►
Description
February 28, 2023
D
B
E
Okay,
well,
thank
you,
as
always
for
giving
us
an
opportunity
to
update
you
on
the
project.
We
want
to
talk
just
briefly
about
phase
one.
We
we
spoke
last
month
and
provided
some
slides
of
of
the
finished
product.
We
do
have
a
few
things
we're
following
up
on
some
Spanish
Rochelle.
To
give
you
a
brief
update
on
phase
one.
F
Good
evening,
so
right
now
the
second
boiler
arrived
and
has
been
installed
in
the
final
connections
and
startup
is
tomorrow.
One
of
the
other
missing
mechanical
units
is
for
the
admin
it
is
arriving
in
March,
so
we've
made
arrangements
with
the
district
and
the
contractors
to
replace
it
over
Easter
break
that
way,
we're
not
disrupting
the
admin
or
the
district
at
that
time.
So
I'll
be
when
everyone
comes
back.
That
will
be
done
other
than
that
we're
just
wrapping
up
some
close-up
items
with
the
contractors
and
getting
ready
for
phase
two
thanks.
E
At
this
time,
we've
got
a
few
more
numbers
that
we're
waiting
on
next
week,
we'll
take
time
to
de-scope
these
these
contractors
and
then
set
up
a
meeting
with
the
administration
to
review
the
scope
and
the
pricing
with
the
ultimate
goal,
to
bring
that
information
to
you
on
March
14th,
and
if
that
is
satisfactory
to
you,
then
on
March
28th.
It
would
hopefully
be
on
the
docket
for
approval.
E
We
have
also
been
meeting
with
the
administration
and
the
principal
to
review
the
phasing
plan.
Obviously,
with
the
the
shift
in
the
time
frame,
we've
had
to
change
the
phasing
a
little
bit,
making
sure
that
it
accommodates
Raquel's
needs
and
the
needs
of
the
district
as
we
move
through.
So
we've
been
able
to
have
some
good
dialogue
as
it
relates
to
that
as
well.
F
Actually
tweaking
it
a
little
bit
with
Raquel,
so
we
haven't
finalized
that,
but
we
were
able
to
move
an
area
up
earlier
as
she
asked
for
so.
By
doing
that,
we
might
be
able
to
reduce
that
a
little
bit.
I
have
not
been
able
to
finalize
that
with
her
I
want
to
do
that
first
and
then
I
can
get,
definitely
give
you
what
the
end
date
is.
Okay,.
B
E
We've
seen
certain
Commodities
move
upward
and
some
kind
of
move
downwards,
so
it's
been
really
since,
since
the
fall,
it's
kind
of
you
know,
we
had
a
stretch
of
you
know
eight
to
12
months
where
it
was
running
pretty
wild.
We
have
seen
a
little
bit
of
stability,
but
it
depends
on
what
the
commodity
is
to
be
honest
with
you
so
and
and
we're
seeing
some
of
the
pricing
that's
coming
in
right
now
in
in
the
same
same
direction,
a
little
bit
up
a
little
bit
down,
and
hopefully
we're
going
to
have
something.
G
F
So
right
now
the
elevator
contractor
ordered
the
wrong
frames.
They
ordered
the
door
opening
in
the
incorrect
Direction,
so
we're
waiting
on
new
frames
and
a
controller,
so
that
is
supposed
to
be
here
sometime
in
March,
so
as
soon
as
that
gets
in
and
finishes
up
we'll
finish
the
brick
and
get
that
online.
So
that's,
unfortunately,
that's
the
halt
right
now,
waiting
for
that
door
frame
to
come
in
because
I
can't
do
any
further
masonry
work
until
that
frame
is
set.
I
H
B
Thank
you
I'd
like
to
announce
executive
sessions
that
we've
had
over
the
last
couple
months:
first
January
24th
2023
for
personnel,
other
legal
matters
and
receive
information,
February,
1st
2023
for
personnel,
other
legal
matters
and
receive
information,
February
21st
2023
for
personnel,
other
legal
matters
and
receive
information
as
well
as
February,
28
2023
for
personnel.
Other
legal
matters
and
received
information.
J
So
SGA
held
their
annual
wish
week
in
the
middle
of
February.
All
the
students
and
staff
in
the
school
were
sent
a
Google
form
where
they
could
request
wishes
for
their
friends
and
teachers.
We
had
over
1
300
wishes,
most
of
which
we
were
able
to
Grant.
This
could
be
anything
from
Candy
to
flowers,
to
even
pizza
parties
and
breakfast.
J
L
Yep,
this
is
me
so
for
the
for
all
the
different
schools,
we'll
start
with
Abraham
Lincoln
Lincoln,
just
wrapped
up
a
coin
fundraiser
for
Melody
Sable,
a
student
at
Memorial
currently
battling
cancer,
Lincoln
families
and
staff
raised
2
330.30
for
the
Sable
family.
They
would
like
to
thank
everyone
for
their
generosity
and
participation
with
this
fundraiser
and
it
was
so
wonderful
to
be
able
to
help
another
family
in
our
own
Community.
Their
Valentine's
Day
parties
went
very
well
and
they're
busy
getting
ready
for
the
spring
events.
L
Ben
Franklin
has
been
busy
fundraising
and
having
fun.
They
just
kicked
off
their
readathon
with
the
annual
book
door
decorating
and
reading
with
the
Stars
event.
George
Washington's
American,
Heart
Association
fundraiser,
started
yesterday
with
a
kickoff
assembly
and
will
run
through
March.
Students
are
encouraged
to
take
the
healthy
heart
Challenge
and
raise
money
for
the
AHA.
L
Their
biggest
event
in
February
is
George
Washington
day,
which
is
celebrated
every
year
on
February
22nd
George
Washington's
birthday.
This
year
they
celebrated
with
several
history
related
prize
Raffles,
including
Museum
tickets,
books
on
George
Washington
and
a
White
House
Lego
set,
among
other
things
and
George
Washington
coloring
contest,
red
white
and
blue
snacks
from
Dairy
Queen,
a
red
white
and
blue
gift
that
was
given
out
by
George
Washington
himself.
L
Espo,
which
is
on
the
23rd,
was
a
huge
hit,
bringing
out
a
lot
of
future
scientists
and
artists.
Big
thanks
to
Mrs
Huth
for
bringing
out
Camp
invention
science
experiments
for
the
kids
to
enjoy
William
Penn
had
a
quieter
month.
The
students
enjoyed
the
Valentine's
parties
and
had
fundraising
opportunities
to
go
towards
their
next
few
months
of
fun.
L
Neil
Armstrong
Friday
night
was
their
Battle
of
the
books
and
their
readathon
ran
at
the
same
time
to
encourage
all
students
to
read
more.
In
the
month
of
February,
lots
of
fun
was
had
by
all
the
teams
in
their
Book
Fairs
coming
up
in
the
next
few
weeks,
and
the
IMs
ptso
is
in
the
very
beginning,
stages
of
planning,
move-up
Day
activities
for
the
8th
graders.
M
M
B
A
I
just
wanted
to
share
from
the
psba
liaison
April
18th
is
going
to
be
their
annual
advocacy
day.
It
is
now
virtual,
so
if
any
of
the
board
members
would
like
to
participate
in
that,
if
you
need
an
email,
let
me
know
I
can
forward
you
that
information,
so
you
can
sign
up
and
that's
a
day
when
you
virtually
meet
with
our
state
level
Representatives
to
share
with
them
what
is
going
on
in
our
schools
and
what
sorts
of
things
we
need.
A
The
legislature
to
work
with
us
on
and
March
7th
is
going
to
be
the
governor's
budget
address,
and
shortly
after
that,
psba
will
be
emailing
us
a
recorded
presentation
about
how
psba
believes
that
will
impact
the
education
funding
for
this
upcoming
year,
and
if
anyone
needs
emails
about
those
things,
let
me
know
and
I'll
be
happy
to
send
those
over
to
you.
Oh
there
was
also
yesterday
a
rally
for
Charter,
School,
Reform
and
psba
is
asking
its
members
to
connect
with
their
state
level
Representatives.
A
B
That's
that's
a
thank
you
for
reminding
us
all.
Did
everybody
get
that
email
because
I
got
it
direct
to
me
also,
and
so
they
have
a
little
wizard
button.
You
can
press
and
it'll
automatically,
send
it
to
Devlin
and
to
Natalie
and
of
course,
they're
going
to
get.
You
know
100
of
the
same
emails
but
I.
Guess
it's
worth
going
through
the
action
Kim.
Do
you
have
something.
G
D
You
good
evening,
everyone
I'll
start.
First,
with
sharing
with
the
board
of
a
few
brief
bios
on
the
retirements
that
you'll
be
approving
on
tonight's
agenda.
There
are
four
of
our
professional
staff
that
are
intending
to
retire
at
the
conclusion
of
the
school
year
start
first,
with
Mr
Scott
zeiler
Scott
began
his
career
in
July
of
2007,
as
our
director
of
Transportation
and
over
the
course
of
these
years,
he's
been
instrumental
in
making
all
of
the
functions
of
his
Department
run
smoothly.
D
Not
only
has
Scott
LED
in
this
area
he's
also
filled
in
as
bus
driver
on
numerous
occasions
when
there
was
a
need
and
was
integral
in
making
sure
things
ran
smoothly
during
the
renovation
of
the
bus
garage
project
that
just
wrapped
up
here
in
the
fall
and
our
favorite
image,
of
course,
is
Scott
standing
by
a
bust
with
a
red
cape
and
a
big
red
s
on
in
his
promotional
piece
to
get
more
drivers.
So
we
wish
him
happiness
and
a
long
and
happy
retirement,
Mr,
Mark
ruska
is
retiring
from
Neil
Armstrong.
D
He
started
as
a
fifth
grade
elementary
teacher
at
Memorial
in
1999.
His
assignment
was
changed
to
fifth
grade
at
Neil
Armstrong.
He
took
a
sixth
grade
social
studies
position
at
Neil
and
that's
where
he
currently
works
right
now.
He
participated
in
our
effective
reading
instruction
workshop
and
he
also
participated
in
the
grade.
Realignment
committee
and
he's
been
coaching,
multiple
sports
for
Bethel
Park
over
the
years
he
intends
to
retire
at
the
conclusion
of
the
school
year.
D
D
She
started
her
employment
with
the
district
as
a
substitute,
instructional,
Aid
and
Newton
time,
Aid
back
in
August
of
2002,
and
then
she
moved
on
to
become
a
part-time
instructional
Aid
at
George,
Washington
Elementary
and
that's
from
where
she
will
retire
here
in
June.
I
wish
all
of
the
retirees
on
tonight's
agenda.
D
The
best
also
note
for
the
boards
and
the
community's
interests
that
today
marks
the
beginning
of
public
schools
week
not
today,
but
this
week
this
was
launched
by
the
Learning
First
Alliance
as
a
way
to
celebrate
and
acknowledge
the
amazing
contributions
of
the
public
schools,
the
administrators
teachers,
Specialists
parents
and
school
board.
Members
who
support
our
nation's
nearly
550
million
Public
School
students.
D
I
personally
want
to
thank
the
board
for
your
commitment
to
public
education.
Knowing
that
a
school
director
can
be
a
rewarding
experience,
no
other
role
can
have
such
a
positive
impact
on
a
local
community,
but
it
also
can
be
very
challenging.
Just
know
that
your
Administration
stands
with
you
and
all
of
Bethel
Park.
D
This
Apple
award
is
meant
to
give
a
quote
pat
on
the
back
to
colleagues
who
make
a
difference
in
the
lives
of
their
students,
school
district
and
community
enstoy.
That's
National
State
teachers
of
the
year
in
PA
wants
to
recognize
teachers
who
are
not
currently
members
of
the
organization,
but
they
want
to
note
and
award
them
with
a
certificate
of
appreciation.
K
D
The
six
buckets
that
we've
been
dealing
with
over
the
past
20
months
or
so
and
tonight
was
supposed
to
be
on
facilities,
but
we've
given
enough
updates
I
think
over
the
last
few
weeks
and
months
that
you
kind
of
know
where
we
are,
we
heard
about
it
from
site
logic.
Last
week
we
heard
about
it
from
jaw.
O
Yes,
thank
you
Dr
Walsh,
and
thank
you.
Everyone
for
letting
me
speak
this
evening.
So
with
the
universal
screener
I
think
we
had
a
really
good
first
attempt
at
the
universal
screener
when
we
tried
to
educate
parents
about
the
universal
screener.
The
first
thing
that
we
did
is
we
sent
out
a
phone
call
to
everybody,
letting
them
know
that
information
was
coming
home.
We
knew
that
if
we
just
sent
the
email
home
a
lot
of
times
they
get
deleted
or
if
it's
not
something
that
strikes
them
right
away,
so
we
we
called
home.
O
O
You
know
to
get
us
into
the
best
Universal
screener
protocols
and
and
so
that
that
went
very
well
I
think
for
our
first
round,
so
we
ended
up
having
300
right
right
around
300
students
participating
in
in
the
pilot
program
this
year,
I
think
what's
really
interesting.
When
we
looked
at
the
data,
we
talk
about
the
mtss
framework,
which
is
very
much
a
part
of
our
strategic
plan.
O
So
when
we
looked
at
the
data
and
how
it
came
out
with
our
sub
our
300
students
that
took
the
survey
the
we
see
that
there
was
seven
percent
that
were
in
that
elevated
risk
category,
which
were
21
students
and
the
elevated
risk
score,
which
was
38
students,
so
we
had
236
students
that
you
know
came
out
with.
Very
you
know
normal
types
of
risk
and
but
I
thought
it
was
interesting.
How?
When
you
think
about
the
mtss
framework,
you
know
where
our
our
sample
group
fell
in
relation
to
those
numbers.
O
So
with
that,
when
we
look
at
the
grade
breakdown,
you
know
what
we
would
expect
to
see
is.
We
would
expect
that
that
that
risk
score
increase
in
the
grade
level
kind
of
almost
like
a
you
know,
a
traditional
bell
curve
in
a
way.
Frankly,
where
you
see
those
rise,
you
know
as
they
get
into
the
fifth
sixth,
seventh,
eighth
and
Ninth,
and
then
you
see
it
curtail
again
as
they
get
out.
O
That
is
a
normal
distribution
in
terms
of
increase,
not
necessarily
the
numbers
per
se,
but
the
way
that
those
things
increase
in
those
years
and
then
taper
off
after
that
ninth
grade
year,
when
kids
get
through
that
adolescent,
you
know
Middle
School
stage
so
to
speak.
I
think
it
is
interesting
in
the
data.
If
we
look
at
it
that
we
talk
about,
you
know
where
those
transition
years
are.
O
You
know
where
we
see
those
those
dips
in
in
the
students
that
fall
out
of
that
tier
one
category
and
into
that
tier
two
category.
You
know
we
see
that
from
sixth
to
seventh.
We
see
that
from
fourth
to
fifth,
we
see
it
from
sixth
to
seventh
and
we
see
it
from
you
know:
eighth,
the
ninth,
and
then
we
regain
you
know
some
of
those
those
students.
O
So
it's
just
something
to
pay
attention
to
I
think
when,
when
we
read
the
literature
right
now,
that's
out
there
about
students
in
mental
health,
we
hear
a
lot
about
female
students
and
they're
suffering
with
mental
health
concerns
it
plays
out
to
to
a
degree.
You
know
in
our
sample
group
here
for
students.
So
we
see
that
the
female
students
you
know
their
their
risk
scores
are
higher
than
their
male
counterparts.
So
I
just
think.
That's
interesting
feedback
and
again
it's
a
data
point
that
without
this
screener
we
don't
have
it.
You
know.
O
So
we
got
something
good
here
that
can
kind
of
Base
Us
in
some
facts
about
what
we're
speaking
about
with
kids
in
their
mental
health,
so
that
piece,
I
think
was
was
very
good
to
see
in
terms
of
reinforcing
things
about
transition
years,
reinforcing
things
about
Middle,
School
years,
reinforcing
things
about
females
and
males
and
helping
us
really
understand
what
tiering
students
could
do
for
us.
We
sent
out
as
a
part
of
our
education
Outreach
to
the
parents.
We
sent
them
all
their
scores.
O
We
sent
them
a
document
that
explained
the
scores,
ask
them
for
their
feedback
on
where
they
would
like
us
to
go.
As
a
district.
With
our
student
support
team,
we
got
a
really
good
feed
turnout
from
that,
because
out
of
those
58
parents
that
we
reached
out
to
57
of
them
got
back
to
us,
and
you
know
we
had
five
parents
that
were
looking
for
just
the
ability
to
talk
to
their
child,
about
the
scores
you
know
and
what
that
meant,
and
that
was
certainly
fine.
O
You
know
it
gave
a
basis
for
them
to
have
a
discussion,
and
that
was
a
good
thing.
We
had
22
parents
that
had
their
child
meet
with
a
member
of
our
student
support
team
to
give
them
education
on
that
subcategory,
those
domains
of
the
best
of
where
they
they
scored
lower,
and
you
know
to
gain
more
insight
as
to
why
that
would
be
and
made
recommendations
from
there.
So
some
of
those
students
went
on
to
stop
processes.
Some
went
on
to
groups
or
some
just
stopped
right
there.
At
the
educational
level.
O
With
the
student
support
team,
we
had
26
members,
I'm,
sorry
I'm.
Reading
that
wrong
yeah,
so
we
had
we
had
other
students,
the
four
students
there
referred
immediately
to
the
sap
team
because
their
parents
were
like
hey.
This
is
just
this
is
really
intensive
stuff,
and
so
we
went
right
into
the
sap
team
and
they
did
a
cans
assessment,
which
is
what
our
protocol
is
for.
Sap,
which
looked
deeper
and
then
made
recommendations,
and
a
couple
of
those
kids
ended
in
our
site-based
Therapy
Program.
We
also
you
know.
O
Mrs,
figlioli
and
I
are
getting
off
the
ground
with
some
staff,
a
social
emotional
learning
program
after
school,
and
we
have
some
of
those
students
that
are
going
to
be
a
part
of
that
program
as
well.
So
this
was
our
Outreach
after
we
got
the
scores
and
how
we
pulled
the
kids
into
student
support
Frameworks
that
we
had
available
to
them
definitely
need
to
continue
to
develop
that
support
framework,
because
that's
something
that
you
know
needs
to
be
refined.
O
O
So
that's
exciting
to
see,
and
so
that's
basically
an
update
on
how
we
out
laid
out
the
best
screener,
how
we
provided
support
and
what
the
scores
showed
and
so
Dr
Walsh
was
going
to
go
in
to
some
of
our
recommendations,
of
what
we've
learned
through
this
year
and
maybe
where
we
might
want
to
head
as
we
move
forward.
Thank.
B
Just
one
question:
you
know
you,
you
highlight
the
kind
of
the
the
groupings,
the
percentage
of
you
know
at
risk
and
potentially
at
risk.
What
were
some
of
the
drivers?
You
know,
there's
like
30
questions
or
something
on
there
and
if
you
categorize
those
questions,
what
seemed
to
be
the
most
influential
for
driving
people
into
that
high
risk.
O
Category
very
good
question
internalization.
So
a
lot
of
the
anxiety
based
items
were
what
drove
kids
most
often
into
and
at
risk
or
elevated
risk
score.
So
that
was
that
was
the
highlighted
item
and
I
might
add,
and
I
failed
to
mention
one
of
the
things
that
we
talked
about
with
the
screener
that
was
important
was
identifying
students
that
we
didn't
know
their
names.
That
was
really
one
of
the
biggest
impetuses
for
the
the
universal
screener
and
and
without
question.
It
I
totally
identified
kids
again,
mostly
internalization
types
of
items
that
we
had.
O
B
With
parents
do
they
feel
anxious
during
the
school
day?
Do
they
not
like
their
work?
Do
they
not
have
attention
to
detail?
What
are
what
are
some
of
the
drivers?
I
mean
when,
when
you
talk
about
internalization,
that's
just
that's
a
characteristic
of
the
student,
but
it's
not
really
the
issues
that
they're
they're
dealing
with
around
their
environment.
Do
we
know
what
what
some
of
those
things
are,
because
that
that
tells
us
what
we
need
to
do.
You.
B
O
That's
what
the
groups
do
you
know
the
groups
are
geared
towards
that.
You
know
the
the
education
programs
with
the
counselors,
that's
what
is
geared
towards
it's
talking
about
what
are
those
driving
forces
that
are
causing
them
to
answer
the
questions
in
the
way
that
they're
answering
them,
so
that
is
the
that
is
the
the
remediation
technique
right
now,
you
know
to
it.
O
But
to
answer
your
question
more
succinctly
to
the
questions
you
know
there
are
things
like
you
know
that
you
know
I'm
concerned
about
my
work
or
I'm
concerned
about
you
know
my
my
peer
group.
You
know
socialization
types
of
questions
you
know
so
they're
anxious
about
you
know
how
they
exist
in
that
academic
framework
and
also
in
that
peer
relation
framework.
O
P
P
O
This
would
be
somewhat
conjecture
on
my
part,
but
I
think
when
you
reach
out
to
parents
appear.
You
know
in
Guardians
about
something
like
this
that
a
lot
of
times
when
they
respond
they're
responding
because
maybe
something
doesn't
feel
right
to
them
and
so
I
think
if
it
was
more
Universal
I
think
we
would
definitely
catch
more
students,
but
I
think
you
know
you
you
may
see
you
may
see
you
know
a
dip.
If
you
follow
my.
P
O
B
H
O
O
O
O
Yes,
so
one
of
the
things
that
we
you
know
we
had
as
a
part
of
our
protocol
for
this
program
was
to
make
sure
parents
were
giving
us
that
permission.
You
know
to
to
move
forward
with
things,
so
all
those
students
that
were
the
parents
kind
of
came
back
to
us
and
said
yes,
thank
you
for
giving
us
this
information.
This
is
what
we
want
you
to
do.
Those
students
down
at
the
high
school
met
with
a
member
of
the
student
support,
counseling
team
and
without
question.
O
The
team's
room
was
a
part
of
their
educational
program
like
this
is
what
this
is.
If
you
haven't
I
know,
you've
heard
of
it
everybody's
heard
of
the
team's
room.
But
what
really
is
it
meant
to
do?
Have
you
ever
thought
that
this
could
be
for
you
because
you
may
not
have
so?
That
was
a
part
of
their
Outreach
down
at
the
high
school
for
the
team's
room
and.
O
O
F
O
Would
be
the
hope
is
that
we
could
continue
to
look
at
the
information
over
a
longer
term,
similar
to
what
we
do
with
assessment
data,
to
try
to
draw
those
comparisons
and
Trends
and
hope
that
what
we
put
in
place
would
drop
some
of
these
scores
again
driving
them
below
the
five
percent
below
the
10
percent.
That
means
we're
making
progress
so
good.
P
Question,
do
you
have
any
indication
of
why
you
think
you
got
such
a
better
response
rate
at
the
early
grades
than
the
later
grades
like?
If
you
just
look
at
the
number
of
students
participating
it
it
pretty.
You
know
linearly
falls
off
not
quite
but
you're,
starting
at
47
in
third
grade,
then
dropping
down
to
17.
By
the
time
you
get
to
senior
in
high
school.
K
O
Happen
as
kids
grow,
older
and
they're
I
think
we
we
need
to
work
hard
at
proving
why
these
things
are
important.
You
know,
we've
talked
a
lot
with.
You
know
members
here
about
education,
and
you
know
so
we
need
to
continue
to
drive
that
conversation,
because
just
because
more
responses
came
from
the
elementary
doesn't
mean
that
the
need
is
greater.
It's
just
that
I
think
the
way
that
we
have
the
way
that
we
conducted
it.
You
know
with
the
opt-in.
Those
are
the
people
that
are
most
engaged
in
the
emails
that
are
coming
home.
P
Think
that
makes
perfect
sense
to
me.
My
guess.
My
personal
concern
is
that
the
students
who
are
statistically
more
likely
to
have
I
guess
more
adverse
side
effects.
You
know
from
these
things
are
going
to
be
generally
the
older
students,
the
ones
who
aren't
really
getting
well
captured
in
this
data.
D
One
of
the
first
things
we
want
to
suggest
is
that
the
best
is
continued
and
we
want
to
recommend
that
it
continues
as
an
opt-in,
Pro
offering
for
students
and
families
in
the
fall
of
the
school
year
and
once
you've
opted
in
and
participate
in
some
of
these
services
and
programs
that
are
available.
We
can
repeat
the
best
screener
with
you
over
time
to
see
what
progress
is
being
made.
If
there's
some
improvements
that
that
we
can
brag
about
with
your
family
because
of
these
services.
D
With
with
that
recommendation,
we
also
want
to
bring
forward
to
the
board's
consideration
and
alternative
survey
tool
that
is
sort
of
different,
not
sort
of.
It
is
completely
different
that
we
think
maybe
meets
more
of
the
ideas
and
expectations
we
would
have
want
to
have
for
a
universal
screener
or
Universal
assessment
system.
D
The
Proposal
I'm
bringing
to
you
tonight
is
for
the
the
pupil
attitude
and
to
self
and
school
assessment.
Acronym
is
pass,
it's
used
in
some
of
our
neighboring
districts
as
a
universal
screener,
and
it's
it's
a
shorter
online
assessment
and
it
focuses
on
the
students
attitude
towards
their
school
experience.
D
One
of
the
things
we
like
about
it
is
that
it
does
enable
us
to
measure
some
of
the
progress
that
we're
making
on
the
Strategic
plan
outside
of
social,
emotional
issues,
academic
programming
and
opportunities
that
we're
offering
kids.
How
are
they
encountering
that
and
experiencing
it?
Are
they
seeing
the
right
kinds
of
impact
from
those
changes,
as
well
as
other
aspects
of
our
strategic
plan?
D
What
we
like
about
the
past
assessment,
too,
is
that
it's
not
the
kind
of
tool
that
necessarily
prescribes
a
direction
for
this,
for
the
students
and
the
support
staff
to
follow,
but
it's
more
of
a
of
a
benchmark
measurement
tool.
It's
sort
of
assessing
how
the
students
feel
about
their
experience,
which
is
kind
of
kind
of
a
variation
on
a
climate
survey.
How
do
they
feel
about
their
experiences
in
the
school
about
their
teacher
experiences
about
their
peer
experiences
about
their
academic
experiences
and
their
extracurricular
experiences?
D
D
So
that,
essentially,
is
is
the
Strategic
Plan
update,
which
to
me
addresses
a
previous
piece
that
the
board
had
authorized
and
as
a
pilot,
we
wanted
you
to
hear
about
how
it
went
and
then
to
bring
forward
some
additional
recommendations
to
take
us
to
the
next
level
of
implementation.
That
would
be
moving
the
best
to
that,
keeping
it
as
an
opt-in
experience,
but
moving
it
also
to
a
progress
monitoring
tool
for
kids
who
participate
in
the
interventions
and
then
adopting
a
universal
screener
called
the
pass
questions.
D
D
Climate
survey,
but
we
would
continue
to
promote
advertise
the
best
survey
to
families
that
if
they
were
concerned
about
their
child
at
that
point
or
have
any
reason
to
think
that
they
want
to
get
some
more
information
a
little
bit
a
better
better
look
than
participate
like
they
did
this
year
in
the
best
in
the
fall
in
a
very
similar
method,
where
we
advertise
its
availability.
Sign
up
here,
watch
the
video.
So
you
know
what
we're
asking
Etc
so.
G
D
Agreed
I
I,
don't
think
one
precedes
the
other
I,
don't
think
taking
the
pass
is
going
to
make
the
family
more
alert
or
more
concerned
I,
because
they're
very,
very
different
tools.
One
just
talks
about
the
students,
attitudes
and
perceptions
about
their
school
experience,
their
academic
experience,
their
teacher
relationships,
Etc
and
answering
those
questions
isn't
going
to
necessarily
red
flag
them
for
social,
emotional
programming.
B
B
I
looked
through
them,
I
I
kind
of
like
to
pass
and
I
can
support
that
one,
because
it's
not
it
it's
more
of
a
reflection
of
us
it
it's
it's
our
report
card
on
how
we're
doing
the
kind
of
environment
that
we're
creating,
but
it's
not
kind
of
prying
into
having
students
assessing
their
relationship
with
their
parents
and
teachers,
and
things
like
that
which
I
believe
is
private
information
and
it's
covered
under
the
privacy
rules
by
the
Department
of
Education.
So
I
couldn't
support
that
as
an
opt
out
as
an
opt-in,
I
mean
yeah.
B
D
D
N
Okay,
thanks
again
once
again,
as
as
we
say
every
month,
we're
trying
to
get
10
pounds
of
fun
into
a
five
pound
bag,
so
lots
of
action
happening
around
Deer
Lake
around
Bethel,
Park
and-
and
here
we
are
with
some
really
fun
things.
Our
first
thing
is:
we
have
the
Polar
Plunge
on
Friday.
Here
you
can
see
two-time
state
championship,
baseball,
coach,
Patrick,
Zender,
trying
to
prove
the
gravity
is
just
a
fad
and
Bethel
Park
was
able
to
raise
more
than
two
thousand
dollars
for
Special
Olympics
of
Pennsylvania.
N
N
Number
two
is
last
week:
11
Bethel
Park
High
School
students
participated
in
the
pmea
regional
Chorus
Event
at
Pine
Richland
High
School,
as
you
can
see,
Keegan
bursowski,
Megan,
dehaven,
Maria,
Katana,
Clara,
McGuff
and
Sam
Palace
have
each
Advanced
to
the
state,
competition
and
Anna
Marie
Lorenzi
Dylan,
Lawton,
Noah,
stiglich,
Andrew,
Williams,
Dylan,
Fennell
and
Elizabeth
Robinson
also
participated,
so
it
was
really
wonderful
event.
Bethel
Park
was
well
represented.
N
Of
course,
February
is
Black:
History
Month
and
Bethel
Park
schools
were
full
of
Black
History
Month
activities
and
throughout
its
curriculum,
I
had
Abraham
Lincoln.
Where
I
was
this
day,
they
had
something
called.
They
had
a
unit
called
Black
History
Month
Learning
Centers.
There
were
five
centers
in
the
school's
library
that
focused
on
the
principles
of
learning
art,
kindness,
reading
and
building,
which
is
ostensibly,
was
puzzles.
The
students
used
the
centers
to
learn
more
about
significant
African-American
figures
and
historical
events.
N
This
is
read
Across
America
week
and
really
we've
been,
we
push
reading
all
year
round.
Earlier
this
month,
I
had
William
Penn.
Some
of
the
students
read
the
therapy
dogs,
the
visits
Were
Meant,
to
help
children
read
better
and
to
reduce
their
stress
pictured
here
as
Riley
he's
a
13
year
old
golden
doodle
who
lives
in
Irish
town
in
Bethel
Park,
and
he
was
very
happy
to
listen
to
the
students
read
to
him.
It
was
really
cute
and
our
last
one
is
Bethel
is
bocce.
Is
the
slogan
that's
coming
up?
N
That's
how
talented
they
are.
It
was
really
great.
Actually,
I
was
at
the
one.
This
was
at
Baldwin
and
it
was
great
because
there
was
there
was
controversy.
There
was
recrimination,
they
had
rules.
Experts
coming
there
were
signage,
there
was
threatened
ejections
and
that's
just
coach
Pictionary
like.
N
N
One
final
thing:
I'm
going
to
sneak
in
one
tomorrow:
tickets,
go
on
sale
to
the
public
for
The,
Adams,
Family
and
make
sure
remember
all
tickets
this
year
are
ten
dollars
for
everyone
and
can
only
be
purchased
electronically
and
we'll
send
out
more
information
on
how
to
do
that.
So
there
will
be
no
physical
tickets
sold
at
the
gate.
Everything
will
be
bought
electronically,
as
happens
for
most
of
our
sporting
events
and
happens
at
many
other
schools
throughout
the
region.
We
also
did
it
this
way
for
our
Middle
School
Musical.
So
thank.
D
Q
Q
Q
Recess
was
one
of
those
areas
that
we've
heard
a
lot
about
the
core
subjects:
science,
math
social
studies,
Ela
the
intervention
periods,
some
of
our
social,
emotional
learning,
our
scheduling
and
we
left
a
blank
spot
so
that
people
could
bring
their
own
ideas
too
to
the
table,
and
so
we
gave
everyone
some
independent
time
to
think
through
some
of
these
thoughts,
fears
hopes
wishes
and
we
really
encouraged
not
really
questions,
but,
like
dream,
big,
what
do
you
want
to
see?
Do
you
want
to
see
a
science
lab?
Do
you
want
to
see
a
steam
center?
Q
Do
you
want
to
see
someone
brought
up
something
like
an
indoor
recess
kind
of
playground?
Place
I
mean
dream
big.
What
is
it
that
you
want
to
see,
and
then
we
pulled
the
teachers
together
into
groups
and
we
had
them
sort
of
group
think
and
share
ideas,
and
you
know
it
was
amazing
to
see
things
that
were
similar
things
that
someone
didn't
think
of
that
they
wanted
to
add,
and
once
we
did
that
we
had
each
one
of
the
table.
Groups
on
Post-it
notes
put
some
of
their
ideas
and
their
priorities.
Q
We
used
some
dots
to
kind
of
determine
okay,
if
you
could
only
vote
for
one
priority
in
the
school
one
vote,
something
you
want
to
see.
Where
would
you
put
that
and
we
have
one
more
building
left
to
go:
George
Washington
Elementary
next
week,
and
so
after
we
have
all
six
buildings
we're
going
to
pull
all
of
this
together
see
what
trends
we're
seeing.
What
things
are
similar
and
sort
of
start
utilizing
that,
as
we
work
through
continuing
to
build
a
wonderful
K-5,
Center.
R
Our
second
bright
spot
would
have
been
in
service.
Last
week
we
had
great
conversations,
Miss,
Wells
and
I
met
with
each
of
the
department
facilitators
and
we
wanted
to
plan
a
customized
day
for
each
department.
So
it
was
a
lot
of
great
conversation
and
discussion
of
what
time
did
they
need
for
certain
tasks
projects?
Were
there
certain
trainings
that
they
needed.
So
it
was
a
lot
of
coordination
on
the
part
of
that
leadership
of
the
teacher
leadership
representing
those
departments.
R
We
also
had
some
in-house
presenters
that
we
were
really
proud
of
two
of
our
elementary
teachers,
Miss
Esposito
who's,
a
third
grade
teacher
at
Lincoln,
Ms,
luzader,
who's,
a
fourth
grade
teacher,
that
is,
they
did
not
photograph
themselves,
but
they
did
send
photos
some
great
photos
from
the
training.
Miss
Esposito
is
the
science
Elementary
science
facilitator
as
well,
but
they
each
of
them
have
four
science
kits.
They
had
already
been
trained
on
two
and
miss
losaider
and
miss
Esposito
were
on
the
science
committee
two
years
ago,
who
selected
Smithsonian.
R
So
they
had
piloted
this
kit
and
were
willing
to
train
the
third
and
fourth
grade
teachers
on
those
kits.
So
they
both
set
up
trainings
in
their
classrooms
to
train
their
colleagues
and
Miss.
Lou
zader
invited
students
to
come
to
the
training,
so
the
students
actually
participated
in
helping
the
teachers
work
through
the
units
and
get
prepared
to
work
with
them.
It
was
a
really
great
day
and
Ms
luzader
was
really
really
grateful
for
the
kids
to
come
in
and
the
teachers
appreciated
it
as
well.
R
R
D
Part
of
those
Grant
applications
have
a
matching
investment
requirement,
and
so
we
need
to
include
in
what
the
initially
was
six
buildings.
We
need
to
include
Neil
Armstrong
in
that
valuation,
so
we
could
declare
those
values
when
we
make
these
Grant
applications.
So
this
motion
actually
was
carried
from
last
week,
but
it's
a
seven
it's
seven,
not
Seventeen
is
twenty
thousand
dollars
and
it's
seven
buildings.
D
S
B
Should
we
do
a
Voice
vote
on
the
amendment
and
then
we'll
do
a
electronic
vote
on
the
main
motion?
So
the
way
this
will
go
is
I'll
call
for
a
Voice
vote
to
ratify
the
amendment,
and
then
those
changes
will
go
into
the
main
motion.
Okay,
so
all
in
favor
of
the
amendment
that
Mr
modrach
proposed
say:
aye
aye
opposed
okay
Amendment
passes
so
now
the
main
motion
includes
seven
buildings
for
twenty
thousand
dollars.
P
I
can
there
are
three
items
tonight
under
the
finance
committee
agenda
item
number
one:
memorandum
of
understanding
with
the
Allegheny
Intermediate
Unit,
the
board
of
school
directors,
approves
the
administration's
recommendation
to
approve
the
Allegheny
Intermediate
Unit
AIU
transition
memorandum
of
understanding
for
the
2022-2023
and
2023
2024
school
year.
Second,
item
payment
for
K-5
elementary
school
project.
The
board
of
school
directors
approves
the
administration's
recommendation
to
approve
payment
for
invoice
number
1043149
to
ECS
Mid-Atlantic
LLC
for
a
total
of
one
thousand
one
hundred
fifty
dollars
for
the
K-5
elementary
school
project
and
the
last
item.
P
B
G
D
Diploma,
it's
absolutely
an
option
and
it
definitely
is
an
option
if
the
family
had
was
hoping
tonight
would
happen
so
that
they
could
talk,
approach
her
and
ask
her
how
she'd
like
this
to
occur.
Mr
villani
is
going
to
order
her
a
diploma
with
all
the
other
seniors,
so
she
can
certainly
come
to
graduation
and
walk
if
she
wants.
O
B
G
E
G
U
T
I
G
B
D
S
Some
of
the
board
members
not
be
aware.
We
got
some
information
this
week
that
a
present
custodian
and
a
former
custodian
had
passed
away.
Mark
Briggs
was
a
custodian
Don,
Neil
Armstrong
just
passed
away
recently
and
our
former
high
school
custodian,
Bill
Ryan,
had
just
passed
away
and
Mr
Briggs
Arrangements
were
already
today
was
a.
S
B
I
just
want
to
highlight,
since
I
didn't
want
Mr
cromie
to
have
six
and
a
half
things
okay,
but
I
did
want
to
acknowledge
the
Deca
club
and
they
did
very
well
this
last
week
over
I
think
over
30
people
are
going
to
the
national
competition
down
in
Orlando
and
I'm.
A
huge
fan
of
this
I've
participated
in
it
or
with
not
participated
in
it,
but
I've.