.

[50:07] Welcome back Mr. Fisher

[50:18] - Who is with him.

[50:21] - We're also joined with by Sydney Hickson Ball from ero.

[50:24] Okay. Who actually put together the,

[50:26] the slide presentation for us.

[50:27] So I'm allow her to go through it.

[50:29] I'm gonna drive and we can answer

[50:34] any questions you may have.

[50:45] - All - Right. Good evening.

[50:47] Can everybody hear me all right?

[50:49] - Okay. Just wanna check

[50:51] so you can speak up a little bit. Okay.

[50:55] - So this is our first construction update it's covering

[50:58] since we began on the site a couple months ago.

[51:02] So first up I wanted to show just the existing plan.

[51:07] So we have the majority of the photo is

[51:11] of the new site for the new school.

[51:15] And then we have Valley Vista

[51:17] and the existing school over on the right hand side.

[51:22] Next slide. I wasn't sure how many had seen this.

[51:25] This is what you put together for the bidding.

[51:28] It's called our site logistics plan.

[51:30] This is all the construction measures that will be in place

[51:33] for the construction project to ensure the safety

[51:37] of the workers as well as the safety of the public

[51:40] around the project site.

[51:43] So starting off we did some Demo

[51:45] of the existing facilities.

[51:48] So mostly the fencing at the soccer field,

[51:51] the tennis courts,

[51:52] and then as well as at the existing field

[51:57] by the existing school at the existing school field.

[52:02] If you guys have been over there.

[52:04] We started out working with some silt sock to make sure

[52:07] that any of the storm water was taken care

[52:11] of while we dug up for the new construction entrance.

[52:15] This helps make sure any

[52:18] mud isn't tracked into the roadways.

[52:22] Okay. From there we began stripping the top soil off for

[52:27] what will be the major storm basin

[52:31] that will end up collecting most of the storm water

[52:35] for the project and a new school as we move forward.

[52:40] If you drive by there, you'll see we made a lot

[52:42] of more progress since this photo was taken.

[52:45] So we're really moving at a good pace over there.

[52:50] And lastly, just showing that the tree clearing

[52:52] that was involved with the basin area

[52:59] across the street.

[53:00] Little lion drive, we've started by

[53:03] doing some tree clearing along that roadway that'll allow

[53:06] for the new grading, the new roadway there as well

[53:10] as the sidewalk.

[53:12] So that gives us space for, for those new improvements

[53:17] We put in a different type of construction entrance,

[53:22] which is the yellow plates.

[53:25] Those are not so fun to drive over,

[53:27] but they do keep the mud off the road

[53:29] and that's what's important here.

[53:31] So in addition to that, we've put up the perimeter fencing

[53:36] for the project up on Amble Wood way.

[53:40] With this evolved most of our tree clearing operations

[53:45] to cut in what will be that new roadway and

[53:47] and intersection there.

[53:49] So these are just some of the photos for that progress,

[53:53] which has continued very well since then.

[53:58] And as of today,

[54:00] we're actually at 35 days without a recordable incident.

[54:05] So we plan on keeping that moving upwards.

[54:09] Some upcoming work.

[54:10] So again, we've been working on completing the rest

[54:12] of the cheer tree clearing

[54:14] and getting any of that debris removed from the site.

[54:18] Putting up the rest of the perimeter construction fencing.

[54:21] And we'll be putting up the signage as well for that.

[54:26] As I mentioned, we've been working, which is SCM four,

[54:29] which is the stormwater basin over at the existing school.

[54:32] So we'll continue working on getting that established

[54:37] as well as the stormwater management

[54:41] along Little Lion Drive.

[54:42] So you'll see some signage going up for that as we look

[54:46] to get in the stormwater piping there.

[54:48] So any questions?

[54:52] - Can you go back to slide nine?

[54:58] Yeah. Right here. So my, my question is,

[55:01] this is like the best sledding hill in my area.

[55:04] Are we gonna lose that? I just,

[55:08] - If it's inside the fencing, then yes. Ah

[55:11] - Man.

[55:12] Okay. All right Rob,

[55:16] asking important questions.

[55:18] Any other questions? One

[55:20] - Other thing to note, we as we work towards getting Amble

[55:23] wood way established as the construction entrance,

[55:27] pat Patton Township Planning Commission asked us to try

[55:29] to do that in mounting to 120 working days.

[55:34] They did ask for an update and it's on my calendar.

[55:37] Provide that here in the next week

[55:40] or so to them so that they have that update of where we are

[55:43] and we are on track to meet that deadline.

[55:45] - Yep. - Okay. That's impressive

[55:48] - Of all the rain.

[55:50] Oh yeah, we've had a lot of rain so that's great.

[55:52] - There's a lot of water in that basin already. Yes, yes.

[55:57] Good. Okay. Alright, thanks very much for joining us.

[56:01] - Thank you. - Next I'd like

[56:05] to invite Joe Lye

[56:08] to provide an update on the 20 26 20 27 preliminary

[56:11] financial schedule.

[56:16] Welcome Joe.

[56:25] - I promised Lynn

[56:26] that I keep this fif this one page memo under 15 minutes.

[56:29] So hopefully we can hit that.

[56:31] So this is over the next three to four months what all

[56:35] of our reporting deadlines are

[56:37] and what we're going to do to try to get everything approved

[56:39] before the end of the year are a FR submission

[56:43] and our Emma, which is our bond issuances

[56:46] and our, all of our continuing disclosures we need to do

[56:48] to be in compliance with that.

[56:50] I think the biggest changes you will see occur in October

[56:54] where it is moved up a little bit.

[56:55] Those are going to be a lot of work

[56:58] for the accounting department to hit.

[57:00] We're playing a little bit of catch up after the last month,

[57:03] but I think we're gonna be doing okay after that.

[57:06] It, the board schedule is pretty much one day earlier than

[57:10] what it was last year.

[57:11] So we get back on schedule.

[57:12] So we're gonna really be cranking over the next 30 days

[57:15] or so and then we should be in pretty good shape with that.

[57:19] I will ask any questions and hopefully I kept it on time.

[57:25] - You have 13 minutes left right? Yeah. Okay.

[57:28] Have a song or a date. That's right. Yeah.

[57:30] You don't want that. Alright, thank you Joe. Thank you.

[57:35] Very helpful. All right, Dr.

[57:39] Dimo now is gonna provide our final report of the evening.

[57:42] She's gonna tell us about several policy revisions Ann?

[57:45] - Yes. So we have seven policies

[57:48] and majority of them are just in relation to

[57:52] A-P-S-B-A recommendations.

[57:56] So first 1 26 class size.

[58:00] That was adopted first in 2001.

[58:03] It was revised in 2012.

[58:05] So we were due for an update probably anyway,

[58:09] but we adopted some PSBA language

[58:12] and we did fix some wording to reflect our process.

[58:16] 'cause sometimes we'll look at policy

[58:17] and we'll be like, wait, is this actually what we're doing?

[58:20] And so we'll tweak it if it's not.

[58:22] But do you all have any questions on class

[58:27] size 1 26?

[58:29] Yes.

[58:32] - Sorry, one thing I didn't have time to check today

[58:36] and the policy thing was down over the weekend

[58:38] when I did think of it.

[58:41] In our new policy environment,

[58:44] are the administrative regulations attached to the policies?

[58:48] Like they were in the old environment?

[58:50] - They should be in general. Okay.

[58:52] And I met with Jeanie today

[58:54] and you know sometimes there are a few policies

[58:58] that actually don't have ars.

[58:59] Right. So, but I will double check.

[59:02] - But when they exist they should be there.

[59:04] Like they were in the old. Right. Great. And

[59:06] - I'll confirm with Jeanie tomorrow

[59:07] and then just report back to you all. Okay,

[59:10] - Thanks.

[59:11] And then on this particular one, just to be clear, yes.

[59:14] Were there any recommendation, any recommended changes

[59:17] to the administrative regulations for the class size policy?

[59:23] - I'm, - Because most of the meat

[59:25] of it is in the administrative regulations.

[59:28] - Correct. And what, what our meetings kind

[59:32] of do, well, we'll ask kind of, it's very much like us

[59:37] learning the, the board members learning

[59:39] or asking questions.

[59:40] And so oftentimes we'll say, oh

[59:42] so is this gonna be in administrative regulations?

[59:46] And right now, like I have all the comments between

[59:50] the board and then administrators responding

[59:52] and I'm getting the circling on my computer.

[59:55] So hopefully that will arrive soon.

[59:58] But I

[1:00:01] believe, I don't recall any changes.

[1:00:04] I don't recall any of the ones. What

[1:00:08] - Was the question?

[1:00:09] Are there any recommended changes

[1:00:11] to the administrative regulations about the class sizes?

[1:00:15] - Our questions were more about like how does

[1:00:18] that happen and those kinds of things.

[1:00:20] - No, not at this - Time. Yeah.

[1:00:22] - Thanks. Yeah, - So we're moving forward then.

[1:00:27] Okay. So then policy 2 0 6

[1:00:31] is a assignment with in the district

[1:00:36] and that ended up being really much more about twins

[1:00:40] and nons sibling twins.

[1:00:42] And so we adopted the PSBA

[1:00:46] recommended language.

[1:00:48] And just so you know, that was first adopted in 2009

[1:00:51] and then, you know, 2026.

[1:00:54] So any questions

[1:00:58] about that?

[1:01:01] - I just like the phrase higher order multiples.

[1:01:03] - Yeah. Yeah. We learned a lot. Yeah.

[1:01:07] - Deb, go ahead. - I do have a question. I'm sorry.

[1:01:11] I know this is not often or likely yes,

[1:01:14] but non twin siblings in the same grade

[1:01:18] that could be fostered, it could be adopted, you know,

[1:01:21] it's not impossible.

[1:01:22] Would they be given the same ability

[1:01:28] to make preferences known as the parents of twins?

[1:01:33] - And Jonathan might be able to back me up.

[1:01:37] We talked about it in terms of their specific, like the

[1:01:42] law specifies for

[1:01:46] twins in particular.

[1:01:49] And so that that is the distinction.

[1:01:54] 'cause I asked a question about parental notification

[1:01:58] of the nont twins

[1:01:59] and that's how we learned

[1:02:00] that twins are a unique population

[1:02:07] - Based in school code. In school code. Yes.

[1:02:09] - They're treated uniquely.

[1:02:10] - Yes. Okay. Does that, so if,

[1:02:13] well it doesn't preclude us from giving the same

[1:02:17] consideration I guess.

[1:02:18] And so that's just something

[1:02:20] like the way I'm reading this, right?

[1:02:23] If I am a parent of twins, I can say yes,

[1:02:26] I would really like them to be in the same class

[1:02:28] or no, I really don't want them to be in the same class

[1:02:30] because almost by definition,

[1:02:33] because of their age, they're in the same grade.

[1:02:36] But it is possible if one were accelerated and one were not,

[1:02:39] or one were held back

[1:02:40] and one were not, that they might not be in the same grade

[1:02:43] and then that goes away.

[1:02:45] But if you have students who are siblings but not twins

[1:02:49] and they end up in the same grade,

[1:02:52] to me not having been part of your conversation in policy,

[1:02:56] it would feel like you might give the same

[1:02:58] consideration to those parents.

[1:03:00] Because whether or not they are twins

[1:03:03] or just siblings being in the same class

[1:03:06] or not being in the same class

[1:03:08] feels like a similar consideration.

[1:03:10] Yeah. So that's why I'm bringing it up. Well it

[1:03:12] - Is.

[1:03:13] 'cause I did ask a question about

[1:03:15] that particular stipulation

[1:03:16] and she said school code provides no statutory obligation

[1:03:21] for non twin siblings.

[1:03:23] So it's based on that. Does that not answer your question?

[1:03:28] - So I hear that school code does not require it.

[1:03:31] I guess I'm asking would we like

[1:03:33] to offer it even if school code does not require it?

[1:03:39] And the answer is maybe not,

[1:03:41] - Maybe not.

[1:03:42] It gets very messy. Okay.

[1:03:47] Because you might not be able to offer it

[1:03:49] or might not be able to do it.

[1:03:53] It, it could be a consideration

[1:03:55] that in each individual administrator could take into

[1:03:58] consideration, but it might be difficult

[1:04:01] to do it for all siblings.

[1:04:02] Right. You know, given that there might be multiple siblings

[1:04:07] and you know, if they fail or not fail

[1:04:10] or whatever the circumstances are.

[1:04:14] - Yes. And sometimes adopted children can be in about the

[1:04:18] same age and, and you might,

[1:04:22] that might make it even more complicated.

[1:04:24] - Right. So I guess, yeah. Jen did you want

[1:04:28] - To, maybe Danielle

[1:04:29] or Jonathan would be able to speak on this?

[1:04:31] I don't know, but I would assume that we would

[1:04:37] take it on a case by case basis regardless of whether

[1:04:43] it's outward, you know, whether it's stated specifically

[1:04:49] and handle it.

[1:04:51] Like, because this isn't,

[1:04:53] I mean this is something very hypothetical

[1:04:55] that could definitely happen,

[1:04:56] but it's, I'm not like all the time you've got

[1:05:01] siblings, you know what I mean?

[1:05:02] It, so I feel like it will come up

[1:05:04] and I feel like we would handle it

[1:05:06] and we wouldn't want to exclude people in those different

[1:05:09] situations just because they're not twins.

[1:05:12] So I just wanna make sure that we're not saying we would ex,

[1:05:15] you know, not let them decide.

[1:05:17] - Yeah, and and I'll just give my experience.

[1:05:20] So my wife's a twin, I have twins.

[1:05:24] I think some members on the board have twins as well.

[1:05:26] So I think it's more of, yes, we would absolutely work

[1:05:29] with families and if we can make it work and,

[1:05:31] and there's the logistics.

[1:05:33] Sure it makes sense.

[1:05:35] But there are, CJ said there are some times

[1:05:37] where it may be very tricky.

[1:05:40] I think what really just comes down to is legally parents

[1:05:43] of twins have the right to select that they're together

[1:05:46] or they're separate due to attachment or various reasons.

[1:05:50] So that's, I think where it comes down to they legally have

[1:05:52] that right to be together

[1:05:54] and we would, I think we always try to work with families

[1:05:57] as much as we are able to where it makes sense.

[1:06:00] - Thank you. Yeah, I would, as the parent

[1:06:04] of twins on the board, I I would back that up

[1:06:07] and I, I know there are, just in my own personal experience,

[1:06:10] there were some challenges for the school environment at one

[1:06:14] point to accommodate a request.

[1:06:16] And, and I was okay

[1:06:19] with my request not being accommodated when explanations

[1:06:22] were given as to why it would be challenging.

[1:06:24] So I mean, I appreciate that the law

[1:06:26] provided me the right to make that request and have that,

[1:06:30] but I do know, yeah, there can be a variety

[1:06:33] of issues at play such as like, you know, trying

[1:06:36] to balance classrooms in terms of number of Gifted kids,

[1:06:39] number of kids with IEPs, number of kids with variety

[1:06:42] of other challenges.

[1:06:43] And in our, some of our smaller buildings

[1:06:45] where we may only have two classes of a certain grade level,

[1:06:47] that can get challenging in the elementary

[1:06:50] grades in particular.

[1:06:52] So I, I mean, I'm with you Deb.

[1:06:54] I think, I think the point you make is good that, you know,

[1:06:57] we want the community to know we, our expectation

[1:07:00] for our administration is to try to do

[1:07:02] what everybody thinks is best for kids.

[1:07:04] But policy wise, our obligation is to keep things at the,

[1:07:08] I think Scott would argue we should have it at the minimum

[1:07:10] legal level of what we're obligated to do.

[1:07:14] But certainly it's sometimes in policy we, we have language

[1:07:16] where we allude to that.

[1:07:18] We try to do things that benefit kids and stuff like that.

[1:07:22] So, but don't wanna put us in a place where we're

[1:07:25] backing ourselves into a corner.

[1:07:27] So yeah, that's all

[1:07:31] - Helpful conversation.

[1:07:33] Yeah.

[1:07:36] - Are we allowed to explore? I think so. Okay. Great.

[1:07:39] So next we Thank you Jonathan.

[1:07:41] We are in policy two 14 class rank.

[1:07:47] So added new recommended language in the authority section

[1:07:51] that was an adoption of PSBA recommended language.

[1:07:57] And the conversation

[1:08:02] was really about

[1:08:08] where does grade point average and class rank start.

[1:08:12] And there was a clarification

[1:08:14] that it does start in ninth grade.

[1:08:21] So do you guys have any questions? Yeah,

[1:08:24] - I do.

[1:08:25] So my understanding is that

[1:08:30] unless students retrieve their transcript,

[1:08:32] they won't know where they fall.

[1:08:38] - I don't feel, I think that is an administrative question,

[1:08:41] not an and policy question.

[1:08:44] I know as a parent I have an answer,

[1:08:45] but I think that's correct.

[1:08:48] - And so most students would not know what their rank was

[1:08:51] unless they were a group of a handful of students

[1:08:54] entering senior year where they were

[1:08:56] alerted to their status.

[1:08:57] Is that correct? Correct. Okay.

[1:08:59] So like the, that would be the valedictorian, the salutorian

[1:09:03] and then the honor scholars.

[1:09:05] Correct. That's where they would, most students would learn

[1:09:07] that unless they explicitly called up their transcript

[1:09:10] to find out where their rank was on that transcript.

[1:09:13] - Yeah. It's not front facing.

[1:09:15] - It doesn't, it doesn't get reported on the report card

[1:09:17] regularly or something.

[1:09:19] No. Okay. No. Yeah.

[1:09:23] So I'll just ask where it says all students in the

[1:09:25] district shall be ranked together.

[1:09:26] That means that Delta high

[1:09:27] and state higher are pulled together. Okay.

[1:09:30] - Yes. 'cause they're going

[1:09:31] to the same graduation. Gotcha. Okay.

[1:09:32] - Yeah, that was one of the questions there,

[1:09:34] - So thank you for that.

[1:09:35] Can I ask the student representatives, what do you guys,

[1:09:37] what are this discussion of rank at school look like?

[1:09:40] - We were not aware that, from what I know, I wasn't aware

[1:09:44] that we were allowed to call up

[1:09:45] and ask about what our ranks were.

[1:09:48] I know that we have, we give sort of awards

[1:09:52] and you get no, you get notified if you're top 10%.

[1:09:55] But other than that we weren't aware.

[1:09:58] We could make it aware. Like we could let people know about

[1:10:00] that if they're really that curious.

[1:10:02] But those are my notes.

[1:10:06] - Yep. - Sorry, I do have a question.

[1:10:10] The old policy Yes.

[1:10:12] Was explicit that the ranking

[1:10:16] was based on the weighted GPA

[1:10:20] and the new policy is not specific

[1:10:25] and just says it's based on the GPA.

[1:10:29] I'm guessing that that's gonna be in the

[1:10:31] administrative regulations.

[1:10:33] - I post that similar - Question

[1:10:35] and I'm just curious, do we know how we're doing it?

[1:10:38] Are we making a change? Is it,

[1:10:42] - I will double check, but based on the comments here,

[1:10:45] I believe it is in the AR

[1:10:50] because I said how does the weighted unweighted GPA

[1:10:53] figure into class rank?

[1:10:55] Amy weighed in assuming it was gonna be in the ar.

[1:11:01] But I will clarify that with Jeanne.

[1:11:04] - It is, it is in the ar. Great.

[1:11:06] Our procedures for class rank. Great.

[1:11:08] - So just for clarity,

[1:11:11] is it based on the weighted or unweighted?

[1:11:14] - I'm more sure it's the weighted.

[1:11:15] - Okay. So it'll remain as it's always been.

[1:11:17] It's just in the AR instead of, okay.

[1:11:20] I wasn't sure if there was a change happening. No, no.

[1:11:23] Given that it was taken out.

[1:11:24] - It was just in the ar. - Thanks. Yep.

[1:11:30] - Aaron, am I okay to move ahead? Yeah.

[1:11:32] - And Oh, - Oh yeah,

[1:11:33] - I'm sorry.

[1:11:34] Would the consideration

[1:11:35] of an unweighted GPA allow not allow more competitiveness

[1:11:42] - Unweighted gpa - Since weighted G unweighted?

[1:11:46] GPA takes into adv advance into consideration our

[1:11:50] honors advanced AP classes,

[1:11:54] - It's the other way around.

[1:11:55] Oh, I'm so sorry. That's okay.

[1:11:57] - But it is based on weighted, right? Yes, yes, yes.

[1:11:59] That's what we were just talking about. I'm so sorry.

[1:12:01] - No, you're good. I was with you.

[1:12:04] I was like, wait, what? What are we doing? So,

[1:12:05] - Yeah, it's confusing 'cause there's some colleges too that

[1:12:08] only look at unweighted.

[1:12:09] They won't look at weighted. There's all different

[1:12:11] organizations approach it differently. So it's

[1:12:13] - Totally reasonable.

[1:12:14] Our unweighted GPA's not written on our transcripts.

[1:12:19] Is there a reason for that?

[1:12:21] Would would I have to bring that up with the High School

[1:12:23] count admin?

[1:12:25] Yeah, admin. You would talk

[1:12:26] - To the counselor or, - Alright.

[1:12:30] - Okay. I think, - Yeah.

[1:12:32] You mean in order to be able to find it,

[1:12:33] to put it on college applications?

[1:12:34] Right? Yeah.

[1:12:36] I, I feel like when my kids went through it, they had

[1:12:39] to call the counseling office and be like, Hey, can you,

[1:12:42] - It is possibly, I mean I, but I'm not

[1:12:44] - Sure. Certainly

[1:12:45] - The Superintendent could look, could do it too.

[1:12:47] But I think at one point some of it may have been related

[1:12:50] to our student information system

[1:12:51] and I don't know, as we've evolved PowerSchool more

[1:12:54] recently, if there's a way to access both of those.

[1:12:56] 'cause my kids just started college

[1:12:58] and just did that process last year.

[1:12:59] So it was still an issue where they had to

[1:13:01] request the unweighted

[1:13:05] - Yeah.

[1:13:06] - Numbers for their - Applications.

[1:13:06] I'll bring it up at school.

[1:13:08] - Yeah, it might be both a tech, it could be a tech

[1:13:10] and counseling question.

[1:13:12] I don't know.

[1:13:15] - Okay. Sorry. No, no. Thank you for that. So sorry.

[1:13:18] No, you're good. Please. We appreciate you.

[1:13:21] Okay, so now to policy eight 17 graduation,

[1:13:27] there were significant revisions.

[1:13:28] It was first adopted in 2003, revised in 2016.

[1:13:33] We adopted the PSBA language.

[1:13:36] Some of the specific requirements about graduation were

[1:13:41] taken out the policy and,

[1:13:43] but they are available on the webpage.

[1:13:46] And I double check today that those are there

[1:13:50] original language around attendance has been

[1:13:54] for students with disabilities has been shifted

[1:13:58] to PSBA recommended language,

[1:14:03] again, language regarding vet veterans reflects now

[1:14:06] PSBA language.

[1:14:09] So, do you have a question?

[1:14:11] - I did have a question about the veterans language.

[1:14:13] I'm not sure there are many world wari veterans living

[1:14:18] Yes. Who? Yeah,

[1:14:19] - We, we, we just, we discussed that.

[1:14:24] - Is it like a posthumous degree? I don't, yes. Okay.

[1:14:28] - Most of 'em probably don't have school age children.

[1:14:31] - Probably. - It's probably the code language

[1:14:33] to the tree probably we can't remove

[1:14:34] until the legislature removed

[1:14:35] - It. Sure. Yeah.

[1:14:36] - Oh, I'm glad you said that. Yes. Yeah.

[1:14:40] - And, - And they're maybe busy

[1:14:41] with some other things that's possible.

[1:14:42] That's not really high on their list.

[1:14:44] - I mean, both of my parents were too young to be in,

[1:14:47] in World War ii. So

[1:14:50] - My dad was in World War ii.

[1:14:51] Yeah,

[1:14:54] - I, I think taking the specific graduation requirements out

[1:14:58] of the policy makes a lot of sense.

[1:15:00] I just wanna make sure that wherever we're pointing people

[1:15:02] to is fully up to date.

[1:15:04] And the website that I found,

[1:15:10] and I, I, I guess I didn't, I only searched

[1:15:12] for it by keyword.

[1:15:13] I didn't, you know, go down through the, the menus says

[1:15:15] for classes of 2020 and beyond it.

[1:15:19] So it doesn't include the personal finance,

[1:15:22] which is I think a new requirement.

[1:15:25] And it, so I'm wondering

[1:15:27] where do we put the state requirements versus

[1:15:30] the SCS D requirements?

[1:15:31] Because per policy, the board Yeah.

[1:15:34] - Yeah. - Gets to determine our SCS D requirements.

[1:15:39] So that's the board, not an administrative regulation

[1:15:42] because we don't write the administrative regulations,

[1:15:44] but the state also has their own requirements.

[1:15:47] So

[1:15:48] - That's a good question because I look today

[1:15:50] because prior to the previous policy meeting, one

[1:15:54] of the requirements is keytones, right?

[1:15:57] And so our little linked KEYTONES wasn't working.

[1:16:00] And so I made sure today that was,

[1:16:02] but I did not check personal finance. So

[1:16:05] - Yeah.

[1:16:06] And so again, the, the page that I found,

[1:16:09] it just says graduation requirements slash registration.

[1:16:13] It doesn't even list KEYTONES as a requirement.

[1:16:16] So I don't know if that's an old page.

[1:16:18] And again, if I had gone down through the menus,

[1:16:21] I would've found a more UpToDate page.

[1:16:23] But I just think it's something,

[1:16:25] let's put a pin in that to make sure it gets,

[1:16:27] - The graduation requirements are in the student handbook,

[1:16:30] - Right?

[1:16:31] - So it should have a list of

[1:16:33] what the graduation requirements in that handbook. Okay.

[1:16:36] - So, but I was able to find a page

[1:16:38] that doesn't point me to the handbook.

[1:16:41] So that'll send that link to Nabil.

[1:16:44] - So Nabil and Nabil will you got it.

[1:16:46] - Fix it. Okay. Thanks.

[1:16:49] - Thank you. And then our next three,

[1:16:55] I wanna thank Joe first help with they,

[1:16:58] we reached way back in the archive for these.

[1:17:01] So eight 11 bonding is first adopted in 1995,

[1:17:05] last revised in 1999.

[1:17:08] So these guidelines were modified to include a list

[1:17:12] of employees that must be bonded.

[1:17:19] PSBA doesn't include that,

[1:17:21] but our team is so careful we wanted to include it.

[1:17:24] So that was a good change.

[1:17:28] Any questions about eight 11 Bonding. Okay, eight 12.

[1:17:33] Again thanks to Joe adopted in 1999.

[1:17:37] We added factors considered in the placement

[1:17:40] of assurance in the authority section

[1:17:44] and add added clarifying information about

[1:17:48] the insurance advisor questions.

[1:17:54] And then eight 13 insurance, other insurance revisions.

[1:17:59] We added that language again about the appoint appointment

[1:18:02] of an insurance advisor.

[1:18:05] So that takes us through.

[1:18:07] - All right, thank you. Thank you Ann.

[1:18:12] So we now move on to board reports.

[1:18:13] We have an opportunity for the board members

[1:18:15] to share updates on their committee initiatives.

[1:18:18] CIU report. Jennifer,

[1:18:21] - We - Are meeting next week.

[1:18:23] - Okay. Uhdi Ed Foundation. Deb?

[1:18:28] - Yes. Gimme a second to look at my notes.

[1:18:37] In our September meeting, we approved we,

[1:18:42] that is the SCSI Ed Foundation approved some

[1:18:47] use of E I T C funds, which I'd love

[1:18:51] to tell you what that stands for.

[1:18:53] And I can never remember,

[1:18:54] but it has to do with a tax incentive for local businesses

[1:18:58] and they can make a donation

[1:19:00] and we And the schools can use it for stem.

[1:19:03] Well, I think it has to be. Is it all stem?

[1:19:06] Yeah, I think it's all STEM related.

[1:19:08] Well our things are all STEM related. Yeah.

[1:19:11] So there are other programs for other systems,

[1:19:13] but the ones that apply to public schools are, yes.

[1:19:15] Yeah. So anyway, we're getting some laser engravers

[1:19:18] for our elementary STEM classrooms.

[1:19:21] We approved a mental health request for some funds

[1:19:26] for professional development, the lunch and learn things

[1:19:28] and some universal behavioral screening.

[1:19:31] We got an update. There was some proposed signage

[1:19:35] for the wrestling room renovations that we had approved.

[1:19:39] And so that should come to the board.

[1:19:40] I asked that specifically whether that will come here

[1:19:42] and it will talked about the budget.

[1:19:51] They were under budget last year.

[1:19:54] So there, the current anticipated budget is going a little

[1:19:58] bit over the SCSI contribution.

[1:20:01] But again, they can make that up from last year.

[1:20:05] The ED foundation will be hiring a new person to do their

[1:20:09] like media and communications

[1:20:11] because the previous person left the position.

[1:20:14] So we're in the process of working on that.

[1:20:18] And the fall grants is open. Is that right? Is it open yet?

[1:20:23] Cj, do you know?

[1:20:25] - I don't think so. Is it?

[1:20:27] - Yeah. Great. Got an email. Thank you.

[1:20:28] Sorry, I should have known the date.

[1:20:29] So for our local teachers,

[1:20:31] and I think students can also apply,

[1:20:33] there are the mini grants that you can request

[1:20:35] through the foundation and that should be open.

[1:20:38] So if you don't know what I'm talking about,

[1:20:40] ask me afterwards or you know, get in touch

[1:20:43] with your assistant Superintendent

[1:20:44] who can point you in the right direction

[1:20:46] to apply for those grants.

[1:20:49] And I think that's it. I I

[1:20:51] - Found it.

[1:20:52] E I T C, ei.

[1:20:53] E I T C stands for Educational Improvement Tax Credit.

[1:20:57] - Thank you program. Supposed to,

[1:20:59] I have a different acronym in my mind

[1:21:00] that I can't get rid of. So

[1:21:02] - Where the students on the transcript is the unweighted

[1:21:06] and weighted GPA.

[1:21:08] - Thank you so much. They're both on there.

[1:21:10] Would that be on PowerSchool then?

[1:21:14] - Keep asking. Keep asking.

[1:21:18] - That's a good improvement.

[1:21:19] That's a big improvement though.

[1:21:20] A good one. That will help kids a lot with their

[1:21:22] - Applications. I'll find out

[1:21:23] - For you.

[1:21:24] Oh, right. CTC. Is that all from for you Deb?

[1:21:28] Yes. Okay. CTC we're,

[1:21:31] we have our first online meeting on Wednesday

[1:21:35] and our in person all

[1:21:39] L-A-C-O-A-C meeting is,

[1:21:40] I think now scheduled for November 4th.

[1:21:43] So hopefully Jen can come with me

[1:21:49] for CACs athletics.

[1:21:51] Deb or Rebecca?

[1:21:53] - Nothing scheduled. - Okay. Facilities. Amy and Rob,

[1:21:58] - We haven't met.

[1:21:59] - Alright. Finance. Rebecca or Jackie who's online.

[1:22:04] We haven't met. Haven't met. All right.

[1:22:05] School health and safety.

[1:22:08] - We have one scheduled.

[1:22:10] It's coming up, but it's like a October. Thank you.

[1:22:14] - Okay. And technology is quarterly, so Jesse

[1:22:18] and I haven't have no updates there.

[1:22:22] So that concludes our agenda for this evening.

[1:22:24] Looking ahead to future meetings,

[1:22:25] we have on October 5th, 2026, the committee

[1:22:28] of the whole regular board meeting here at 7:00 PM in the

[1:22:31] Panorama Village boardroom on October 20th, 2026

[1:22:35] is the policy development committee meeting at 10:30 AM here

[1:22:38] in the Panorama Village boardroom.

[1:22:40] And then on October 21st, 2026,

[1:22:44] we have a regular board meeting that is a Wednesday

[1:22:46] at 7:00 PM here in the Panorama Village boardroom.

[1:22:50] I would now like to Adjourn this meeting at

[1:22:51] the State College Area School dis? Yep. We

[1:22:53] - Have policy tomorrow.

[1:22:55] - Oh, you have policy tomorrow too? So that will be

[1:22:58] - At 10:30 AM - September, is it 15th?

[1:23:00] 15th, yes. Okay. So September 15th, 2026.

[1:23:04] Policy development committee will be at 10 30 here in the

[1:23:07] Panorama Village Boardroom.

[1:23:08] Thank you. Alright, in that case, I would now like

[1:23:11] to Adjourn this meeting in the State College area School

[1:23:14] District Board of Directors.

[1:23:15] Have a good evening everyone.

[1:23:54] - You are watching CNET Center County's Government

[1:23:56] and Educational Access Network.

9/14/26 State College Area Board of School Directors

Agenda

Transcript