WEBVTT

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Starting off for our information. And proposals this evening is student of the month of recognition umishment.

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If you would join us.

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Good evening board members, administration students and members of the Dairy Township Committee.

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It is an honor and a privilege to stand before this group as a principal of Hershey High School, and present our November students of the month on behalf of the students and staff I would like to thank the school board for taking time to recognize some of these incredibly talented young

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adults, and also I would like to offer a very special thank you to the Hershey Rotary Club, who continues to put on an in-person opportunity for our students to be recognized it's amazing to hear about their wonderful accomplishments and their commitment to our

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Hershey community. So now it is my honor to introduce Ms. Alexandra Wilson

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So I'm the global water crisis. But Hi! Hello!

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Good afternoon. My name is Alexandra Wilson, and I am thrilled to be selected as one of Hershey High schools, November students of the month.

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I want to start by thanking the Hershey High Administration specifically Ms.

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Schmidt, as well as the rest of the Hhs staff, are selecting me for this honor.

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I also want to thank the Hershey Rotary Club for organizing such a special event, and finally, I want to thank both of my amazing parents Dorothy Bratasi and Jason Wilson for their continued support a huge congratulations, to my fellow Hershey high suit of

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The month attacked to Hassan, as well as the Middletown and Melan Hershey students, who have also received this award to start I'm the vice president of Hershey High School's Key Club.

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We are a club that strives to get back to the community by providing service opportunities for our members.

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We also host an annual walk frequently water in April, which strives and the global water crisis by raising upwards of $20,000 each year to build water, wells in the East Latin Kingdom in Africa I'm super excited to be a part of the planning process as one of

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This year's club officers. I am also a 4 year 3 sport versus runner for the Cross country team as well as with the indoor and outdoor track and field teams.

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I am also a captain for the Cross country team. We recently played seventh at the Pia State Cross country championships.

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This past weekend this year I spend a part of each school day at capital Area Head Start, which is a pre-k program within keys and human services that works to serve children ages 3 to 5 whose families are need of support I specifically spend my time developing relationships with the with the children and the

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Staff in each of the classrooms, ensuring that every child has a chance to succeed.

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Once they start their education. I am a member of the National Honor Society, and I also love to travel and volunteer this past summer I spent some time volunteering at a childcare center in the village of Santiago Zamora and Guatemala I lived with a host family to

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Immerse myself and their culture, as well as fulfilling my particular interest in studying Spanish ap psychology.

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Has been my favorite course this year, and has driven my passion for the subject of brain science.

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I plan to run cross country and track and feel it at a four-year university to study psychology on the Pre.

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Doctor track. Thank you again to the Hershey Rotary Club for this wonderful event. I feel so honored to be here today. Thank you.

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Okay. Cool.

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Now it is my pleasure and honor to introduce Mr. Attorney to Hasen

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Hi! Everyone my name is Tika Hawson, and I'm honored to be a zoom a month for the month of November first and foremost.

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I like to thank the Hershey Rotary Club for the recognition I'd like to thank Prince Schmidt and the Hershey High School Administration for the nomination.

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I like to thank the various faculty members I heard she hosts for all the support that they have shown me throughout the years and I was taking my parents for all the support and love that they show me in addition I would like to congratulate mine fellow Hershey High school

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November during the month and the during the months from Middletown High School and the millionaire system.

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I'm involved at school and various ways. I'm currently the senior class Vice President, the National Honor Society, Vice President, the Care Club Treasure I am also a member of using government.

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For your member of the here. She has School Stream Council any part of French National Society.

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I'm also a link crew leader and a member of the Hershey High School Tech Deck Club, and also 3 year Barcia athlete.

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Do, the High School tracking field team where I can be as agent.

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So in the community. One of my favorite ways to give back and be involved is through the cocoa packs program, do cocoa packs, families, and the community who suffer from food insecurities can come and get donated food items and so volunteering through that has been a

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Really great opportunity for me to give my time and energy to various families around the community.

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That may not be as privileged as I am. So one of my favorite service projects that I've been able to be a part of is the National Honor Society car.

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Wash that we hope so I, along with my fellow national Honor Society officers.

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We held a car wash where a bunch of natural, honest society members.

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They all volunteered to launch cars, in exchange for donations from various various people.

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Throughout the day, so the money that we raise do that car wash it all went to an organization, and he, Harrisburg area called Habitat for humanity.

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There they build houses and buy furniture for underprivileged families, and the Harrisburg area is a really great way for the community to get together.

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And we left cars absolutely spotless in the end we ended up raising over $700 in donations which is incredible.

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So after high school, I plan on attending 4 years university, after after which I do plan on going to graduate school, after which I would like to enter international a business.

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So again. I like to thank the Hershey Rotary Club for this recognition.

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And yeah. Thank you all

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Thank you thank you, and congratulations to both of you.

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For our next presentation. I would like to welcome Dr.

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Schumann for in data presentation

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Good evening. Everyone wanted to take a few moments during tonight's meeting, just to sort of highlight some of our achievement data that has recently recently come in kind of in the same process that we do every year to kind of keep the board abreast of of where things are at with student data

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unfortunately, tonight's presentation won't be as involved as some other years, because we don't have all of the data that we would typically share with you at this point in the year.

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Yet because the State hasn't released the future.

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Ready Index Numbers and the growth data. When I did.

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This presentation hadn't been released since I did. This presentation.

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It's just recently come out. Then been shut down due to some errors with the system.

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And now has been recently re-released. But I haven't had a chance to dig into that and see.

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You know exactly what that means in a format that I'm ready to share that.

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But we will be updating you with that at an upcoming meeting.

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So, for today's purposes we're gonna talk just about the achievement pieces.

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Specifically the Pssa assessment that's given in grades.

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3, 3, 3 through 8 in Ela and mathematics and in grade 4 and 8, and science, and we'll also take a look at are the results from last Year's keystone exams in the areas of biology literature and Algebra So

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Oh, it's okay.

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Minor tech, minor technical difficulties.

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I could keep going, but I think we'll wait just so you can see the numbers that I'm gonna be talking about

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I taught technology. I know how it goes

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Alright, thank you.

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And we could just move on to the next point. So so what we will start with what you see on the screen are our Pssa results.

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Back from 2016 to to last year's results, and you'll notice that I left the data out for 2,020 that's because there wasn't any because the state shut down and the spring of 2,020 and we did not administer assessments and in 2,000 and

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21, our attendance rate rates weren't anywhere near what they normally are in terms of kids taking the assessment kids could still opt not to take it.

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So so that data isn't really representative, either.

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But but what you can see there is you look at you know where we were trending prior to the pandemic, and then you can see where our numbers came in in the areas of Math Ela and science on the pssa post pandemic and you can see that in

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Ela and Science. We were really pretty much at the same level as we were pre pandemic and when you look at math, you do see a slight dip in the average for the district with math.

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We were a little higher in some grades and other grades.

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We were a little lower than we've typically been but when you think about the nature of mathematics, instruction, and how linear mathematics, is and consider the amount of interruptions that we had to the instructional process over the last 2 years it's not surprising to see a slight dip

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In math, and that that is the case all across the State.

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So if we could.

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So the next question you might have is like, Well, how do our numbers compare, you know, to the, to the rest of the State?

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And that's what's on this slide. There's a lot of data here, but you can see our results last year in Math Ela.

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And science on the left of that slide by grade level.

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There's an as up there, and a lot of the in a lot of the sales for science, because it's only administered in grades 4 and 8.

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So that's why you see not applicable. But then on the right side, you see how the State did on average last year, in grades 3 through 8, and it gives you kind of an idea of how we fared relative to how the rest of the state did

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These numbers show just our trends in grades, 3 through 8 and math dating back to to 2,015 and you can see when you look at the results from last year, in some cases we were a little better, and others we were a little off but overall in mathematics

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we weren't really a lot different than we were back in 2019 prior to to the pandemic Simpack

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And the same for Ela Ela. Access held very steady or very consistent to what the numbers were with the 5 years leading up to the pandemic, and then where we came in last year in some grade levels we were actually even a little better

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So then we'll switch gears, and we we talk, or or we take a look at the the keystone graduation requirement exams that we that all kids take in algebra literature and Buyio a Lot of our kids actually complete that graduation requirement while they're in middle school because of

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the accelerated nature of our math program. But you can see there what's this slide is showing with biology kids.

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Take that test whenever they complete the course anywhere from grades.

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9 through 11. Most of them do it in ninth grade, and our numbers last year are percentage-wise of the 267 kids who took the test they're listed there as far as the breaking down and the performance categories.

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And then we had 73% of kids, proficient or advanced on the bio Queuestone compared to the state average of 41.

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When you look at algebra, same kind of thing, except you'll notice that we have the grades span for the algebra.

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Keystone listed from 6 to eleventh grade.

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Because, believe, or not, we actually do have some kids in sixth grade who take algebra.

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So they kids start taking that assessment in middle school.

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Most of them take algebra, and middle school, and then we have a handful that complete that, and take it in ninth grade. And in some cases there's a few in tenth or eleventh grade who are trying to complete that requirement again you can see our percentage of proficient and

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Advanced cause. It's 74% compared to the state average of 30.

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-one, which I think that's that's quite shocking, really.

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For the average statewide on a graduation requirement exam.

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At 31%. It makes you wonder what some places are working through trying to get kids through those new graduation pathway requirements.

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Cause. If if you don't pass all 3 exams, you have to start looking at alternate options, and if we have 31, being the State average, there's a number of districts who are probably well below 31 so so relatively solid numbers, and then if we go to the next

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Slide, and this is just the literature. Exam 266 tenth graders took it last year.

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83% of them were proficient for advanced on that assessment compared to 55% statewide

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And there you can see our keystone numbers. If you're wondering.

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Well, how does that compare to what we've done in previous years?

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We took a little bit of a dip there, but still our kids do really really well, considering what they've been through during their high school experience, and and what that's looked like for many of them.

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You know, going through different instructional models and and all the things you know, trying to learn virtually for some of that.

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Our numbers stay pretty consistent, and I think that really is a credit to our whole.

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Our whole system, our whole community, you know, the work that the students did obviously with the parents at home supporting the kids basically being the teacher onsite at home.

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In a lot of those cases while kids were were learning virtually the work our teachers did to shift instructional models and to do the things that they did over 2 years.

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Our instructional coaches for supporting our teachers, our administrators, for solving all of these instructional model dilemmas, with by never ending change and plans throughout that whole process, and and to the board members in this room who supported all of that work and laid the

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groundwork in the years prior to put the technology resources and elements in place and supported professional learning.

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So we were well equipped to do the work that we did.

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So do our numbers. Are they right where they've been?

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Have a reason to celebrate a little bit

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So I was planning to talk about the PA future ready index, and I will when that information gets released.

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But that is what you might remember previously, as the school performance, profile.

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It's basically how schools are compared across the State to one another.

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It includes things like attendance, rates, graduation rates, the testing data and a number of other things. But we will.

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We'll dig into that once I have the numbers to share

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So what are we doing well, we've been busy working.

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Making sure, that our curriculum is aligned to the anchors in eligible content, making sure our assessments are aligned to those standards also.

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So, if we're doing a good job with that alignment, and we do a good job in the classroom.

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The test tends to take care of itself, implementing open court reading and grades.

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K. To 5 implementation of a new mathematics program.

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Carnegie learning. Excuse me at the middle school pilot of a new mathematics program.

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I. With 2 teachers per grade level in the elementary Eureka, 2 man really digging into what essential learning elements are for all of our kids.

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Across the grade levels and content areas and we are expanding our intervention elements at the elementary school in the middle school, the middle school, just the displayed change and implemented the new intervention program starting this year so professional learning we did a a workshop on text dependent analysis

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with our Ela teachers this summer. That is the most challenging writing portion of the Ela assessment.

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We had, or we have been doing onsite, virtual math coaching with Carnegie learning as part of the professional learning we committed to that new math program at the middle school we have continued our focus on instructional coaching and plc development.

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And implementation we brought back the faculty, Conference this year, which was a very positive experience for everyone involved.

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I think to get back to our focus on learning, and then the last piece.

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Is it really comes down to the 4 things we focus on.

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The first is, What do we want? Kids to know and be able to do?

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How do we know if they learned it? What do we do when they don't?

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And what do we do if they already know it? It really is that simple, now, that's not simple to implement, but those are the 4 things that drive us it.

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It's a lot more complicated in that. But then that.

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But when you really sit down and think about it, these are the 4 questions we always come back to.

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So, and with that that's a brief. Snapshot of our achievement data like I said it was just Psa and keystone.

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We will include the future ready index piece and the growth data when it becomes available.

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But we just don't have all of those pieces right now.

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But at first glance the achievement data is really really solid.

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I have a question. Dr. Sherman. Thank you for sharing this.

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I think it is encouraging, and a lot of the areas to see.

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You know, when you're hearing a lot of things on a national level about you know the the decrease in numbers that that we didn't feel quite that impact and held on a lot of places I know there's a difference.

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You know, with the keystones focusing on algebra and pssas for overall math.

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But when you look at the by grade numbers it looks like seventh and eighth, our current 8 and ninth graders this year there was definitely the biggest drop in that, and I'm not sure if you can directly kind of compare it to the the keystone, numbers that are algebra based because

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those students are more likely to be algebra. Students.

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Is there a way that you know with this data it comes out a year later from there, and I know at the interventions.

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Can you speak a little bit to that of like how we're trying to get ahead of it, so that the grades that we're seeing those largest drops in how we can you know really tackle getting them to to where we you know they want to we want to have them?

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Be, since they have the shorter time to graduation.

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Yeah, sure it well, it all starts with just being really clear about what those essential targets are, and our teachers work to make sure they are consistent and understand that.

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And then when you develop the common assessments around that that are given at a regular basis, and you use that data, then to do your interventions and your groupings of students, so it doesn't you're right.

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The Psa assessment or the keystone assessment is just one time.

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It's one shot. But if we're doing what we need to do as we progress through our units and through a course we're looking at those skills as we cover them, and we're remediating in real time with just the kids who need to and that's because of the the clear

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Delineation of what those essential elements are that all kids have to learn, and then the the continuous measurement of that through our common assessments, that teachers do so, and then we build in times for those interventions to occur like at the middle school they've that occurs now twice out of

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A 6 day cycle, which is something that wasn't there before.

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But when that whole structures working the way, it's supposed to kids are getting the intervention right when they're learning the concept in the classroom, and when they master it they move out of there so it's it's not like you're you're in an intervention period forever it's just till

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you, master, the skill that the assessment, saying that you didn't.

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So that's kind of the model that we use one thing that is interesting, and our our previous math coach Davies Gangst used to speak to this a lot like one of the challenging pieces with seventh grade and eighth grade well, middle school Pssa in general because our Math

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Program is so accelerated. Many of our kids are taking the high school graduation requirement while they're in middle school.

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So they're learning algebra concepts when they're being tested on just Pssa Math and so you might have a kid in eighth grade, who is a geometry student who's being tested on a concept they learned 2 years ago, and we decided a long time.

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Ago that our focus, if we had to choose a focus, then we want kids to do well on both tests.

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But if we have to choose a focus we're going to focus on the one that's a graduation requirement which is we still try to make sure that we're building those pieces in but in a lot of cases it's it's backfilling things for kids that they've already learned a while

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ago. So that's another thing. That makes that middle school piece a little challenging, just because you're trying to serve 2 masters.

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So to speak. Thank you.

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Thanks, Aaron, for that. We already heard it in council.

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So it was nice to see it again, and I had already made this comic.

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But I just want to state it again that you know, although the numbers for from math are not as bad as elsewhere, you know anecdotally we do hear.

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The kids are struggling, math, because, as you said, because everything builds upon each other, especially at the middle and high school level, as they're getting into the specifics, you know precal calculus, etc.

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And we're the Commons I had made that I just want to reiterate here is that I would, you know, love for us to work with guidance, to get data on another important test that is in a graduation requirement but sats or act scores to see if the math and and you know verbal

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As well see if the students that really did lose a big piece.

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The current through eleventh graders. If if we're seeing a trend from you know this past, all this sat so that we can, you know, have another indicator to make sure that we're you know really really supporting other tests that are very important to them and not just leading it leaving it up to

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the individual child to have to get, you know. Private tutoring, which look as a whole.

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Is that another another place where we can find a way to fill the gap? Yeah, sure.

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I mean, we definitely have to look at other. These are just 2 pieces of data.

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They just happen to be the ones that that the State uses as one of our measuring sticks.

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But there's a lot of other pieces that that we, as a system should be looking at and Sats, is.

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Actually one of the graduation pathways now, too, so that comes into play through that which is something I've been spending a lot of time on lately with the high school counselors and and looking through those components

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Thank you.

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Alright. Thanks, Dr. Shooting. Have a good holiday

00:30:07.000 --> 00:30:12.000
For our next presentation. This evening we have Erin, Hoffman, and Chris.

00:30:12.000 --> 00:30:14.000
Thank you from Rlps architects here to present findings from the elementary facility, study so we'll invite them up to the podium.

00:30:14.000 --> 00:30:22.000
But have Dr. Windso kind of kick things off?

00:30:22.000 --> 00:30:31.000
Sure I'm happy to have you both here. Thank you for being here just to give all little bit of background prior to the pandemic.

00:30:31.000 --> 00:30:52.000
We had an elementary facility study that was conducted to see what we might need to do with our facility, and and what the reasonable expectations were the results of that study were delivered in March right after we had shut down and we had no idea what our financial feature was going to

00:30:52.000 --> 00:30:58.000
Look like and when you're talking about a facility that is as large as our elementary school.

00:30:58.000 --> 00:31:13.000
You're really talking about a very large facility with a very large price tag and the price tight came in even higher than we were expecting at that particular time we did have some follow-up conversations about that in September, of 2,000.

00:31:13.000 --> 00:31:31.000
And 20 but that was at a time when we were also struggling through our instructional model, and what Covid instruction was going to look like, and everybody just kind of walked away from from that conversation at the time it was it was not the time and it was not with a very uncertain financial future.

00:31:31.000 --> 00:31:38.000
And the the concepts that were presented to us seem very unrealistic.

00:31:38.000 --> 00:31:47.000
So as we have come out on the other side of of the pandemic, and are looking at district needs and facilities.

00:31:47.000 --> 00:31:58.000
And wanting to be good stewards of of our buildings, we're seeking to pull that facility study that was done off the shelf and take a second look at it.

00:31:58.000 --> 00:32:00.000
To see. Really was there anything there that we could work with, and and how do we move forward from from that information?

00:32:00.000 --> 00:32:21.000
And to that, and Chris and Aaron from our lps have been super helpful to us, and taking a look at that facility, study, and coming forward with some information.

00:32:21.000 --> 00:32:37.000
About our elementary school to help us make decisions about how to move forward, and so I'll turn it over to them. They have a great presentation for us tonight that I think Will be thought provoking if nothing else

00:32:37.000 --> 00:32:40.000
This. Aaron's a lot shorter than the other one.

00:32:40.000 --> 00:32:44.000
Good evening. Thank you for having us this evening. Yeah. Thank you for having us here.

00:32:44.000 --> 00:33:05.000
Aaron Hoffman is our project manager for this project, and has really been instrumental in the center of meeting with all of your staff, walking through all your buildings and evaluating it so she's gonna lay out the foundational work of why for're gonna make recommendations a certain way so

00:33:05.000 --> 00:33:09.000
I want to step out of the way and let her present all this to you.

00:33:09.000 --> 00:33:15.000
Thanks

00:33:15.000 --> 00:33:22.000
So thank you for having us this evening. Sorry

00:33:22.000 --> 00:33:26.000
I'm just not just wanted to highlight. What? How?

00:33:26.000 --> 00:33:29.000
What we're gonna go through this evening, as Dr.

00:33:29.000 --> 00:33:37.000
Winslow has mentioned our feasibility study team included administration and teachers from your district as well as Chris myself.

00:33:37.000 --> 00:33:44.000
And we also had engineers with us. M mechanical, electrical, and plumbing engineers to walk through the buildings that was more enduring.

00:33:44.000 --> 00:33:46.000
That was involved. But tonight we really want to talk about process and how we got to today.

00:33:46.000 --> 00:33:54.000
Really the why, the hell, the what? And we're gonna concentrate on the why, this evening?

00:33:54.000 --> 00:33:57.000
Why are we doing this study? What are the implications?

00:33:57.000 --> 00:34:00.000
And then how do we engage the public? How does the public get to know?

00:34:00.000 --> 00:34:06.000
And understand the process that we go through so really these are the 3 steps.

00:34:06.000 --> 00:34:10.000
The why, the how, the what of the process to get through a feasibility study?

00:34:10.000 --> 00:34:13.000
Why is really all the background information? Why are we doing this study?

00:34:13.000 --> 00:34:17.000
Why are we looking at your buildings what are the implications?

00:34:17.000 --> 00:34:37.000
We talked to a staff. We went through your buildings. We looked at enrollment projections, and you'll see all this information moving forward the how would be the next step really understanding your educational pieces talking more with the administration understanding your process how do you educate your students doctors I did a great job ahead of

00:34:37.000 --> 00:34:40.000
Time, and imprepping you of how you actually teach your students.

00:34:40.000 --> 00:34:47.000
But how do we use the building as a tool to make that process work that's really in the how and the what is the final outcome?

00:34:47.000 --> 00:34:49.000
What are your options? What are the cost? Estimates?

00:34:49.000 --> 00:34:56.000
Where do we go? How do we move forward but tonight we're really going to talk about the one which is really that first step.

00:34:56.000 --> 00:35:07.000
We spent some time with Staff Survey, understood that really looking at enrollment projections, a lot of what we want to talk about tonight is your existing building in the condition of your existing buildings.

00:35:07.000 --> 00:35:11.000
Some of the other things that we did with administration was visit other schools.

00:35:11.000 --> 00:35:14.000
What else is out there? What else is out of dairy township?

00:35:14.000 --> 00:35:17.000
And then what do we do? How do we engage the public?

00:35:17.000 --> 00:35:27.000
How does the public understand what's moving forward so the first thing we did was really start with a questionnaire it was a survey monkey out to the elementary staff and they were asked 7 questions.

00:35:27.000 --> 00:35:32.000
We got a lot of responses. 75 staff were involved, and we got a lot of responses to all the questions.

00:35:32.000 --> 00:35:37.000
But you'll see. We highlighted the the seventh question.

00:35:37.000 --> 00:35:38.000
That's really the basis of that feasibility study.

00:35:38.000 --> 00:35:51.000
If it could solve one thing, what would it do? And there was an underlying theme of collaboration, safety, security, and being able to use the building best for educational process.

00:35:51.000 --> 00:35:59.000
So how do we build on top of that? The next step is really looking at

00:35:59.000 --> 00:36:00.000
Enrollment projections. How many students can fit in that building?

00:36:00.000 --> 00:36:17.000
What are the implications? So one of the things that the department of LED does every August they put out a report, gives your actuals which you'll see there they go back into the I can't read it 3,000.

00:36:17.000 --> 00:36:24.000
150 is about an approximate for this school year, and and I think they were pretty accurate with that.

00:36:24.000 --> 00:36:30.000
But what they'll do enrollment projections moving forward, they base it on live births.

00:36:30.000 --> 00:36:35.000
So what we're seeing through Pde is that the enrollment declines slightly.

00:36:35.000 --> 00:36:39.000
Your staff has spent some time talking with Hershey West End.

00:36:39.000 --> 00:36:45.000
Correct, wanted to make sure I got that name right, and and the housing startups.

00:36:45.000 --> 00:36:46.000
What are the implications to that? It's not a huge implication from what we understand.

00:36:46.000 --> 00:36:50.000
But we want to make sure that we're planning into the future for those things.

00:36:50.000 --> 00:37:05.000
So really looking at programming of your buildings and planning for anywhere from 2 50 to 2, 75 per grade, just to make sure that we've got the right program moving forward

00:37:05.000 --> 00:37:12.000
So the next step was spending time with the maintenance and and ground staff, walking through the buildings.

00:37:12.000 --> 00:37:31.000
We spent a lot of time with Mark Anderson. Walking through every building in the district, and one of the things we do with that is, we have a a rating system, and Chris and I spent time going through we take the emotion out we have a it's about a 20 page system that we go through and we

00:37:31.000 --> 00:37:43.000
Rank. We give no notations and numbers to everything in the building takes the emotion out of the space out of how the building feels and it goes through the actual physical.

00:37:43.000 --> 00:37:47.000
It goes through the site it also goes through the learning environments.

00:37:47.000 --> 00:37:52.000
The bottom section is the systems conditions. So that's your mechanical electrical one plot, and it gives it the ranking.

00:37:52.000 --> 00:37:53.000
So here we're starting with the early Childhood Center, the K.

00:37:53.000 --> 00:37:58.000
One building and overall was built in 2,000. So we're about 20 plus years old.

00:37:58.000 --> 00:38:07.000
And it's a 2.6. The 0 is we should really get rid of this building.

00:38:07.000 --> 00:38:12.000
One is, let's let's discuss it. It's it's not great.

00:38:12.000 --> 00:38:20.000
There's a lot of implications to what moving forward is and do we demo it and build new.

00:38:20.000 --> 00:38:29.000
A 2? Is your building's good good bones, but you have mechanical system, needs upgrades or changed, or it is that end of life.

00:38:29.000 --> 00:38:32.000
It's hit. Its cycle needs to be updated.

00:38:32.000 --> 00:38:44.000
3 is renovations. You have good good structure, good space, and good systems, therefore, is pretty much a brand new building, elementary being 20 years old, hits that 2.

00:38:44.000 --> 00:38:52.000
Point 6, number which is good building needs more space and your systems are at the end of life.

00:38:52.000 --> 00:38:56.000
The next building that we went through was the elementary school.

00:38:56.000 --> 00:39:01.000
This one is a 1.7. So this one actually we did.

00:39:01.000 --> 00:39:03.000
Some digging was built in 1954, it was added on to 4 times 1,956.

00:39:03.000 --> 00:39:12.000
They realized they needed 2 more grades, so that was really close.

00:39:12.000 --> 00:39:17.000
There was Big Break to 1991,000, and then 2,011.

00:39:17.000 --> 00:39:23.000
So that building has been added on to multiple times over at 68 plus years of age.

00:39:23.000 --> 00:39:31.000
Building itself has some challenges. It has space challenges. You'll see some pictures coming up, but the systems are really at the end of their life.

00:39:31.000 --> 00:39:37.000
There is no more room for any of the systems. I will give credit to Mark and his team.

00:39:37.000 --> 00:39:40.000
They do a great job with what they have. They keep the systems going.

00:39:40.000 --> 00:39:52.000
They keep the billing operational, and you will see that when you walk through the building, how systems are at the end of their life, and there's parts and pieces that you can't get anymore.

00:39:52.000 --> 00:39:55.000
To replace on that system. So they're working hard.

00:39:55.000 --> 00:40:00.000
But with what they have but what they have can't be moving forward.

00:40:00.000 --> 00:40:03.000
So with the elementary. You're really at that 1.7.

00:40:03.000 --> 00:40:08.000
It's looking at it as do. We demolish this building and start over it.

00:40:08.000 --> 00:40:12.000
Is 68 plus years old. That's old first school, and it doesn't necessarily meet today's learning environment.

00:40:12.000 --> 00:40:18.000
Requirements.

00:40:18.000 --> 00:40:27.000
So some of the other things that we look at or site evaluation really the grading around the building, what are opportunities around the building?

00:40:27.000 --> 00:40:31.000
This this site. Is kind of on a plateau.

00:40:31.000 --> 00:40:33.000
The baseball fields, the one track the gravel trap, or on the lower elevation, some wetlands.

00:40:33.000 --> 00:40:45.000
You have some issues with water infiltration in those areas, and then to the left side of the building.

00:40:45.000 --> 00:40:52.000
You have 2 more play fields. So you're really kind of unknown in an island for the elementary school, and click to the next one.

00:40:52.000 --> 00:40:56.000
So really the fields as I was talking about are a low point.

00:40:56.000 --> 00:40:59.000
They're used heavily. So that's kind of an implication.

00:40:59.000 --> 00:41:02.000
We can't use any of that part of the site.

00:41:02.000 --> 00:41:14.000
The next piece is the field that I talked about down to the left behind the middle school that get used for PE, for the middle school, and then she's come through.

00:41:14.000 --> 00:41:15.000
Oh, my little my little clicks the circulation onto the site is a real big challenge.

00:41:15.000 --> 00:41:24.000
You'll notice if you drive the site or you have elementary aged students.

00:41:24.000 --> 00:41:33.000
There's cones and directional, and the principles, as well as trick directing traffic on site becomes a big challenge.

00:41:33.000 --> 00:41:38.000
So circulation of the hills on site is a challenge

00:41:38.000 --> 00:41:39.000
So moving forward. It's also the buses and the vans that come on.

00:41:39.000 --> 00:41:54.000
There's 31 buses that need to cycle through to pick up students for both of these buildings, and it makes it a challenge directionally getting on and off, of that site I'm sure most of you know that homestead.

00:41:54.000 --> 00:42:02.000
Road is is a challenge at the beginning and the end of day with circulation behicular circulation specifically as well.

00:42:02.000 --> 00:42:10.000
There's not much parking associated with these buildings, especially for events

00:42:10.000 --> 00:42:14.000
Parking.

00:42:14.000 --> 00:42:19.000
There we go, and then the other piece. That is another challenge is, you have a lot of students as Dr.

00:42:19.000 --> 00:42:21.000
Winslow had talked about. This is a large building.

00:42:21.000 --> 00:42:28.000
This is your community. This is your elementary school, and there is not a lot of outdoor space for the students.

00:42:28.000 --> 00:42:33.000
Playground. Equipment is not necessarily sized for the age of the student.

00:42:33.000 --> 00:42:34.000
There isn't open grass areas or basketball court play areas hard surfaces for students to use.

00:42:34.000 --> 00:42:49.000
It's very limited around the building, which becomes a challenge for recess for PE just general use of the outdoor spaces

00:42:49.000 --> 00:43:09.000
So as we go inside the the early Childhood Center building, when it became a full day, kindergarten, we saw impacts of space that took a lot of the extra spaces out of the building so if you can't go ahead that's.

00:43:09.000 --> 00:43:15.000
Fine. It really implicated, impacted the classroom spaces that you see highlighted here.

00:43:15.000 --> 00:43:21.000
So. Not only did you not have shared spaces for kindergarten classrooms, your art was impacted, your music was impacted, cafeteria was impacted.

00:43:21.000 --> 00:43:34.000
Jim. Space was impacted. So it had a ripple effect through everything and really stood. Storage rooms became learning environments which is not ideal

00:43:34.000 --> 00:43:43.000
Some of the other implications were special education, learning, support, and those impacts of how do we grow that program?

00:43:43.000 --> 00:43:46.000
That's an ever-changing program moving forward so some of your other spaces became special education areas.

00:43:46.000 --> 00:43:59.000
So the library was displaced out of the building to accommodate for special education music that move so in all tested classroom could come in.

00:43:59.000 --> 00:44:04.000
So there was a lot of learning environment challenges that we saw throughout the building

00:44:04.000 --> 00:44:10.000
Some other places that were impacted where the kitchen kitchen was really not set up as a cooking kitchen.

00:44:10.000 --> 00:44:11.000
It was more of a satellite kitchen when you brought on full day.

00:44:11.000 --> 00:44:18.000
Kindergarten. That was a whole nother grade of students that were eating in the building.

00:44:18.000 --> 00:44:23.000
Lack of space really became a challenge in this area

00:44:23.000 --> 00:44:31.000
Back of space became a challenge in the series. It's like going there.

00:44:31.000 --> 00:44:36.000
We go, and you could just kinda click through my little circles.

00:44:36.000 --> 00:44:37.000
That'll be good. So we moved on to the elementary building.

00:44:37.000 --> 00:44:44.000
The 2 through 5 building, and we're looking at the same implications.

00:44:44.000 --> 00:44:45.000
This one really had impacts of Ada. So some of the things are ramps in the building stairs to get around.

00:44:45.000 --> 00:45:04.000
Not, all spaces are accessible. Another challenge is the entry doors into the classrooms really become an Ada challenge, and the clearance is needed in those kind of things.

00:45:04.000 --> 00:45:23.000
So those are hard areas in the building that are hard to change, and looking forward and implications of that some of the other spaces are no separation of public use versus classroom space it's always a good thing to have separation between anywhere where your community is using spaces and your classroom

00:45:23.000 --> 00:45:30.000
Spaces, just more of a safety and security piece, and the really isn't any availability in this building for that.

00:45:30.000 --> 00:45:36.000
The other one is really the long corridors we spent a lot of time talking with administration takes a long time to get from one corner of the building to the other.

00:45:36.000 --> 00:45:55.000
Really long. One story classroom changes or going to specials. Getting from the gym to music is a big challenge in the building is really spread out, takes up a lot of space on the site

00:45:55.000 --> 00:45:59.000
Some of the other implications for this building is the classrooms really aren't and adaptable.

00:45:59.000 --> 00:46:14.000
They aren't flexible. They aren't made for future ready learning learning environments is a big challenge being able to collaborate with, heard that a lot through the survey of the staff is that they want to work together but the building becomes a challenge being able to work together.

00:46:14.000 --> 00:46:20.000
So they really feel spread out and disjoint. Other places are.

00:46:20.000 --> 00:46:24.000
You've got great courtyards in the building. You just can't access them.

00:46:24.000 --> 00:46:28.000
That great, they're hard to maintain. You can't get long hours in through the building.

00:46:28.000 --> 00:46:33.000
You can't get the maintenance. While they do a great job.

00:46:33.000 --> 00:46:39.000
It's a challenge to get in there and then classrooms always want to use outdoor space.

00:46:39.000 --> 00:46:43.000
This just isn't set up or made for educational spaces outside the other piece is really lack of large group meeting areas.

00:46:43.000 --> 00:46:51.000
One or 2 classes can't come together and meet.

00:46:51.000 --> 00:46:52.000
Do projects together, interdisciplinary learning is another challenge in this building.

00:46:52.000 --> 00:47:04.000
It's really just too spread out, and that can conducive to flexibility

00:47:04.000 --> 00:47:12.000
With the size. With the size of this building. The gymnasium is woefully under size.

00:47:12.000 --> 00:47:15.000
PE becomes a scheduling driver, which is a challenge.

00:47:15.000 --> 00:47:20.000
As you can see, this Jim is actually smaller than what was in the earlier childhood center.

00:47:20.000 --> 00:47:23.000
And we've got 2 through 5 as opposed to just K.

00:47:23.000 --> 00:47:30.000
One kids get bigger. I know I have a couple better about this talk and and it's a challenge.

00:47:30.000 --> 00:47:32.000
They need more. Space, they need to be able to get out and move around.

00:47:32.000 --> 00:47:57.000
Mp. Which is a challenge the next the next click is really same thing that we saw in the early childhood center spaces that were storage became learning, environments, special education, larding challenges took over and became storage spaces, in the building so there really isn't that flexibility even

00:47:57.000 --> 00:48:01.000
within the envelope itself

00:48:01.000 --> 00:48:06.000
This is just a few images of of some challenge that we see in the environment.

00:48:06.000 --> 00:48:09.000
There's a lot of things that just happen over time in a building while maintenance does a great job with upkeep.

00:48:09.000 --> 00:48:21.000
There are certain things that just need to be serviced, dealt with or replaced.

00:48:21.000 --> 00:48:24.000
You'll see some cracks in the breakfast.

00:48:24.000 --> 00:48:28.000
That's because potentially. There's some flashing issues or or just over time a 68 year old building will show these types of things.

00:48:28.000 --> 00:48:41.000
They do a great job, but one of the things that the Administration did was look at.

00:48:41.000 --> 00:48:47.000
Can we go through the building? Can we take the board through the building and that would be the next step?

00:48:47.000 --> 00:48:53.000
So really the board you can go and see the actual physical environment.

00:48:53.000 --> 00:48:56.000
And then how do we deal with that and bring it into?

00:48:56.000 --> 00:49:05.000
Excuse me, bring it into the public, and so the public can see some of the challenges that you're facing, moving forward

00:49:05.000 --> 00:49:15.000
The next step. Really, we spent some time talking about your learning, and how you teach, and your vision, and moving forward one of the big things that we heard was one community one school.

00:49:15.000 --> 00:49:16.000
Right now it feels a little disjointed with your K.

00:49:16.000 --> 00:49:22.000
1, 2, 3, 4, 5, and how do we make that feel like one community?

00:49:22.000 --> 00:49:30.000
Dairy township is unique. You've got a campus contact all of your elementary students are on one campus that is unique and awesome.

00:49:30.000 --> 00:49:36.000
I think that's great, that you have that but it makes it a challenge when you start to spread out your buildings.

00:49:36.000 --> 00:49:49.000
You don't have that cohesiveness, you lose some collaboration by spreading out, and we heard a lot of conversation about different types of environments for students, to learn and flexibility.

00:49:49.000 --> 00:49:56.000
How do we make those changes? How do we make these buildings work for our students as a tool for our students to learn in?

00:49:56.000 --> 00:50:03.000
Not just somewhere that they go to learn, but making sure that they can use the building to their advantage.

00:50:03.000 --> 00:50:04.000
Another piece was the safety and security, making sure that students feel safe.

00:50:04.000 --> 00:50:14.000
Loved and important at the school. How do we convey that in the spaces

00:50:14.000 --> 00:50:23.000
So some of the things that the administration, when we went and visited other schools came out, was seeing flexibility and other buildings.

00:50:23.000 --> 00:50:24.000
What kind of connections can we make? How do we make spaces work for us?

00:50:24.000 --> 00:50:29.000
One example is a gimmatory, and with a platform.

00:50:29.000 --> 00:50:34.000
Can it be a gym? Can it be at an auditorium?

00:50:34.000 --> 00:50:36.000
Can it have a stage or a platform attached to it?

00:50:36.000 --> 00:50:42.000
But can that stage do something else? Can it be used as a large group instruction when it's not as an auditorium?

00:50:42.000 --> 00:50:43.000
So there's lots of things that that you build into a large school as you would have here.

00:50:43.000 --> 00:51:05.000
But having that flexibility making the building work for you. Programming becomes very important, making sure that all the spaces are accommodating for all types of students. And they're not stuck in storage rooms as we see now in the environment today

00:51:05.000 --> 00:51:13.000
So this is just one example of one of the schools that the administration went to man on Tension, middle School being a middle school.

00:51:13.000 --> 00:51:21.000
Yes, it has a larger scale for students, however, it is about the square footage or size of school that you would need for an elementary after the administration.

00:51:21.000 --> 00:51:30.000
Walked through, saw some pros and cons there felt strongly that this would be another step for the board to go visit this school.

00:51:30.000 --> 00:51:40.000
So once seeing what you have, and then giving you an opportunity to see what else is out, there would be a potential next step

00:51:40.000 --> 00:51:49.000
So really. We look at engagement, and how do we hit the public engaged and making sure they're involved in the same whole entire process.

00:51:49.000 --> 00:51:50.000
First step is really visiting the board, visiting existing facilities, going to see what else is out there.

00:51:50.000 --> 00:52:03.000
Manhattan township, middle school, but then opening up the doors for public public engagement, they get to see the building.

00:52:03.000 --> 00:52:05.000
They get to see why you're taking this feasibility study.

00:52:05.000 --> 00:52:10.000
Why are we looking at this elementary school? What are the challenges moving forward?

00:52:10.000 --> 00:52:16.000
And understanding, your vision and goal, and presenting learning in dairy township. What does that mean?

00:52:16.000 --> 00:52:20.000
How are we educating our students, and what is hindering us in this building?

00:52:20.000 --> 00:52:29.000
The how, in the what are the next steps after that which would really come in March, and then maybe June, July timeframe.

00:52:29.000 --> 00:52:35.000
But the the next step after we are we doing this study is, How do we pay for it?

00:52:35.000 --> 00:52:39.000
What are our tax implications? What are our financials looking at?

00:52:39.000 --> 00:52:46.000
Bonding, moving forward with what are our options moving forward to be able to pay for this?

00:52:46.000 --> 00:52:52.000
So engagement really is oops. Sorry engagement really is making sure.

00:52:52.000 --> 00:52:57.000
Everyone is involved, understands through the entire process. After financials.

00:52:57.000 --> 00:53:00.000
It's really okay. What are our options? Here's how much we can afford.

00:53:00.000 --> 00:53:04.000
Here's how we would pay for it. What are our options?

00:53:04.000 --> 00:53:19.000
So looking at what works for you and works on the site. That would be the an options analysis your financial direction, and then next step would be how to move forward with the project

00:53:19.000 --> 00:53:20.000
So with paying for things. We looked at a baseline.

00:53:20.000 --> 00:53:25.000
We always do a status quo of what would it take just to fix our buildings?

00:53:25.000 --> 00:53:35.000
Make it work for today. So we took the your 2 buildings, your elementary school is a 155,000 square feet.

00:53:35.000 --> 00:53:42.000
About the early childhood center is 72,000, so we get to that 227,000.

00:53:42.000 --> 00:54:02.000
We looked at. What if we updated the lighting Hvic roof of placements, ceiling, replacement which would be impacts for lighting mechanical of those kind of things looking at some casework modifications for systems we would not be looking, at in a status quo

00:54:02.000 --> 00:54:12.000
Changing site, circulation, no changes to the classroom layouts and no changes to the learning environments themselves, or making the building better.

00:54:12.000 --> 00:54:22.000
At the elementary school it would be those same things also, looking at fire, protection, implications, and some impacts to the handicap accessibility.

00:54:22.000 --> 00:54:27.000
It would not necessarily have to be a full redo on all of the handicap accessibility.

00:54:27.000 --> 00:54:32.000
It's actually a percentage of your building that you need to do 20% of your building cost would have to go towards accessibility.

00:54:32.000 --> 00:54:38.000
So that was would be the piece that we applied to it.

00:54:38.000 --> 00:54:43.000
So if we go through and just fix what's there, don't change the environments.

00:54:43.000 --> 00:54:51.000
Don't improve anything, and the next slide you see a breakdown of each building.

00:54:51.000 --> 00:54:58.000
So with the early childhood center, it would be about 9.4 million with the elementary school.

00:54:58.000 --> 00:55:04.000
It would be 31 million. But as we look, those are just projections at this point to get to design contingency.

00:55:04.000 --> 00:55:05.000
X escalation. By the time you would need to do this project.

00:55:05.000 --> 00:55:17.000
We're in that 50 million dollar range just to bring the buildings up to standard mechanical electricals.

00:55:17.000 --> 00:55:18.000
Plumbing systems that's not changing any of your environment or your learning environments.

00:55:18.000 --> 00:55:29.000
So it's really the implication of this is what it would take just to fix your buildings today.

00:55:29.000 --> 00:55:33.000
So the next steps will really be. Well, what does that mean?

00:55:33.000 --> 00:55:41.000
Where do we go from here looking at touring the elementary schools, understanding what you have moving forward to looking at.

00:55:41.000 --> 00:55:42.000
What else is out there? Man on township. Middle school is a building for some time.

00:55:42.000 --> 00:55:50.000
In December, potentially and then the big next step is financial review.

00:55:50.000 --> 00:56:13.000
What are your implications? How do you pay for anything moving forward so that really kind of encompasses all of the information of the why, the next steps would be the financials, visiting places and looking at options moving forward did I cover

00:56:13.000 --> 00:56:18.000
Welcome to any questions, I'm sure you're tired of hearing me.

00:56:18.000 --> 00:56:19.000
I have a question. This is Lindsey Cock.

00:56:19.000 --> 00:56:25.000
I was wondering what it was about Mannheim counts at middle school.

00:56:25.000 --> 00:56:28.000
That it had to choose that one as a possible toward just with it.

00:56:28.000 --> 00:56:31.000
Being a middle school, and like some of the things you noted about.

00:56:31.000 --> 00:56:34.000
Spaces and grade, level pods and playplaces.

00:56:34.000 --> 00:56:39.000
Is there an elementary school that might be a better indicator of layout.

00:56:39.000 --> 00:56:46.000
So we actually did visit visit an elementary school with the administration as well.

00:56:46.000 --> 00:56:49.000
The challenge is the size. So the elementary is typically that we were visiting or about 400 to 50 to 600 students.

00:56:49.000 --> 00:56:53.000
You would be in the 1,200 to 1,400 range of students.

00:56:53.000 --> 00:57:05.000
So the same concepts were there in that elementary. It was just what does that mean?

00:57:05.000 --> 00:57:22.000
For 1,200 students, as opposed to 500 students, it's a bigger building, but the but the same spaces, the collaboration, the organisation house spaces react to one another how they're organized really is very similar Dr.

00:57:22.000 --> 00:57:25.000
Winslow. I'm sure you can add to that as well.

00:57:25.000 --> 00:57:27.000
Yeah that that really summarizes a lot of it.

00:57:27.000 --> 00:57:32.000
The one we looked at man in township, middle School. It's it's obviously for bigger kids.

00:57:32.000 --> 00:57:36.000
One of the things that we continue to talk about with our elementary schools.

00:57:36.000 --> 00:57:41.000
We're really building a building that's the size of a high school with elementary features and facilities.

00:57:41.000 --> 00:57:49.000
So when we were looking at the size of a building that we would need Manhattan township.

00:57:49.000 --> 00:57:54.000
Middle school comes closest to what we were able to see in layouts that really resonated for us.

00:57:54.000 --> 00:58:01.000
We would obviously need to consider what it would look like for elementary students.

00:58:01.000 --> 00:58:22.000
It wouldn't be that exact building it just had some really nice features that were translating in our heads for the kind of educational model that that we wanted to see where the elementary buildings where small they just were small and it was hard for us to get our heads wrapped around well, if we did this

00:58:22.000 --> 00:58:23.000
Or something like this in our space. What would that be like?

00:58:23.000 --> 00:58:37.000
And it just felt monstrous. So that building gave us the most conceptual idea of what kind of a compact building our size could be, like that makes sense.

00:58:37.000 --> 00:58:54.000
There are, we can obviously bring examples as well if you know not visiting schools, but really being at the right size in the right proportion for an elementary student as opposed to a middle school student that was one of the initial reactions from an administration while this building's really big a

00:58:54.000 --> 00:59:04.000
Little kid's gonna get lost in here and understanding that, and knowing that going into design you're going to be better off knowing this is the building size.

00:59:04.000 --> 00:59:11.000
But how do we make it feel right size for a little space

00:59:11.000 --> 00:59:23.000
This is Kathy Sicker. I was here in 2,020, and prior, when we went through the process to get to multiple options of what to do with the elementary building.

00:59:23.000 --> 00:59:39.000
And this is a sounds like a very different process. We're at now than what we were doing before, because at that point we were already to kind of pick 3 to 4 options and it was you know keep the elementary school where it is and built next to it in the parking lot next to it

00:59:39.000 --> 00:59:44.000
Don't touch the Ecc or you had the option to do some things with elementary school, and renovate.

00:59:44.000 --> 00:59:48.000
But I'm wondering why are we? It seems like a little bit of a slower pace of having the board go to see what's wrong with the buildings.

00:59:48.000 --> 00:59:55.000
Then go to the Mannheim middle School to me.

00:59:55.000 --> 01:00:12.000
I'm already past all that like. I know we need a new building, so why aren't we jumping to putting up some designs with some prices attached to them, and have the community come in in January because they're gonna come in and look at it understand that it's

01:00:12.000 --> 01:00:14.000
needs change. But then, what's the what's the future?

01:00:14.000 --> 01:00:29.000
Look like sure, sure, it's a great question, Kathy, and I'll address that if you want, because I'm the one that has slowed us down a little bit and and part of it is learning what Cheryl and I have been working on in learning about the construction process and the phases

01:00:29.000 --> 01:00:47.000
Of engagement, and none of it was done the first time for the public to be as educated as what you would want them to be on this, nor did the board get to engage in like kind of like I've been keeping the board up to date, through our AD Hoc committee this time through or the

01:00:47.000 --> 01:00:52.000
First time, around that wasn't done that the board wasn't engaged that way.

01:00:52.000 --> 01:00:56.000
The board didn't get to see, and one of the things that I loved about doing.

01:00:56.000 --> 01:01:11.000
A building tour was when we all went up on the roof to look at the how the filtration systems worked and why we couldn't do this particular filters at the beginning of Covid and how that resonated for the board members who were able to do that just by seeing it I thought it would

01:01:11.000 --> 01:01:12.000
Be really important for you to have the opportunity to see some of the things that people are.

01:01:12.000 --> 01:01:32.000
Gonna ask you about and and have that to to look at, and then to engage the public but I think it's really important for the full board to be on the same page, and educated too, because you could go through it and we could do this and you could all be like you know what it's

01:01:32.000 --> 01:01:50.000
Fine, you know, and decide not to move forward with anything. That's a decision that you could make, and it's really important for you to to all be on the same page and in, do we want to take the next steps and so I think that Aaron and Chris would love to show us some concepts and

01:01:50.000 --> 01:01:52.000
And maybe have even played with that a little bit with the with the inter interior group.

01:01:52.000 --> 01:01:56.000
But I don't think we're quite there. Yet.

01:01:56.000 --> 01:01:57.000
We're not ready. We haven't had those financial discussions yet.

01:01:57.000 --> 01:02:04.000
We haven't had that planning for what? What's that implication?

01:02:04.000 --> 01:02:22.000
Implication gonna be long, term cause our debt. Load right now is is small and short, and if we take this on it's going to be larger and much longer, and and those are really important pieces to work through very methodically not to mention that you know if we do decide to proceed we'll have to have

01:02:22.000 --> 01:02:26.000
an act, 34, hearing. And that's something that we never even talked about before.

01:02:26.000 --> 01:02:37.000
What that act 34 hearing looks like what that means, and how that, what the implications are for that hearing, as far as our financials are concerned.

01:02:37.000 --> 01:02:45.000
So there are a lot of different pieces to work through that we had not worked through previously, and I just want to do it the right way. This time.

01:02:45.000 --> 01:02:51.000
Okay. I do love that you're all in, though. That's awesome.

01:02:51.000 --> 01:03:00.000
I think a big part of it, too, from the financial piece of it was looking at kind of where things have changed, and when we had these conversations.

01:03:00.000 --> 01:03:08.000
A couple of years ago. Not that our position or rating, or any of those things have changed, but the economy has changed a lot.

01:03:08.000 --> 01:03:13.000
Our borrowing base to stay where we are like the amount of money that we can spend or you know.

01:03:13.000 --> 01:03:19.000
Issue, or go to bond, for has shrunk significantly.

01:03:19.000 --> 01:03:25.000
And so when we look at you know, what do we do like for me?

01:03:25.000 --> 01:03:34.000
It stands out with the if we only do the systems updates and we don't increase any of the learning space that's our borrowing base.

01:03:34.000 --> 01:03:46.000
So we would take we could potentially spend all of that money and take our debt out, you know, significantly beyond, and it may not be a change in our budget year over a year from a dollar perspective.

01:03:46.000 --> 01:03:53.000
But we would have gained nothing except new systems. It wouldn't impact the learning environment which I think is really where we look for.

01:03:53.000 --> 01:03:58.000
You know what is the impact of every dollar from the student perspective.

01:03:58.000 --> 01:04:06.000
So I think, looking at that, and then realizing for such a unique district with an elementary school.

01:04:06.000 --> 01:04:24.000
That's the size of a middle school or high school, because when you hear about these things happening in other districts and other communities, the price tags are always going to be significantly smaller because you're looking at a building a third of fourth of a size, less and I think the public education part of this is going to

01:04:24.000 --> 01:04:34.000
Be really important, because that's ultimately how we're going to get beyond the systems like in order to change anything for the students.

01:04:34.000 --> 01:04:49.000
That's where the taxpayer component of it is because it'll require, you know, the long term planning and tax implications for for Dairy Town to President

01:04:49.000 --> 01:04:53.000
Oh, this is Kathy Sicker in your plan.

01:04:53.000 --> 01:04:57.000
It was December board, and then January community.

01:04:57.000 --> 01:05:04.000
But then it was March about talking about the budget. We've already started talking about this at some degree at the Finance Committee, because we understand what's coming.

01:05:04.000 --> 01:05:22.000
We understand how much we can go to bond with increasing our debt service every year, and we under, and we understand that and put you possibly do need to raise taxes slightly every year to prepare for a build in a few years, so is that I don't know if March seems too late.

01:05:22.000 --> 01:05:31.000
To me because we're already gonna be approving a potential budget by then, or I don't know like I'm just worried about that timeline, sure.

01:05:31.000 --> 01:05:34.000
And that was just a guideline on what works.

01:05:34.000 --> 01:05:39.000
It takes some time to get a public and engagement at that beginning, and, Dr.

01:05:39.000 --> 01:05:55.000
Winslow, you can you can jump in whenever but really making sure that the board gets through everything sees everything first, and is able to answer those public questions because when you open up to the community there's going to be a lot more questions and and you're going to be the ones that are answering those

01:05:55.000 --> 01:05:56.000
Questions in the public. So it's a process to get through open houses and get information out to the public.

01:05:56.000 --> 01:06:11.000
But those really are guidelines. We're assuming through that whole entire process that you, as a board, are meeting and discussing financials.

01:06:11.000 --> 01:06:15.000
March may be the time where you all present that to the public here's where we are.

01:06:15.000 --> 01:06:34.000
Here's where we're moving forward and really understanding what the implications of our financial millage rates, taxes, those kind of things but we assume that you're doing all of that background information through that whole process well, my only concern is that we know what it was 56 million to renovate current

01:06:34.000 --> 01:06:39.000
Which I didn't even think you could renovate the elementary school, because I thought the boiler was too old to even touch that building.

01:06:39.000 --> 01:06:47.000
But what's the projection for what we might need and that that has to be into our Finance committee planning like?

01:06:47.000 --> 01:06:55.000
Is it? 70 million? Is it 80 million like before we heard the numbers were even higher than that, so I don't know.

01:06:55.000 --> 01:07:00.000
I just like, How do we wrap out all that into the Finance Co conversation for building the Budget?

01:07:00.000 --> 01:07:01.000
For next year, and that's definitely conversation that we can have with the Board.

01:07:01.000 --> 01:07:11.000
So that you can start thinking about that because we do have some potential projected numbers that that we could bring forward.

01:07:11.000 --> 01:07:15.000
We just didn't want to

01:07:15.000 --> 01:07:26.000
Just throw that out here without even talking about. Why are we doing this specific study so making sure that we all are on on board with the why, and then we'll maybe even as part of our tour in in.

01:07:26.000 --> 01:07:30.000
December we could talk about what some of the different pieces might cost and some of the plans that will be out there.

01:07:30.000 --> 01:07:49.000
You're talking about potentially building one new building to replace 2 or we have we have we not even gotten to that yes, we've we've looked at some potential options and and we've got everything from maintain what you've got up to build a new so there's there's challenges

01:07:49.000 --> 01:07:50.000
to everything. There's pros and cons to each option moving forward.

01:07:50.000 --> 01:07:58.000
But that's really another step. So to go up a little bit backwards to your financial questions.

01:07:58.000 --> 01:07:59.000
Some of the other school districts that we've worked with.

01:07:59.000 --> 01:08:17.000
Will will run financials in tandem with options like if we're at 70 million this is the milligram or tax rate impact if we're at 80 million that's this impact if we're at 90 million that's it this impact it it also helps to weigh pros and cons

01:08:17.000 --> 01:08:34.000
On your options moving forward, but the goal is to have options for all of those different types I think one of the hard parts about throwing numbers out there is like just now in the last couple of minutes we're using 70 and 80 million dollars like we just have it's 56

01:08:34.000 --> 01:08:44.000
1 million dollars just to replace the system so like I can't fathom that 70 or 80 million dollars would be the ballpark that we're playing in right?

01:08:44.000 --> 01:08:51.000
So it makes it really hard, but it is kind of like a cart before the or like, which came first, that you know the chicken or the egg kind of thing.

01:08:51.000 --> 01:08:55.000
Because what can we afford? What does that look like versus?

01:08:55.000 --> 01:09:08.000
What do we need? And how do you make those happen at the same time one of the things that in the AD Hoc Committee, when you know we went through this last week that came up.

01:09:08.000 --> 01:09:14.000
You know, was the similar thing like: okay, but how do we even know what this could possibly be?

01:09:14.000 --> 01:09:28.000
I think one of the other big components that ties back into the public piece of it, too, is that while it's been a great thing that this district import hasn't had to have tax increases.

01:09:28.000 --> 01:09:45.000
You know yearly to build towards something because we haven't had a project of this size for so long that we've heard of other districts that were planning long term to be able to take on a project of a new building and they were they had it you know so many years out where they were

01:09:45.000 --> 01:09:53.000
Incrementally building on that year over year over year, to be able to hit that debt service projection 10 years from then.

01:09:53.000 --> 01:10:00.000
But that's not the model that our budget process has followed for all of these years.

01:10:00.000 --> 01:10:08.000
So we couldn't even just do one tax increase and be able to meet the need of the potential debt service.

01:10:08.000 --> 01:10:14.000
You know, for this. So I think it's like trying to balance all of those things while not while setting.

01:10:14.000 --> 01:10:20.000
You know the tone, and having the conversation, so that it's not sticker shock.

01:10:20.000 --> 01:10:26.000
And that's like there's a real buy-in, and people are able to see and understand what like.

01:10:26.000 --> 01:10:30.000
Why it's needed, and why the investment is what it is.

01:10:30.000 --> 01:10:35.000
It's not just you know dairy townships going to have the biggest, fanciest building it.

01:10:35.000 --> 01:10:54.000
It's we need that because we have that many students under one roof, and really those dollar values were more of like an example of another school district, you know, looking at different employees as opposed to you know, just looking at one number exactly what you said and and how do, you project over that's very much

01:10:54.000 --> 01:11:11.000
That, and I did want to let you know too. We will. Knowing this was tonight. We do not have a finance committee in December, but we will bring something forward to finance Committee in January to have some of those options just to get an idea with the markets changing the

01:11:11.000 --> 01:11:17.000
Way they've changed. That financial picture is changing just as quickly, for you know for what it's going to look like for us.

01:11:17.000 --> 01:11:20.000
But at least we'll start that com, you know, have a revisit. We did.

01:11:20.000 --> 01:11:27.000
You're right. We did start that a few months ago, but now we really need to take a much more serious.

01:11:27.000 --> 01:11:32.000
How do we get their kind of approach to it? So we'll start that in January finance.

01:11:32.000 --> 01:11:40.000
Oh, this is Eric Schmidt! So on top of planning financially, you have to look at.

01:11:40.000 --> 01:11:43.000
How long will this take? So that is a big piece of it?

01:11:43.000 --> 01:11:56.000
And I think that needs to kind of been thrown out there even just as early, absolutely, so typically to get through a feasibility study process.

01:11:56.000 --> 01:12:09.000
And that was that was the slide, for the January March June it it can be a 6 month process, but it all depends on your public engagement, and how much input you get from your public what is your process.

01:12:09.000 --> 01:12:13.000
How do you go through all of that? It could take longer.

01:12:13.000 --> 01:12:14.000
But once you look at options, the Board makes a decision.

01:12:14.000 --> 01:12:21.000
We're going to go with options 6 7, whichever one it is.

01:12:21.000 --> 01:12:29.000
It's about a year process right, Chris, to get from design to start of construction and then depending on what you do this could be a 2 year construction process.

01:12:29.000 --> 01:12:40.000
So we're looking at 2728 as a potential of being in that building.

01:12:40.000 --> 01:12:45.000
So it it is a long-term process to get there.

01:12:45.000 --> 01:13:01.000
This is just the very beginning and making that option so planning finitely as you're talking about moving, forward, knowing that you're not going to be in the building until 2728

01:13:01.000 --> 01:13:23.000
Just out of curiosity on the financial side. Is this something typically that from the school district finance that you would take you would go to bond for the entire project cost that you needed to finance at one time or can that be phased so that if we were trying to keep up with the way that

01:13:23.000 --> 01:13:29.000
we have always budgeted and projected, and what we were able to increase debt service on could we?

01:13:29.000 --> 01:13:36.000
Is that a an option in this type of project

01:13:36.000 --> 01:13:37.000
I think that's something we can look at and bring to finance.

01:13:37.000 --> 01:13:55.000
A lot of it will depend on the length of time. The costs that you know the construction costs as you go again when you take the money you do have a window of time that it has to be spent so we have to you know to be mindful of that and then thinking too, and maybe I mean interest

01:13:55.000 --> 01:13:56.000
rates were so low, all the the financial decisions were a little easier.

01:13:56.000 --> 01:14:23.000
Couple of years ago, when the the borrowing costs were or negligible. And now that they're significant, it's probably going to look a little different. As to the thought process of how we do it so that'll be something that we bring forward to thanks

01:14:23.000 --> 01:14:26.000
With. This is Kathy Sicker. I just want to say one more thing.

01:14:26.000 --> 01:14:42.000
I think this is very exciting, because I, as a school board member, we get a lot of magazines and emails about new school bills, and I just saw a magazine recently of a brand new elementary school and it looked like a ch children's museum it was incredible when I see the pictures of

01:14:42.000 --> 01:14:46.000
our current, elementary school, and how small that gymnasium is, and how long because I've had 2 kids come through this district.

01:14:46.000 --> 01:14:55.000
K. Through 12 and to look with the pictures of What's out there now like this is really exciting for the future.

01:14:55.000 --> 01:15:07.000
I mean, and my kids had a great education I would hope that the community would rally around this and invest in something that we need for how will the 56 year old building that it 68 68.

01:15:07.000 --> 01:15:16.000
This building many of the parents and grandparents in the district started in that building.

01:15:16.000 --> 01:15:23.000
So it is time to do this, and it's exciting, and I I do hope that we can open it up to the community and then get really excited about this project.

01:15:23.000 --> 01:15:30.000
And do it well, and do it, you know financially well, for the district

01:15:30.000 --> 01:15:50.000
Thanks. So just as a recap, my next steps will be working together to identify dates that would be able to do tours of our building as well, as another, one and then working towards the the public engagement process for January that's correct so our next public update would probably not be

01:15:50.000 --> 01:16:01.000
until sometime. Maybe the January Finance Committee meeting, or you know the announcement of any public opportunities to towards both absolutely yeah, thank you so much.

01:16:01.000 --> 01:16:09.000
Thank you.

01:16:09.000 --> 01:16:10.000
We haven't had presentations for a while, and I'm like, oh, we're all the President.

01:16:10.000 --> 01:16:20.000
Communications, so with that I would like to announce that the Board met and executive session.

01:16:20.000 --> 01:16:31.000
Prior to this meeting to discuss matters of personnel and informational items we'll now have our first round of citizens for agenda items.

01:16:31.000 --> 01:16:33.000
This is an opportunity for residents and taxpayers.

01:16:33.000 --> 01:16:40.000
To address the board on matters related to the agenda citizens wishing to speak, she come to the microphone or raise their virtual hand.

01:16:40.000 --> 01:16:44.000
If attending virtually, you must have registered individually with your first and last name.

01:16:44.000 --> 01:16:48.000
Once recognized or unmuted. Please state your full name and address for the record.

01:16:48.000 --> 01:16:49.000
This is a reminder that public comment is not a form for personal attacks.

01:16:49.000 --> 01:17:05.000
Antagonistic behavior or harassment. Please be advised that you're accountable for any legal ramifications and liabilities resulting from statements miserrepresenting the truth defaming individuals are disclosing personal information not a public concern to provide other

01:17:05.000 --> 01:17:17.000
Residents with an opportunity to speak. Each speaker during the public comment portion is limited to 5 min of speaking time and limit to one opportunity to address the board during each of the public common periods if necessary the board may set, a maximum time for public comment portion of any meeting and I will ask Mrs.

01:17:17.000 --> 01:17:25.000
Sicker our Board Treasury to please keep the time.

01:17:25.000 --> 01:17:28.000
Are there any residents or taxpayers who would like to comment?

01:17:28.000 --> 01:17:47.000
We no longer have anyone in the audience now that our presenters have finished, so we'll go right to virtual attendees

01:17:47.000 --> 01:17:55.000
Okay. Seeing none that will close our first public comment. Period, and we'll move on to standing committee meeting reports today.

01:17:55.000 --> 01:18:00.000
The communications and community engagement, as well as the finance committees met.

01:18:00.000 --> 01:18:04.000
Is there a communications, report, and Mrs. Mummy's absence.

01:18:04.000 --> 01:18:06.000
So we met today and we began by welcoming our new committee members.

01:18:06.000 --> 01:18:11.000
We reviewed the snow day and delayed start protocols that Dr.

01:18:11.000 --> 01:18:30.000
Winins low shared at the last meeting, the that the text messages will go out first when moreed we discuss flexible instructions, days, and how the first will be a true snow day that was also mentioned at the last board meeting Miss Carpel shared the new website and mass

01:18:30.000 --> 01:18:47.000
Messaging provider the work that she's doing to make our website more accessible and user-friendly just kind of by cleaning it up and eliminating old documents and then we ended the meeting with a conversation regarding board minutes and audio recordings, the best ways to make these

01:18:47.000 --> 01:18:50.000
Acceptable. Miss Carpel shared that right now. We have board minutes dating back to 2,006 on the website so, just thinking about what we thought was necessary.

01:18:50.000 --> 01:19:04.000
We kind of agreed that 3 to 5 years of minutes, we thought was sufficient this was just a beginning of conversation, and we talked about ways.

01:19:04.000 --> 01:19:12.000
That we could make the audio recordings more accessible, so that we can be in compliance of making sure that what's posted on the website is accessible to everyone.

01:19:12.000 --> 01:19:16.000
So those are conversations. We will continue to have. Thank you. Dr.

01:19:16.000 --> 01:19:20.000
Cook, Mrs. Sigurd, you have a finance report.

01:19:20.000 --> 01:19:27.000
I do thank you. The Finance Committee met today, and we had a follow-up conversation from the last meeting about the food service.

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Mrs. Purcell looked into the school cafeteria payment options, and that is where you can deposit a maximum of a $100 per student per transaction and you get a $2 and 25 cent per transaction fee we could raise the limit to a

01:19:43.000 --> 01:19:59.000
Maximum of $500 a student, but the fee would increase at $2 and 95 cents, but we did confirm that parents can pay by cash or check, and there's instructions on the website for that so we're not gonna change the current transaction of 100

01:19:59.000 --> 01:20:08.000
Dollars maximum, and just reminds parents that they can pay by cash or check as well and not use the school cafe option.

01:20:08.000 --> 01:20:12.000
We had an update on the 2122 audit.

01:20:12.000 --> 01:20:17.000
We had this are preliminary numbers. They're not set in stone.

01:20:17.000 --> 01:20:23.000
But it looks like last year we budgeted $885,000 surplus, and that were coming in at a surplus of 2.9 million.

01:20:23.000 --> 01:20:32.000
The significance of this is a strong rebound in a local economy.

01:20:32.000 --> 01:20:36.000
It really accounted for 4 line items on the in the budget.

01:20:36.000 --> 01:20:41.000
The current real estate tax collection earned income tax transfer tax and amusement, tax.

01:20:41.000 --> 01:20:55.000
All, rebounded quicker than we thought. This is not uncommon, as many schools are in the same situation, because they we set a conservative budget, item not knowing how the local economy would respond.

01:20:55.000 --> 01:21:04.000
The Finance Committee had a lengthy discussion on what to do with that 3 million dollars in surplus, and we're going to for now put it in a light.

01:21:04.000 --> 01:21:23.000
Item called a committee capital Planning Fund. That is part of the general fund, and we will consider possibly doing a larger transfer to the capital reserve at the end of this year for next Year's budget but for now it will be put in by what I would call kind of a

01:21:23.000 --> 01:21:27.000
Savings account for the future

01:21:27.000 --> 01:21:41.000
We did get a quick recap of the 2223 revenues and expenses we had a budget discussion on the act, one index, which is 4.1 we agreed as finance committee that we would in no way.

01:21:41.000 --> 01:21:49.000
Be going over 4.1, so we will opt. We will not have to opt to go over that in January, and we had a discussion.

01:21:49.000 --> 01:21:56.000
That general services already had about the High School coil repair, and the train contract for $94,000.

01:21:56.000 --> 01:22:02.000
Right now. We're waiting for insurance to come back to see how much of that they will pay before we move forward.

01:22:02.000 --> 01:22:07.000
And we'll get an update in January that concludes my report.

01:22:07.000 --> 01:22:16.000
Thank you, Mrs. Sicker. I would also just want to encourage other board members, not on the Finance Committee

01:22:16.000 --> 01:22:30.000
Thank you first to to Mrs. Purcell for the detail that we go into, but it really does help a lot from the budget understanding and kind of diving into some of those deeper conversations that we're not able to have so just kind.

01:22:30.000 --> 01:22:39.000
Of as a word to to everyone. You have time some light listening and and wanna listen to this finance committee.

01:22:39.000 --> 01:22:44.000
I I really think that it's helpful transitions.

01:22:44.000 --> 01:22:56.000
Well into our conversations here. So next, we have our student representatives report, and so this evening we have representatives as these Forster and Patel, all here with us.

01:22:56.000 --> 01:22:59.000
So do you have a report to share

01:22:59.000 --> 01:23:07.000
Yes, Mrs. Bishop Patel, and we're looking forward to reciting and spending time with loved ones over this homework for you weekend or Thanksgiving.

01:23:07.000 --> 01:23:25.000
Break, and there's a big congratulations to Hhs voice soccer team who won states this past Friday, and we would like to invite all of you guys to come join us at a community created tomorrow in a celebratory celebratory parade and the invites are at your desks if you guys

01:23:25.000 --> 01:23:28.000
are interested, and then this past Saturday, at the election conventions for you in government.

01:23:28.000 --> 01:23:35.000
10, Hershey students won statewide positions, and we also had a very successful fall play.

01:23:35.000 --> 01:23:38.000
The importance of being earnest. This past weekend.

01:23:38.000 --> 01:23:39.000
Okay. This is Olivia for us for speaking on November, the twelfth Hhs.

01:23:39.000 --> 01:23:48.000
To your team brought home first place in Game day at the conventional Valley competition this past week Mountain, Hershey and Hershey High participated in a student exchange.

01:23:48.000 --> 01:24:03.000
This involved 40 Mehs students coming to our high school for the day, and then our students going there, we look forward to continuing to build a community between these 2 2 school districts.

01:24:03.000 --> 01:24:07.000
Also in this past week we have had a community period where admin viewed expectations.

01:24:07.000 --> 01:24:23.000
And oh, my God! Specifically focused on bathroom rules and behaviors. During this coming break there will be a virtual manyathon fivek taking place, that, will act as an additional Fond fundraiser

01:24:23.000 --> 01:24:26.000
This is phase on. It's easier on November eleventh.

01:24:26.000 --> 01:24:45.000
Sorry on November eleventh we celebrate Veterans' Day for veterans, and the man performed the branches, fight songs, veterans visit visited classes and share their experiences, and they were individually celebrated for their contributions to our country also the

01:24:45.000 --> 01:24:53.000
First parking trade report cards came out last week to the pleasure of many, into the dismay of some

01:24:53.000 --> 01:25:00.000
The middle school has has their turkey trot tomorrow, or they'll have a PET rally, and they'll have a little run little race which should be quite entertaining.

01:25:00.000 --> 01:25:11.000
Yeah, I'll tell you the elementary school. Mrs. Slater's class had the most food item donations with 2,670, and got to make the gobble into a Sunday.

01:25:11.000 --> 01:25:19.000
Which I'm sure was fun and professional magician, John Cassidy, came in to do a balloon magic assembly.

01:25:19.000 --> 01:25:23.000
That's it.

01:25:23.000 --> 01:25:25.000
Thank you. Recognition of new extracurricular activity or school club. Dr.

01:25:25.000 --> 01:25:32.000
Winson.

01:25:32.000 --> 01:25:35.000
In compliance with policy, 122 extracurricular activities.

01:25:35.000 --> 01:25:43.000
The listed edition of the Middle School Student Clubs is recognized dungeons and Dragons club

01:25:43.000 --> 01:25:49.000
Thank you. The listed items are on the anticipated December twelfth, 2,022 board of directors meeting Agenda.

01:25:49.000 --> 01:25:52.000
There's no unfinished business for this evening.

01:25:52.000 --> 01:25:53.000
So moving on to consent agenda. The consent agenda, continues routinely adopted.

01:25:53.000 --> 01:26:01.000
Items, and items which normally do not require public deliberation on the part of the board.

01:26:01.000 --> 01:26:05.000
A board member may pull items which will then be discussed and voted on separately.

01:26:05.000 --> 01:26:09.000
May I please have a motion to approve the consent agenda items as listed.

01:26:09.000 --> 01:26:11.000
So move Mike Rizzo, second Donna Cronin.

01:26:11.000 --> 01:26:17.000
Is there any discussion? This is a standard voice vote all those in favor.

01:26:17.000 --> 01:26:21.000
Please say aye, any opposed say no consent.

01:26:21.000 --> 01:26:22.000
Agenda is approved. New business personnel resignations, Dr.

01:26:22.000 --> 01:26:30.000
Windsor Administration recommends the approval of the personnel resignations.

01:26:30.000 --> 01:26:36.000
Thank you, Maya. Please have a motion to approve personnel resignations, so Mike Rizzo, second Lindsey Cock.

01:26:36.000 --> 01:26:37.000
Is there any discussion? This is a standard voice vote all this in paper.

01:26:37.000 --> 01:26:44.000
Say, aye, any opposing, no.

01:26:44.000 --> 01:26:51.000
Personnel, General Dr. Winson, the Administration recommends the approval of the listed personnel and recognition of any listed transfers.

01:26:51.000 --> 01:26:52.000
May be, have a motion to approve listed personnel and recognition of any.

01:26:52.000 --> 01:26:58.000
Of this transfers, so move Mike Rizzo.

01:26:58.000 --> 01:27:02.000
Second Lindsey Cock. Is there any discussion? This is a standard voice.

01:27:02.000 --> 01:27:11.000
Vote all those in favor say aye, any of those say no, that includes new business delegate reports.

01:27:11.000 --> 01:27:14.000
The Psba delegate report, and 22 legislative platform report are attached. Dr.

01:27:14.000 --> 01:27:21.000
Cronin, do you have anything you would like to ask not to the Psba general report, but for the Assembly just wanted to give you just guys a heads.

01:27:21.000 --> 01:27:22.000
Up. It was on. I believe it was November.

01:27:22.000 --> 01:27:35.000
The fifth. It was in the morning, and primarily it was devoted to the proposed piece Psba.

01:27:35.000 --> 01:27:50.000
Logislative, platform for 2,023, and if you go through the attachment I just included the pieces that were addressed, and everything that was proposed was approved, and there's a color coding for what was changed what was added what was deleted so it's pretty

01:27:50.000 --> 01:27:55.000
Comprehensive. And if you go just focus on those colors you could probably go through it in 10 min and see all the different changes.

01:27:55.000 --> 01:27:59.000
Okay, if you have any questions, let me know

01:27:59.000 --> 01:28:04.000
Thank you. Dr. Kernan. Are there any more members who would like to give a report?

01:28:04.000 --> 01:28:11.000
I actually wanted just to do a quick before I should have said this last week on the Cai.

01:28:11.000 --> 01:28:34.000
You there is a Monte Carlo night happening on the 20 sixth of November, from 6 to 9 to the Whitaker center, and it benefits imagination library and that is Dolly Parton had started that and they're really looking to bring that to our area to benefit dolphin

01:28:34.000 --> 01:28:37.000
Cumberland and Perry County, and just without getting in a lot of detail.

01:28:37.000 --> 01:28:45.000
It basically gets every child a free book every month from birth to 5 years old.

01:28:45.000 --> 01:28:50.000
So it's a really a really neat concept. So it's just kind of getting it really.

01:28:50.000 --> 01:28:59.000
Going. So if you hear anything about imagination library, I think it's a it's a really neat

01:28:59.000 --> 01:29:04.000
Idea to just kind of get involved with will help a lot of people.

01:29:04.000 --> 01:29:07.000
Thank you. Any other board members. This is Caddy Secker.

01:29:07.000 --> 01:29:10.000
I just wanted to once again congratulate our boys.

01:29:10.000 --> 01:29:21.000
Soccer team. I got to watch the game again on Saturday morning that was replayed, and I just was so impressed that I thought it was a it was a team. Effort.

01:29:21.000 --> 01:29:23.000
It was just unbelievable. I just it.

01:29:23.000 --> 01:29:33.000
I just what a game so excited, so proud of that! They worked really hard for that, so congratulations

01:29:33.000 --> 01:29:39.000
Thank you. Anyone else. Ditto. Yes, yes, soccer Dr.

01:29:39.000 --> 01:29:44.000
Insight. You have a superintendent's report.

01:29:44.000 --> 01:29:51.000
I do, and I now I have learned that while the students are talking I just check things off.

01:29:51.000 --> 01:30:00.000
It has been a really. It's been a great couple of weeks, and and there have been a wonderful amount of events going on, and it's it's always just so fun.

01:30:00.000 --> 01:30:08.000
To see the kids participating in their plays and in their sports and you know, doing all the different things that they do to contribute to the school community.

01:30:08.000 --> 01:30:18.000
I just love that part of the of what we do. I am excited about tomorrow being Turkey Trot for those who are not aware.

01:30:18.000 --> 01:30:27.000
That is also a major food drive that the middle school participates in, and they are actually the in the past.

01:30:27.000 --> 01:30:34.000
At least I think they still are the major contributor to the local Food Bank with the restocking with with what they they gather.

01:30:34.000 --> 01:30:38.000
It's it's really quite amazing. I do have a job tomorrow which I'm excited about.

01:30:38.000 --> 01:30:39.000
I get to drive the Gator and pick up the cones.

01:30:39.000 --> 01:30:52.000
I am. I've never gotten to drive the Gator, so I'm very excited, and if you have the opportunity to look at pictures of Mrs.

01:30:52.000 --> 01:30:59.000
Goville as an ice cream, Sunday. They are definitely worth seeing, and she was in incredible sport.

01:30:59.000 --> 01:31:06.000
I cannot imagine letting kids pour strawberry syrup over my

01:31:06.000 --> 01:31:16.000
With thanksgiving, holiday coming up. I did want to just take a moment to see how grateful I am to serve this district and this community.

01:31:16.000 --> 01:31:37.000
Am thankful for the incredible support that we receive from the community the amazing students that we get to work with every day incredible staff that makes a very difficult job seem like it's easy, and I wish that everyone gets to enjoy homework, free weekend but a very restful, and wonderful thanksgiving break

01:31:37.000 --> 01:31:44.000
hopefully, with friends and family, a time of peace and and good food together.

01:31:44.000 --> 01:31:48.000
Thanksgiving. Everyone thanks thanks. So for Board President's report.

01:31:48.000 --> 01:31:52.000
I I think a lot of. I want to echo the soccer.

01:31:52.000 --> 01:32:00.000
It's almost felt really nice lately to have so many different activities going on, because everything's back and happening that you're trying to figure out how you can do multiple things.

01:32:00.000 --> 01:32:07.000
But I was able to watch the soccer game on Friday night and wasn't able to get there because it was on the west shore for middle school honors.

01:32:07.000 --> 01:32:14.000
Choir until I got back to her. She in traffic.

01:32:14.000 --> 01:32:19.000
I couldn't get back over to Mechanicsburg but one of the great things is having.

01:32:19.000 --> 01:32:40.000
It be on TV, and then our staff and Miss Carpel do such a great job as social media that I was able to see that the fire truck, you know, escort from them coming home was there so I was able to jump in the car and go over to the high school as the the boy's returned home and

01:32:40.000 --> 01:32:48.000
So fall sports all around were really exciting this year, and just fun to say congratulations to all those students and also our music department.

01:32:48.000 --> 01:32:52.000
There were kids from middle school for boys and girls over the last couple of weeks that were part of the different honors.

01:32:52.000 --> 01:33:12.000
Choirs through the central PA region, and so we had a ton of Middle school boys on Friday that were at Cedar Cliff, and it was really cool to see the number of dairy townships, students that were there because there were some middle schools.

01:33:12.000 --> 01:33:17.000
That only had a few kids that participated. And then we had a really big group.

01:33:17.000 --> 01:33:30.000
And so I think, continued to be really grateful for the opportunities that our music department presents to to students who, you know, thrive in that area the same way as we do in athletics.

01:33:30.000 --> 01:33:33.000
And activities. So it's just been really exciting.

01:33:33.000 --> 01:33:34.000
And then the the efforts of like the veterans.

01:33:34.000 --> 01:33:35.000
Day getting to see that and watching kids interact with veterans is really cool.

01:33:35.000 --> 01:33:49.000
So feels like it's just once again like a really great time to be dairy township presidents, and parents, and part of the school community.

01:33:49.000 --> 01:33:54.000
So thank you. To everyone who makes that happen

01:33:54.000 --> 01:34:06.000
I apologize. I forgot something. I did want to just give a reminder that Monday is a 2 h late start, and everybody will get a text message on Sunday, reminding that of that

01:34:06.000 --> 01:34:15.000
This texts are really helpful, I'm gonna jump in real quickly, donna current just to tag off of what both Stacy and Kathy said.

01:34:15.000 --> 01:34:31.000
Also want to acknowledge that all throughout this fall sports season our students, at least in the high School level, because they're the games I've been going to it has been incredible to see the amount of support from our student body students who place sports students who don't play sports there have been so many people

01:34:31.000 --> 01:34:34.000
At all the different events, and I've just loved seeing that.

01:34:34.000 --> 01:34:41.000
And I I just want to commend the our Karen High School students for being so supportive of each other.

01:34:41.000 --> 01:34:57.000
Yeah, that's great. Thank you. Our final recognition of citizens is: this is an opportunity for residents and taxpayers to address the board on matters related to the agenda or matters of district governance that were not on the agenda.

01:34:57.000 --> 01:35:00.000
Those who speak are asked to follow the same guidelines outlined at the initial public comment portion of our meeting, and I will once again ask for treasure.

01:35:00.000 --> 01:35:30.000
Mrs. Sicker to please keep time. Are there any bread, residents, or taxpayers who would like to comment at this time for those attending virtually? It's your turn because we do not once again have anyone in the audience

01:35:30.000 --> 01:35:35.000
Okay? Do not see any hands raised. So is there anything else for the good of the order?

01:35:35.000 --> 01:35:38.000
The next regular Public board of directors meeting will be held on December twelfth, 2,022 beginning at 7.

01:35:38.000 --> 01:35:48.000
0, P. M. The board will also hold its annual reorganization meeting on December the fifth, beginning at 6 o'clock Pm.

01:35:48.000 --> 01:35:51.000
Please refer to the district website to register for virtual attendance.

01:35:51.000 --> 01:35:56.000
As the meetings draw closer may I please have a motion to adjourn this meeting.

01:35:56.000 --> 01:36:07.000
So move Microsoft