►
From YouTube: Bethel Park School District Live School Board Committee Meeting: September 20, 2022 (7 PM)
Description
September 20, 2022
C
D
C
You
I
believe
we
had
a
little
bit
of
a
mix-up
on
our
agenda
or
our
communication,
and
we
invited
student
council
here
tonight
and
they
have
a
report
all
prepared
for
us.
So
we're
going
to
insert
that
as
item
number
three
and
a
half
on
the
agenda.
Okay,
and
if
you
can
come
up
and
give
your
report
and
and
then
you
can
also
give
one
next
week
too,
if
you
like.
G
Good
evening,
everyone,
my
name,
is
glenn
yarka,
I'm
the
owner
of
sparrow
applied
designs,
limited
which
owns
properties
at
the
corner
of
broughton
and
library
road.
Thank
you
so
much
for
allowing
me
the
time
to
speak
tonight
and
present
my
request.
I'm
promised
to
be
short,
and
hopefully
very
simple,
so
the
handouts
that
I
gave.
I
only
brought
10
and
I
can
rotate
this
around
throughout,
but
it
will
show
the
top
page
shows
an
aerial
photo
of
the
properties
owned
by
sparrow,
which
I
have
been
working
on
for
quite
some
time.
G
With
the
hopes
and
the
goals
of
redevelopment
recently,
we
had
applied
for
and
were
granted
rezoning
rezoning
from
c1
and
r3
to
all
c2,
and
shortly
thereafter
I
did
apply
for
and
was
approved
for
redevelopment
of
which
we
are
working
through
the
conditions
of
that
redevelopment.
Right
now,
as
I
mentioned,
it's
been
many
years
in
the
making
pandemic
has
had
market
conditions
have
had
a
pretty
substantial
impact.
G
Hindering
the
project
at
the
top
of
the
list
is
the
cost,
so
my
performers
no
longer
work
in
that
I'm
committed
to
the
project
and
continuing
the
improvements,
much
of
which
are
to
come.
If
we
are
able
to
see
this
development
come
to
fruition,
and
therein
lies
the
ask
so
to
be
clear,
I'm
I'm
not
asking
for
school
tax
abatement,
but
what
I
would
ask
for
to
help
chip
away
at
the
cost
and
help
bring
the
performer
back
into
line
that
I
can
get.
G
The
financing
in
place
would
be
to
delay
any
tax
reassessments
for
10
years.
This
would
help
me
get
the
project
constructed
and
stabilized
currently
we're
paying,
I
think
about,
and
I
have
the
printout
in
there.
I
think
it's
about
62
000
a
year
in
school
taxes,
so
that
revenue
would
stay
the
same
and
if
we
don't
develop,
it
stays
the
same.
So
I
think
the
win-win
is
that
we
do
develop
and
eventually
it
goes
up,
but
I've
got
to
be
able
to
to
do
it.
So
that's
pretty
much
it.
G
H
I
C
G
G
G
The
cost,
surprisingly,
is
about
the
same,
but
the
opportunity
for
revenue
goes
up,
because
I
get
five
spaces
here
versus
really
a
maximum
of
three
spaces
there.
Also,
I
don't
really
prefer
that.
Look.
I
want
to
do
something
grand
here
so
on
the
variances
I
mean
we're
tastefully
doing
this
within
the
community.
Staying
to
the
setbacks
which
are
before
you
knock
the
buildings
down
the
houses
down
pre-existing
non-conforming,
so
that
would
be
one
variance
on
the
setback
and
then
the
other
is
a
few
parking
spaces,
but
which.
I
G
J
G
J
G
Just
the
site
work
alone,
another
effort
that
I'm
doing,
rather
than
doing
it
all
at
once,
which
is
myself
is
to
face,
but
with
that
phasing
you'll
have
ninety
percent
of
the
site.
Work
that'll
be
needed
up
front,
which
a
lot
of
that
is
water
management
to
improve
the
corners.
So
you
know
I
mean
we're
looking
at
all
kinds
of
different
things,
but
to
answer
well
what
your
question
was
like:
how
long.
J
C
From
a
property
tax
standpoint,
are
you
familiar
with
the
litigation?
That's
been
going
on
around
the
common
level
ratio,
where
I
think
is
it
like
82
percent
and
now
the
current
recommendation
through
the
court
system
is
to
reduce
it
to
65
percent,
and
that's,
for
I
think,
applies
for
something
like
this
right.
That's
go
forward
property
that
where
this
new
common
level
ratio
should
apply,
it's
going
to
be
almost
like
15
points
less
than
where
it
would
be
assessed
at
today.
G
K
The
function
of
actual
of
us,
reassessing
those
properties,
will
happen
by
the
county
and
we
don't
have
any
control
over
it,
but
whether
a
taxing
body
like
the
school
district
is
willing
to
accept
either
a
pro-rated
amount
of
taxes
to
help
support
development.
That's
I
mean
that
there
is
a
vehicle
for
that,
it's
just
it
it.
It
usually
sounds
and
looks
a
little
bit
different
than
what
that.
What
than
what
you're
talking
about
tonight-
but
it
sounds
like
this-
is
an
entree
into
a
conversation.
Is
that.
G
This
would
be
the
better
path:
okay
and
when
you're
looking
at
even
the
number
right,
the
biggest
taxes,
the
school
taxes,
but
they
they
were
like
it's
a
long
road
to
go
with
us
and
it's
a
very
the
probability's,
not
high,
and
he
was
pretty
forthcoming
with
me
on
that,
and
you
know
you
only
have
so
much
time
and
resource
you
have
to
decide
where
you're
going
to
put
that
at.
So
that's
actually
how
I.
K
Got
to
this
meeting,
okay,
so,
ultimately
the
boar
I
mean
we
would,
you
know
I
think,
understand
kind
of
what
it
was
that
you
were
interested
in
the
board
if
it
wanted
to
take
an
action
does
so
by
resolution
and
that
usually
takes
several
months
to
develop.
It
is
an
unusual
thing,
at
least
my
understanding
for
bethel
park
to
to
support
efforts
in
this
way,
but
that
doesn't
mean
that
that
is
impossible.
So
I
think
we
would
just
need
to
understand
all
the
details
of
what
what
you're
looking
to
do.
K
What
the
proposal
is,
it
seems
like
you've,
done
some
work
on
the
land
development
side,
which
is
which
means
that
you're
you're
and
it
sounds
like
you
have
a
pro
forma
that
that
you're
starting
to
work
on
or
fine-tuned.
So
I'm
sure
if
you
coordinate
a
little
bit
more,
perhaps
with
mr
mccoslan
and
and
any
appropriate
person
on
the
board
that
that
we
could
continue
to
evaluate
the
request.
I.
K
In
most
lerders
on
there
is
a
lot.
There
is
a
state
law
that
addresses
lorda's
in
general,
they're
ten.
They
tend.
They
are
typically
ten
years
in
length
with
phased
in
implementation
of
the
full
assessment,
so
the
county
does
their
full
assessment
at
any.
Whatever
point
in
time,
the
improvements
are
taxed
typically
at
zero
percent,
and
then
it
kind
of
phases
in
either
over
five
or
ten
years
at
a
different.
You
know
equal
amounts
over
those
years,
so
it
would
be.
Ten
percent
is
increased
in
each
year.
K
H
H
Just
I
think
what
you're
hoping
for
is
to
get
some
assurance
that
you're
not
going
to
get
a
spike
in
school
tax
before
this
is
developed
and
rented
right,
and
I
think
what
the
board
needs
to
know
is
what
kind
of
fine
I
mean
like
how
far
along?
Are
you
when's
this
actually
going
to
break
ground
when's
this
going
to
be
completed?
What's
what
kind
of
financing
have
you
got
secured,
in
other
words,
some
assurance
that
we
give
you
this
and
you're
going
to
do
what
you've
asked
us
to
get?
What
you've
promised
here.
H
H
I
think
it's
important
to
pause
at
this
point
and
acknowledge
that
there
isn't
anybody
in
the
room
who
couldn't
identify
or
realize
the
seriousness
with
which
schools
are
faced
with
social
and
emotional
issues
that
students
are
dealing
with.
It
became
very
evident
to
us
during
the
coveted
years
of
where
students
were
and
what
their
needs
were:
socially
academically,
emotionally
etc.
H
So
the
plan
was
exceptionally
necessary
and
again
exceptionally
weighty,
there
was
a
lot
to
it,
and
so
we
wanted
to
walk
you
through
some
of
the
pieces
that
are
already
in
place
or
are
getting
into
place
so
that
you
can
be
assured
that
the
promises
we
made
to
our
community
through
that
policy
are
starting
to
come.
True.
H
It's
a
portrait
version
here
of
our
trauma-informed
care
plan
of
action
on
how
we're
moving
forward
to
implement
our
plans
and
our
needs
and
I'll
draw
your
attention
to
a
couple
of
important
pieces
in
that
document,
the
first
of
which
is
an
underlined
passage
in
the
first
paragraph
of
the
document
that
that
reminds
us
quite
emphatically
that
student
achievement
is
directly
tied
to
student,
social,
emotional
stability,
that,
when
students
are
have
experienced
or
are
experiencing
trauma,
it
shows
up
in
more
than
just
their
mood.
It
shows
up
even
in
their
academic
success.
H
H
H
You
know
it
was
mr
mccauslen
who
made
a
really
profound
point
in
the
in
the
course
of
these
deliberations
and
finances
that
we
put
all
of
our
weight
in
the
physical
health
of
students
with
phys,
ed
class
and
the
nutrition
guidelines
in
the
school
and
the
cafeterias
and
so
forth.
But
we
we
hadn't
to
this
point,
put
any
attention
to
the
social
and
emotional
educational
pieces.
So
here
we
are.
We
have
some
full-time
people
dedicated
to
the
work
in
the
schools.
H
I'm
not
going
to
talk
much
about
the
team's
room,
because
one
of
my
co-presenters
is
going
to
tell
you
more
about
that
at
the
high
school
I'll
move
on
to
the
mtss,
the
umbrella
that
you
see
there.
But
essentially,
if
we
break
that
down
into
simplest
terms,
we
try
and
layer
the
supports
for
students,
multi-tiered
system
of
support,
a
layer.
That's
underneath.
H
We
have
some
administrators
attending
restorative
practices,
training
where
we
have
alternatives
to
the
exclusionary
discipline
or
the
negative
connotation
discipline.
That's
ongoing
and,
in
fact,
there's
a
motion
on
the
board's
agenda
tonight
about
that
for
one
of
our
administrators
to
attend
a
conference
on
this
issue.
H
That's
one
of
those
ideas
that
we're
going
to
walk
crawl,
walk,
run,
be
and
take
our
time
to
make
sure
we
have
everybody
up
to
speed
on
that
before
we
start
using
that
in
our
buildings
with
our
students,
and
also
note
that
extracurricular
opportunities
is
also
expanding.
Finding
more
places
for
students,
we
know
solidly
that
there
is
great
research
that
says
when
a
student
feels
connected,
respected
and
valued
to
the
school
that
lifts
their
their
attitudes
and
their
efforts
and
their
motivations.
H
C
H
H
H
I
tried
to
just
take
some
screenshots,
but
I'll
talk
you
through
what
you're
looking
at
here,
essentially
on
the
on
the
left
side
of
the
screen,
are
results
from
all
the
different
regions,
all
the
different
jurisdictions
that
were
involved
in
this
parent
study,
and
then
I
exploded
up
to
be
a
little
bit
bigger
version
of
what
the
results
look
like
for
just
southwestern,
pennsylvania
communities
and
parents
and
the
the
circle.
The
colored
circles
represent
the
percentage
on
how
parents
responded
to
a
question.
H
What
is
the
purpose
of
school,
simple
question
and
they
had
three
choice:
four
choices:
31
percent
of
the
respondents
said
the
purpose
of
school
was
to
prepare
students
for
post-secondary
education,
get
them
ready
for
their
future.
33
percent
of
the
parents
responded
about.
The
same
number
of
parents
responded
that
the
real
purpose
of
school
is
to
develop
self-knowledge
and
a
personal
sense
of
purpose
to
find
out
who
they
are,
and
what
they're
good
at
simply
put
22
percent
said,
prepare
them
for
the
workplace
and
6
prepare
them
to
be
good
citizens.
H
Would
you
advance
that,
for
me,
the
the
other
thing
that
they
did?
Is
they
interviewed
a
equal
number
of
teachers
as
well
and
you'll
see
now
the
comparison
of
how
teachers
compared
to
the
results
and
and
what
was
most
fascinating
for
me,
and
I
I
I
pulled
out
this
particular
section
of
the
report
because
they
asked
the
teacher
that
part
of
me
asked
the
parents
okay.
What
do
you
think
the
teachers
would
say
to
the
answer
of
that
question?
H
What
would
teachers
say
is
the
the
purpose
of
school
and
in
this
particular
case,
the
numbers
in
orange
represent
what
the
parents
said.
Teachers
think
teachers
think,
according
to
parents,
that
the
role
of
school
48
of
teachers
must
think
the
role
of
school
is
preparing
kids
for
their
future,
getting
ready
for
college,
the
military,
the
workforce,
whatever
the
case
may
be
20
said
to
gain
that
self-knowledge,
14,
prepare
them
for
the
workplace
and
the
parents.
Think
percent
of
the
believe
it's
all
about
being
good
citizens.
H
Ironically,
though,
when
you
surveyed
the
teachers,
their
results
were
exactly
the
same
as
parents,
teachers
believe
exactly
what
parents
believe,
but
we
think
the
differently
about
each
other
teachers.
Think
parents
want
you
to
get
them
ready
for
the
future,
get
them
ready
for
the
post-secondary
education
and
parents.
Think
you
want
the
same
things,
but
the
truth
of
the
matter
is
we
all
want
the
same
thing
for
our
kids.
We
want
them
to
be
great.
People,
know
themselves
well
and
are
ready
for
whatever
the
future
brings
for
them.
H
Important
point
that
I'm
trying
to
make
here
is
ultimately
that
the
work
we're
doing
in
this
area.
This
social
emotional
area
is
very
important
work,
not
just
because
I
said
it
tied
to
their
academic
success,
but
it's
also
because
it's
important
to
our
families
and
to
our
teachers
that
we
make
great
people
out
of
the
students
that
come
into
our
building
every
day.
H
You
move
me
forward.
One
more
slide,
a
couple
other
relevant
facts
that
I
think
are
alarming.
Maybe
are
deeply
concerning
to
us
as
educators
who
work
with
students
children
every
day
that
one
in
five
twenty
percent
of
the
kids
who
come
into
school
every
day
are
dealing
with
a
mental
health
condition
of
some
sort
and
also
of
the
same
population.
Ten
percent
of
the
youth
and
the
schools
today
will
end
up
being
diagnosed
with
some
kind
of
substance
abuse
disorder
in
their
future.
H
These
are
big
numbers,
and
this
is
where
the
work
of
the
sap
team.
This
is
where
the
work
of
the
social,
emotional
programs.
This
is
where
all
that
work
can
surround
students
with
supports
and
help
them
at
the
toughest
time
to
be
alive,
is
in
your
in
your
teen
years,
your
youth
years
and
more-
and
I
close
with
the
words
of
mr
rogers-
he's
been
off,
quoted
and
has
become
quite
relevant
in
in
recent
days
as
educators.
H
Reading
his
work
and
watching
his
his
craft
from
back
in
our
youth
realize
the
work
he
was
doing
is
exactly
the
work.
We're
trying
to
get
done
here
is
making
them
kids
interested
in
identity
and
exploration
and
figuring
out
who
they
are.
What
they're
good
at
and
to
also
be
respectful
and
kind
people
to
begin
with,
so
what
he
said
in
1970s,
whether
it's
a
preschooler
or
a
young
teen,
a
graduating
college,
senior
or
retired
person.
H
M
Well,
thank
you
for
having
us
here
this
evening.
I
appreciate
it
very
much
I'm
here
accompanied
with
mrs
crystal
summers:
our
school
psychologist,
who's,
wonderful
and
also
mrs
lisa
cusick,
who
is
our
new
teams
coordinator
here
this
evening
to
speak
about
this
topic,
just
a
general
overview
for
our
folks
at
home.
I
know
the
board
is
very
familiar
with
the
trauma
policy,
but
for
our
folks
at
home,
the
trauma
policy
looks
at
evidence-based
practices.
M
It's
really
looking
at
some
of
our
policies
and
procedures
with
discipline
with
attendance,
with
some
of
our
grading
practices,
some
of
our
integration
of
the
cultures
and
languages
of
our
student
body,
making
sure
that
we're
being
respectful
of
those
things
in
our
planning.
It
really
focuses
on
partnerships
with
outside
organizations
which,
for
us
is
aubrey.
M
Also
doc.
Dr
walsh
talked
a
lot
about
the
mtss
framework
and
it
calls
for
us
to
to
enhance
that
and
just
to
clarify
for
mr
christensen
that
tier
one
is
really
what
we
do
for
all
students,
so
what
we
would
do
for
all
students
and
there's
three
real
pillars
of
mtss
for
us:
there's,
an
academic
pillar,
there's
a
social,
emotional
learning,
pillar
and
there's
a
behavioral
pillar.
M
M
M
So
what
we're
going
to
talk
about
tonight
is
more
of
the
universal
screening
aspect
of
that,
but
doc,
if
you
could
forward
to
the
next
slide.
What
I'm
very
glad
about
is
that
we
have
partnered
together
to
get
a
lot
of
good
things
going.
We
have
the
k-12
sap
process,
which
is
still
evolving.
We
we've
got
more
social
work
services
involved
in
the
student
assistance
program
and
in
our
day-to-day
aspects
it's
at
school.
M
M
You
may
or
may
not
know
that,
even
before
that
we
were
working
to
get
the
second
step
program
for
social,
emotional
learning
out
in
our
elementary
schools
with
our
elementary
kids.
Our
epic
social
workers
are
unloading,
that
with
our
students
and
also
what
we've
been
able
to
do,
is
to
increase
our
aubry
support
services
with
the
site-based
therapist
who's
helping
service,
our
kids,
so
that
tier
three
really
intensive
student
need
is
being
now
delivered
by
two
site-based
therapists
that
did
not
cost
the
school
board
anything.
M
It
came
through
our
partnership
with
aubrey,
so
that's
exciting
as
well.
So
where
do
we
have
areas
for
growth
in
our
policy?
Right
now
would
be
the
universal
screener,
the
implementation
of
the
climate
survey.
Those
are
things
that
aren't.
We
have
not
accomplished
yet
the
cohesive
k-12
curriculum
and,
I
say,
cohesive,
because
you
know
we're
unloading
pieces
of
that,
but
we're
still
not
cohesive
k-12
on
on
that
piece
and
continuing
to
develop
the
mtss
framework.
M
Like
I
mentioned
we're,
we
have
a
lot
of
pieces
and
and
we're
integrating
them,
but
there's
more
development
to
be
done
and
there
we
did
do
a
trauma-informed
training
with
our
paraprofessional
staff
on
one
of
the
last
in
services.
We
continue
to
lay
that
out
in
our
future,
in
services
and
and
other
things
that
I'm
excited
about.
Is
that
as
dr
walsh
mentioned,
and
I
would
just
only
clarify
that
that
the
restorative
practice
training
includes
counselors,
so
we're
sending
counselors
and
administrators
to
this
training.
M
So
that's
where
we're
headed,
I'm
dr
welsh,
if
you
could
okay,
I
have
with
me
mrs
summers
here
who
really
was
was
involved
in
the
initial
outset
of
the
bess,
which
is
the
screener
for
behavioral
and
emotional
support
needs.
Okay,
and
so
mrs
summers
is
going
to
talk
to
us
this
evening,
a
little
bit
about
the
best.
So,
mrs
summers,
could
you
come
on
up.
N
Good
evening,
so
again
my
name
is
crystal
summers.
I'm
one
of
school
psychologists
here,
and
I
just
wanted
to
talk
to
you
a
little
bit
about
the
best
and
dr
bench
had
asked
me
to
talk
a
little
bit
about
it,
because
just
to
give
a
little
bit
of
background
about
two
years
ago
is
when
we
started
to
have
conversations
about
a
social
and
emotional
screener
and
part
of
that
of
where
that
discussion
began.
N
N
And
so
we
started
to
look
into
where
that
was
coming
from
and
have
that
discussion
of
why
they
were
making
these
requests
so
much
during
that
time,
and-
and
we
came
back
with
a
couple
of
reasons-
one
is
that
you
know
in
that
direct
setting
at
home
parents
were
getting.
You
know
a
lot
more
one-on-one
time
they
were
able
to
see
in
real
time.
N
N
So
that
was
definitely
another
reason
that
we
saw
for
why
there
was
more
referrals,
but
it
really
got
to
the
heart
of
also
looking
at
what
types
of
supports
we
had
in
place
for
these
students
who
may
not
need
that
full-blown
evaluation
necessarily
but
may
need
some
type
of
support
and
also
those
students
who
I
never
heard
about
before
who
who
we
might
have
been
missing
and
falling
through
the
cracks
at
some
point.
So
so
we
went
back
and
we
and
we
looked
through
and
and
trying
to
identify
those
types
of
students.
N
N
N
N
The
global
classification
is
called
the
behavioral
and
most
emotional
risk
index.
So
this
is
the
index
that
says
it
kind
of
spikes
up,
and
we
say:
okay,
there's
there's
some
issues
going
on
here
and
then
allows
us
to
dig
a
little
deeper
into.
What's
really
going
on,
there's
three
different
areas
that
looks
like
looks
at
internalizing
index
the
self-regulation
index
and
the
personal
adjustment
risk
so
internalizing,
just
as
it
sounds,
is
more
of
those
things
that
we're
not
privy
to
necessarily
that
we're
things
like
you
know.
Am
I
feeling
lonely.
Do
I
feel
sad?
N
But
then
there's
also
that
sub-level
of
students
that
might
just
be
elevated
and
those
are
ones
we
would
want
to
do
something
with
too
so
those
might
need
a
lower
level
type
of
intervention.
But
those
are
the
ones
that
we
want
from
more
of
a
preventative
level.
To
look
at
to
see
what
kind
of
supports
we
can
connect
them
with,
so
that
they
don't
reach
to
that
very
elevated
risk.
N
M
So
I
want
you
to
consider,
as
a
teacher,
you
know,
if
you
give
a
math
test,
you'd
be
able
to
sit
there
and
say
you
know
this
student's
really
struggling
with
solving
linear
equations
or
whatever
the
test
was
on.
You
could
really
analyze
down
to
the
the
the
real
skill
that
they're
suffering
not
doing
well.
We
do
not
have
one
data
point
to
help
us
with
this
mental
health
area.
Often
what
we
hear
is
something
like
this
students
really
struggling
mentally
they're
having
some
mental
health
concerns.
M
That's
like
saying
that
the
student's
not
good
at
math.
So
we
have
these
assessments
where
we
look
at
math
and
we
sit
there
and
say
this
is
what
they're
struggling
in.
But
when
we
talk
about
mental
health,
we
don't
get
down
to
that
kind
of
layer.
We
just
say
they're
struggling,
that's
what
this
tool
helps
us
do.
So
what
we're?
What
we're
proposing
is
more
of
a
soft
roll
out
of
the
situation
we'd
like
to
do
an
opt-in
situation
for
this,
so
we
would
be
publicizing
the
parents.
M
We
would
be
getting
out
their
information
telling
them
hey.
This
is
what
we're
trying
to
do.
This
is
why
we
care
look
at
all
the
boards
done
in
hiring
these
resources.
We
want
to
put
them
to
the
best
use
of
of
their
time,
and
we
want
to
be
pointed
just
like
that.
Math
teacher,
looking
at
that
test,
pointed
to
what
the
issue
is
not
just
this
global
mental
health
concern
which
we
know
exists,
so
we
would
be
doing
the
preliminary
parent
communication
and
the
advertisement
basically
of
what
we're
trying
to
do.
M
We'd
be
trying
to
pull
parents
in
guardians
into
that
engaged.
Talk
where
you
know
a
lot
of
times.
They
don't
even
know,
maybe
how
much
their
student
is
suffering.
They
may
not
see
that,
but
we
could
give
them
an
opportunity
to
maybe
see
a
glimpse,
and
it
would
be
just
a
glimpse.
We
would
admit,
administer
this
the
screener
in
this
opt-in
situation.
M
M
Before
doing
this
instrument,
then
we
could
move
into
possible
tier
2
groups,
meaning
something
a
little
more
intensive,
maybe
a
little
more
regular,
maybe
something
that
they'd
want
to
do
with
other
students
who
may
be
experiencing
those
same
things
and
then
we'd
be
monitoring
that,
but
for
the
students
that
are
highly
elevated,
we
really
want
to
engage
them
in
our
student
assistance
program.
We
want
to
reach
out
to
parents.
We
want
to
tell
them
what
we
can
do
through
student
assistance.
M
We
want
to
do
the
cans
assessment,
but
that
of
course,
would
be
with
parent
guardian
permission,
but
that's
a
way
more
in-depth
look
of
what
is
going
on.
This
is
a
screener
which
is
a
lot
different
than
the
cans
assessment,
which
our
liaisons
would
be
doing
with
auburn,
and
we
could
refer
them
to
that
tier
2
groups
or
to
tier
3,
site-based
therapy
or
even
outside
supports,
through
our
sap
program
and
we'd
like
to
do
some
ongoing
skill
building
and
monitoring,
and
I'm
going
to
talk
about
that
here
in
a
second
so
doc.
M
M
So
this
application
that
we
would
consider
running
for
just
the
targeted
students
that
would
be
in
our
epic
social
work
and
in
our
sap
program
would
be
the
ability
to
self-monitor,
and
that
report
goes
back
to
our
epic
social
work
and
our
student
support
services.
Counseling
staff,
so
we'd
be
monitoring
that
we'd
be
building
our
conversations
with
kids
off
the
feedback
from
the
rhythm
application.
M
We're
going
to
look
at
really
being
able
to
give
our
sap
teams,
but
our
student
support
counseling
team,
a
more
targeted
need
area
that
they
can
work
on.
So
that's
really
positive
and
it's
gonna
in
in
doing
this.
I
think
we're
gonna
have
a
better
feel
for
the
progress
that
students
are
making.
Sometimes
we
know
as
teachers.
You
know
when
we
look
too
big.
We
fail
to
see
the
pro
the
progress
the
kids
make.
Mental
health
progress
can
sometimes
be
very
slow
and
monitoring.
M
M
She's
been
getting
really
her
hands
dirty
and
has
been
getting
our
team's
room
functioning
along
with
the
help
of
our
epic
social
workers
down
at
the
high
school,
and
I
and
I'd
rather
me,
steal
mrs
cusick's
thunder
I'm
going
to
ask
her
to
come
up
and
talk
to
you
about
the
investment
that
you
made
in
the
team's
room
to
help
in
this
area,
and
mrs
cusick
was
a
part
of
that
investment.
So
mrs
cusick.
O
Thank
you
good
evening.
Everyone
I'd
like
to
start
by
saying
thank
you
for
the
opportunity
to
be
a
part
of
this
to
say,
I'm
excited
is
under
estimating
it.
This
is
a
blank
canvas
and
we've
been
working
diligently
at
the
high
school.
I
can
say
we're
about
a
month
into
school
and
we
have
been
busy
and
things
have
been
evolving
constantly.
O
O
I
have
to
tell
you
since
school
started,
we
have
had
the
door
open
for
support
over
200
times
already,
and
I
say
it
that
way
because
I
can't
say:
we've
had
200
students.
We
have
some
that
come
back
quite
often,
but
I
will
tell
you
that
we're
averaging
about
55
students
a
week
we
are
seeing
them
for
everything
from
just
maybe
they
were
being
avoidant.
O
Loafing
in
the
stalls,
instead
of
classrooms
to
some
that
have
experienced
real
traumas
and
came
in
just
to
try
to
get
a
talk
in
or
some
quiet
time
before
they
went
back
to
class,
but
being
that
this
is
a
team's
room,
we
wanted
the
students
to
have
input
as
well,
so
we
have
been
pulling
them
with
some
google
forms
on
topics
they
would
like
to
discuss.
This
year
we
had
a
bunch
of
coping
skills
listed
that
they
could
check
off
as
many
as
they
wanted
and
then
an
open-ended
saying.
Is
there
anything
else?
O
So
our
social
workers
are
in
the
process
right
now
of
putting
together
a
four
to
six
week
group.
They
will
be
doing
in
conjunction
with
the
counselors
to
offer
the
kids
sessions
on
these
topics.
We've
also
participated
in
lead
groups
in
september.
We
did
storytelling
and
gratitude
mapping,
we
have
some
mindfulness
quotes
in
the
weekly
school
bulletin
and
I
have
to
tell
you
another
experience:
we've
had
we
have
lunch
times
open
and
we
all
know,
there's
kids,
that
that's
a
painful
time
for
them.
They're
sitting,
they
don't
have
anyone
to
sit
with.
O
So
quite
a
few
of
them
came
in
and
they
just
sat
there
and
they
ate
their
lunch
and
I'd
come
back
every
day
and
I
I
came
in
to
the
teams
one
day
and
I'm
like
what
is
happening
in
here.
What
they
didn't
realize
is
they
organically
formed
their
own
social
group
and
they
started
talking
to
each
other.
I
mean
there
was
conversation
going
on.
I
couldn't
believe
so
we're
just
seeing
so
much
in
there.
It's
it's
amazing.
O
O
We
didn't
want
to
call
them
chill
rooms.
You
know
the
kids
weren't
too
crazy
about
how
they
looked
at
first.
We
call
them
destination
rooms
because
in
the
end
they
are
going
to
be
have
murals
in
them
and
decorations
for
different
parts
of
the
world.
The
kids
love
them.
There's
a
lot
of
times
a
student
will
come
in
and
say
I
just
go
into
the
destination
room
for
a
while
when
they
come
out
after
some
quiet
time,
they
either
are
ready
to
talk
to
a
social
worker
or
they're.
O
O
O
Met
with
the
bethel
park
education
foundation
last
week,
and
they
were
kind
enough
to
offer
us
some
money
to
do
some
more
work
in
our
room,
and
I
said
to
them.
I
said
you
know
the
kids
come
in
upset
in
the
morning
and
we're
no
different.
We
get
up.
We
spill
coffee
on
ourselves.
We're
like
this
is
going
to
be
a
bad
day.
We
go
in
with
that
attitude.
We
have
the
chance
to
change
this.
O
I've
also
worked
with
mr
valani
and
his
team.
Every
week
we
have
a
meeting
just
to
continue
to
grow
our
program
and
they
have
me
doing
sap
meetings,
attendance
meetings,
service
agreements,
the
principals
meetings
and
it's
so
nice,
because
there's
a
connection
with
all
of
that.
These
are
the
kids
we're
seeing
and
to
be
able
to
speak
about
them
and
to
them
it's
it's
really
working
out.
Well,
so
that's
one
month
in
and
I'll
be
happy
to
come
back
again.
Let
you
know
how
we're
doing
in
another
month.
P
I
just
want
to
say
thank
you
for
everything
that
you're
doing
there.
I
really
appreciate
it.
I'm
a
teacher,
I
know
buffy's,
a
teacher
darren's,
a
teacher,
and
we
see
it
firsthand
in
our
classroom.
If
something
happens,
you
know
or
we're
like
that
first
line
of
defense
to
have
a
room
like
that
and
maybe
de-escalate
give
them
that
decompression
time
really.
I
think
we
all
here
appreciate
everything
that
you're
doing.
We've
heard
many
good
things
even
prior
to
this
evening
about
what's
happening
there.
So
thank
you.
So
much
really
appreciate
your
hard
work.
M
P
M
Q
P
R
M
Yeah
right
now
for
our
soft,
what
I
would
consider
more
of
a
soft
opening
just
to
get
our
feet
underneath
us
that
we're
doing
student
surveys
only
okay,
but
yeah,
you
can
do
all
three
and
there's
districts
like
you
know
that
are
doing
it
multiple
times
a
year.
You
know
male
11
is
doing
the
past
two
times
a
year.
You
know
as
an
example
like
we're
we're
just
trying
to
ease
ourselves
in
here.
M
L
We're
moving
forward.
Excuse
me
some
baby
steps.
It
seems
at
this
time,
but
anything
in
the
future,
like
I
said,
with
the
teams
being
successful
for
the
first
month
again
in
his
ex
experiment
down
there
and
he
visits
for
ims
some
type
of
robot
out
there
or
again
not
to
put
you
on
the
spot,
but
we
are
looking
down
those
roads
to
enhance
and
improve
it
and
expand
this
well.
M
M
I
also
go
to
the
team's
meetings
with
with
mrs
cusick
and
the
team
down
there,
and
and
certainly
we're
looking
at
how
that
can
be
proliferated
if
successful,
because
I
do
think
it
adds
so
much
value
just
even
in
that
just
the
sense
of
the
students
knowing
where
to
go
and
that
it's
a
reliable
support,
not
because
counselors
are
great.
But
what,
if
they're
not
there
like?
There
is
it's
reliable,
you
know
and
it
and
it's
managed
by
mrs
cusick,
who
just
knows
the
kids
names
knows
their
issues.
M
L
But
let's
get
you
on
the
spot,
but
we're
you
know,
I'm
working
dave.
I
know
you're
looking
that
way
and
as
we
approach
this
board
just
getting
say
guys
here,
here's
a
game
plan,
we're
kind
of
looking
out
to
move
out.
Just
you
know,
help
us
in
our
deliberation
as
we're
going
through.
Because
again
you
know
we
had
no
problem
addressing
the
team's
room
and
making
that
request
when
it
was
presented
to
us,
especially
on
a
limited
budget
area.
Just
you
know,
yeah.
M
Also,
if,
if
we
are
going
down
that
road
you'll
have
it
ahead
of
time
and
the
dollars
are
so
valuable
and
putting
them
where
it's
most
like
you
know
steam
rooms
and
things
like
that,
so
we
have
to
prioritize,
but
we
will
get
to
you
well
in
advance.
You
know
like,
as
an
example
we're
not
having
this
discussion
in
june
july.
You
know
to
roll
out
in
august.
I
mean,
I
think,
that's
the
point.
M
B
Yeah
mr
mindstarter
welsh,
mrs
cusack
and
miss
summer.
Thank
you
very
much
for
this.
Your
only
problem
at
ims
is
you
can't
multiply
that
teacher.
That's
at
teams
now
there
was
you
had
you
had
children
there,
the
last
three
years
I've
had
children
there
at
the
high
school,
the
last
three
years
that
was
needed.
B
J
J
S
F
T
T
One
of
these
elements-
parents
are
notified
and
they
are
involved
in
the
process
and
they're
involved
in
those
evaluations
and
and
all
of
the
elements
that
go
into
the
social
and
emotional
aspects
of
their
children's
school
lives.
They're
also
very
much
apart
and
involved
and
nothing's
being
done
without
their
consent
or
knowledge.
No.
C
Anybody
else
have
any
questions
from
the
board.
I
had
one
one
question
just
comment
and
mention
this
to
dr
walsh.
Earlier
you
know
it's
it's
nice
to
see.
You
know,
I
don't
know
if
there's
our
whole
portfolio,
what
we
do
for
student,
emotional,
support
and
health
on
on
this,
but
I
know
we
do
a
lot
of
things
and
it'd
be
nice
to
have
this
kind
of
laid
out
as
a
portfolio
of
offerings
of
the
things
that
we
do
and
I
notice
we
don't.
C
C
A
A
And
when
you
said
you
have
those
teams
rooms
so
far,
this
is
only
in
the
high
school,
correct
and
okay,
the
adults
who
are
interacting
with
their
with
the
children.
You
know
in
the
room,
are
they
giving
like
feedback?
Are
they
giving
them?
You
know
their
their
personal
advice
like?
Are
they
just
like
literally
just
listening.
M
Well,
it
they're
epic
social
workers,
so
their
master's
level,
social
workers,
yeah,
that's
okay,
yeah,
so
so
I
think
it
would
be.
It
could
be
both
you
know.
It
just
depends
on
the
nature
of
the
situation.
I
mean
you're
having
kids
come
in
in
many
different
states,
and
so
a
lot
of
times
it
is
just
listening,
but.
A
How
do
you
know
if
it's
like
a
teacher
or
I'm
sorry,
social
worker
that
has
I'm
just
trying
to
get
to
like
when
people
give
their
personal
opinions
rather
than
just
like
a
guided
overall,
you
know
what
I
mean
like.
Obviously,
if
someone's
not
feeling
very
about
themselves
a
child,
you
know
how
to
kept
them
up
and
tell
them.
You
know
how
they
were
created.
If
you're,
it's
perfect,
you
know
they
don't
have
to
change,
but
then
what
if
someone
has
like?
You
know
their
own
personal
beliefs
that
come
across
that
well.
M
N
A
M
Are
we
one
of
the
things
has
been
great?
Is
that
you
know
students
there's
been
an
increased
need
for
the
mental
health
and
that
mental
health
doesn't
always
happen
in
school,
happens
out
of
school
a
lot,
but
they
don't
have
to
miss
school
for
two
hours
for
an
appointment.
That's
an
hour
because
they're
not
traveling
a
half
hour
to
get
there,
take
their
appointment
half
hour
back,
so
those
destination
rooms
have
been
places
where
telehealth
has
been
able
to
be
delivered
with
the
parent,
of
course,
the
one
who's
driving
that.
A
C
M
A
V
Right,
my
name
is
brendan
mccarthy.
I
live
at
101,
jordan
street
and
I'm
calling
you
know
just
to
speak
in
favor
of
the
the
trauma-informed
approach.
I
do
have
some
some
misgivings,
though,
because
it
sounds
like
we're
just
kind
of
letting
letting
people
letting
kids
decide
whether
or
not
they
should
be.
They
should
be
screened
a
little
bit
or
anything
like
that,
and
I
think
that's,
I
think,
that's
trouble.
V
V
You
know
whether,
whether
this
kid
you
know
who
knows-
but
you
know
this-
this
opt-in,
opt-out,
there's
a
lot
of
things
in
public
school
that
are
opt
out
and
if
we're
going
to
be
doing
surveys
and
we're
going
to
be
surveying
the
climate
and
you're
only
surveying
the
kids
that
decide
they
feel
like
being
being
surveyed
that
day
or
the
parents
that
feel
like
their
kid
needs
surveyed.
Then
then
I
think
we're
we're
gonna
lose.
U
B
B
H
So
the
baseline
would
be
under
normal
conditions
without
concussion
problems.
What
your
functioning,
your
speed,
your
mental
acuity
rates,
or
how
it
scores
so
that
if
there
was
an
athletic,
related
injury
or
a
concussion,
then
there
would
be
a
comparable.
How
has
your
the
brain
trauma
been
impacted,
impacting
your
speed?
Okay,.
H
B
No,
I
didn't
have
health
network
has
theirs.
Upmc
has
theirs,
depending
on
what
doctor
you
go
to
and
what
they're
affiliated
with
and
washington
hospital
has
theirs.
So
we
need
to
get
some
more
information
on
this
and
get
it
out
to
parents,
especially
those
that
are
doing
contact
sports
sure,
and
they
can.
None
of
us
could
find
any
of
this
information
in
the
athletic
handbook.
That's
online.
L
S
S
F
I
V
R
Yes,
I
can.
We
have
nine
items
tonight
under
finance
number
one
september,
22
salaries
and
bills.
Two
august
22
financial
report
number
three
pennsylvania
commission
on
crime
and
delinquency
grant
acceptance.
This
is
to
the
tune
of
159,
000
and
70
for
physical
school
safety
and
security,
as
well
as
the
same
amount
for
school
mental
health.
This
item
will
go
to
for
physical
safety,
things
like
cameras,
barrier,
doors
or
door
barriers,
things
like
that
and
then
mental
health
crisis,
intervention,
training,
restorative
practice,
training
as
well
as
two
social
workers
that
were
previously
mentioned.
R
Number
four:
is
the
tan
grant
acceptance
for
7500
number
five
is
the
purchase
of
rhythm
software
for
four
thousand
dollars
number
six?
Is
the
bethel
park
high
school,
unified
bocce
team
that
basically
gives
it's
an
agreement
between
bethel
park
and
the
special
olympics?
I
think
it's
a
yearly
one
thousand
dollar
stipend
for
that
number:
seven:
payment
for
bethel
park,
high
school
excavation
project
for
fifty
thousand
three
hundred
four
dollars
and
forty
five
number
eight
approval
of
student
services
contracts.
R
These
are
for
pa
connecting
communities
and
goodwill
of
southwestern
pennsylvania,
upmc
project
search
and
number
nine
approval
of
crowdfunding
request
for
an
extra
four
thousand
dollars
for
the
football
school
boosters.
Does
anyone
have
any
questions
about
any
of
those
items
and
I
apologize
for
the
slightly
extended
reading
this
week,
but
I've
had
some
comments
about
difficulty,
navigating
board
docs,
so
I
figured
I'd
try
to
make
it
a
little
bit
easier
on
people.
H
C
B
C
Yeah,
so
we
should
probably
maybe
take
a
look,
maybe
maybe
we
could
have
mr
sloane
meet
with
the
coaches
to
kind
of
come
up
with
a
recommendation
and
you
know
bump
it
up
by.
I
don't
know
30
or
whatever
you
know
we
just
get
a
feel
for
you
know
what
we're
going
to
see
and
build
a
little
head
room.
So
we're
not.
We
don't
have
to
approve
every
single
one.
I.
B
C
H
I
don't
the
they're.
Actually
it's
actually
a
threshold.
I
think,
with
what
you
were
suggesting
that
there
is.
I
think
the
policy
wants
to
make
sure
through
the
process
that
things
you
raise
through
crowdfunding
under
the
auspices
of
west
park,
school
district
or
the
bethel
park.
Athletic
program
should
be
maintained
as
bethel
park
property
so
that
you
don't
use
our
our
name
and
our
reputation
to
obtain
donations
or
crowdfunding
things
to
purchase
stuff
right
that
we
don't
want
to
so
so
it
did
the
pro
we
did.
H
Do
some
changes
to
the
policy
early
in
my
tenure
because
the
the
coaches
wanted
to
see
a
little
higher
threshold.
This
was
the
number
they
came
up
with.
They
also
wanted
to
make
sure
that
they
had
more
than
just
one
authorized
site
that
they
could
use
for
a
crowdfunding
program.
We
expanded
that
list.
Mr
mccauslan
was
involved
so
this
this
did
get
some
attention
last
year
and
the
coaches,
I
think
director
wasn't
were
involved
in
those
changes.
B
R
B
B
Up
for
discussion
revisions
to
the
policy
127
the
assessment
system,
I
believe
that
new
wording
has
come
out
to
kind
of
at
the
board's
request
for
students
in
middle
school,
who
are
not
proficient
in
math
and
or
reading,
will
be
scheduled
for
intervention
programs
in
lieu
of
foreign
language
exploration
and
or
steam
enrichment
classes.
Proficiency
is
determined
by
school
administrators
analysis
of
the
student's
performance
on
pssa's
map,
testing
and
report
card
grades.
B
H
H
H
B
H
So
this
was
a
long
time
in
coming.
It
was
our
school
police
team
with
the
help
of
our
prior
solicitor,
who
put
this
together
based
on
the
state
of
pennsylvania's
model
policy,
and
it's
quite
comprehensive.
It
includes
everything
from
the
training
all
the
way
to
the
reporting
of
the
use
of
force
from
the
most
innocuous
simplest
forms
of
force,
all
the
way
up
to
the
most
lethal
forms
of
force
and
that
it
didn't
exist
prior.
H
So
this
is
a
new
administrative
regulation,
wanted
the
board
to
be
aware
of
it
to
have
time,
to
read
it
and
understand
it
and
and
comment
on
it.
Of
course,
the
board
does
not
approve
and
ars
its
policy
that
you
approve,
so
this
would
not
be
on
an
agenda.
It's
just
an
opportunity
for
you
to
see
it
comment
on
it
and
offer
feedback,
but
you
can
be
assured
that
your
solicitor
has
had
extensive
time
with
it.
Your
prior
solicitor
had
expensive
time
with
this
document.
L
I
just
I
kind
of
reviewed
it.
That's
fine,
but
just
one
question.
I
know
one
time
you
know
the
badges
have
to
say
school
police
officer,
but
we
are
not
a
school
police
department
in
the
title.
Is
the
title
falling
under
the
legislation
says
bethel
park,
school
district
police
department
versus
bethel
park,
school
district
school
police
department?
Q
L
Q
C
C
J
J
J
C
H
Yes,
the
board
is
obligated
to
approve
and
then
publicly
display
the
superintendent's
goals
and
the
the
version
that
I
have
shared
with
you
this
evening
is
really
focused
heavy
on
moving
pieces
of
the
strategic
plan
forward
in
this
coming
year.
It's
specific
to
certain
pieces,
whereas
last
year's
goal
was
goals
were
mostly
around
finishing
the
plan
promoting
the
plan
and
developing
metrics
to
measure
the
plan
this
year.
Q
C
B
I'll
go.
I
think
I
want
to
congratulate
the
administration
at
bethel
park
high
school
for,
and
the
administration
here
for
the
blue
ribbon
that
was
awarded
on
friday,
hard
work,
dedication
and
working
with
those
students
is
what
got
us
to
that
goal.
So
congratulations
to
mr
villani,
dr
kaczynski,
mrs
franzik
and
mr
fozzie.
Q
J
C
H
J
R
Yeah,
echoing
all
of
that
totally
agreed
also,
I
really
enjoyed
the
board
summaries
that
you've
been
providing
every
single
week.
I
think
that's
great
for
the
people
that
don't
have
the
time
to
necessarily
sit
through
an
hour
and
a
half
two
hour
meeting
to
just
kind
of
get
the
quick
points
without
having
to
navigate
through
the
sometimes
challenging
site
that
is
board
docs.
So
thank
you
for
that.