Fall 2024

PSBA SCHOOL LEADER

BULLETIN

fall 2024 Informing and engaging Pennsylvania’s public school leaders

AI IN SCHOOLS AND INNOVATIVE SCHOOL DESIGN

Not just a Project, but a Partner

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fall 2024 Informing and engaging Pennsylvania’s public school leaders

FEATURES

A PARTNER IN THE CLASSROOM: AI APPLICATIONS IN PA SCHOOLS

BY CASSANDRA MOCYK DAVIS

In its simplest definition, AI is “software designed to imitate aspects of intelligent human behavior,” according to MerriamWebster dictionary. But the implications for use in schools are far more detailed and complex.

AI AT BERKS CTC: PREPARING STUDENTS FOR A NEW WORKFORCE

BY CASSANDRA MOCYK DAVIS

While artificial intelligence (AI) is relatively new, the forward-thinking team at Berks Career and Technology Center is already using it to foster student success.

TRANSFORMING SPACES: DESIGNING SCHOOLS TO INSPIRE LEARNING

BY PETE CROATTO

An increasing number of school administrators believe that kids need more than four walls and straight halls.

EDUCATIONAL EXPEDITION

BY PSBA INSTITUTE INTERNATIONAL

EDUCATION STUDY GROUP

In April, a group of 13 Pennsylvania school leaders pursued innovation when they boarded a plane to Germany to tour schools in the state of North Rhine-Westphalia and conduct meetings with education and civic leaders.

Q: What motivated you to become involved in board service?

A: Serving as a board member is a role that carries significant responsibility, but it also offers the potential to be a gratifying and enriching experience. My unique skills, expertise and perspectives are invaluable and contribute to the board's success and its ability to make a meaningful impact, with student outcomes being at the forefront of motivation and social justice so we create an inclusive and equitable environment for all.

BY ROBIN GOODSON

In the year 1900, it took information 100 years to double. Today, information doubles every 12 hours and is only going to keep moving at a faster rate than anyone, including schools, could have ever imagined. The Moniteau School District, like most schools in the nation, is a one-to-one district, meaning that every student is assigned some type of computer device. Whether to replace the traditional textbook, to act as a tutor for academic support, to complete research or simply to submit written assignments, technology touches the education of all of our students every day.

BY DR. MICHAEL PANZA

PSBA President Mike Gossert recognizes the essential work of school directors and PSBA CEO Nathan Mains discusses emerging initiatives.

Dr. Michael Panza, board president at the Moniteau School District, discusses the implementation of AI tools at his district.

ASK THE STAFF

What should I keep in mind as our district considers AI use in the classroom?

Meet Robin Goodson, board president at The School District of Lancaster.

Allentown School District collaborates with DeSales University to launch the Allentown Summer Artificial Intelligence Institute.

Get answers to frequently asked questions about board governance, from PSBA’s available resources.

One great moment in the life of our public schools.

EXPERT ADVICE

CAPITOL IDEAS

Representative Peter Schweyer, D – Lehigh (part), chair of the House Education Committee talks about legislative successes, next steps in funding public education and what has surprised him most about serving as chair.

51

MONEY SMART

Detect and prevent check fraud with these informed tips.

53 DATA POINTS

Compare data about board operations statewide, methods of election and more.

57 IT’S THE LAW

Considerations for schools on the enforceability of new Title IX regulations.

SNAPSHOT

One great moment in the life of our public schools.

GOVERNING BOARD

PRESIDENT

Mike Gossert, Cumberland Valley SD

PRESIDENT-ELECT

Allison Mathis, North Hills SD

VICE PRESIDENT

Sabrina Backer, Franklin Area SD

TREASURER

Dr. Karen Beck Pooley, Bethlehem Area SD

IMMEDIATE PAST-PRESIDENT

David Schaap, Brentwood Borough SD

STAFF

Nathan G. Mains Chief Executive Officer and Publisher nathan.mains@psba.org

Jackie Inouye Editor jackie.inouye@psba.org

Cynthia L. Eckerd Editor cindy.eckerd@psba.org

Amanda Daniels Editor amanda.daniels@psba.org

Erika Houser Senior Design Manager erika.houser@psba.org

www.psba.org (717) 506-2450 (800) 932-0588 Fax: (717) 506-2451

PSBA SCHOOL LEADER BULLETIN: (ISSN 01623559) is published four times a year by the Pennsylvania School Boards Association, 400 Bent Creek Blvd, Mechanicsburg, PA 17050-1873. Tel: (717) 506-2450. Periodicals postage paid at Mechanicsburg, PA and additional mailing locations. Subscriptions: $60 per year (members), $150 per year (nonmembers). Postmaster: Send address changes to PSBA Bulletin, 400 Bent Creek Blvd., Mechanicsburg, PA 17050-1873.

EDITORIAL AND ADVERTISING

POLICY: The granting of PSBA Partners and the acceptance of advertising in this publication do not necessarily constitute an endorsement by the Pennsylvania School Boards Association for products and services offered by the advertisers. Official positions and services endorsed by PSBA will be clearly stated and noted in this publication. Opinions by authors do not necessarily reflect positions of PSBA. Copyright 2024, Pennsylvania School Boards Association. All rights

LEADERBOARD

Honor and celebrate

By Mike Gossert, president

School directors are tasked with some of the most important responsibilities related to the success of public education. How will our schools spend their budget? How will we continue to center the learning experience around our students? How do we communicate well with our communities? These are questions that require research, discussion and careful consideration for the unique needs of each school community.

As we approach another calendar year and for some, the end of their first year of service on the board, I want to acknowledge the effort and time you and your board donate to the business of governing your schools. January is designated as School Director Recognition Month, and PSBA encourages and provides resources to help districts celebrate their school directors. As you have received recognition for your service through the revamped Honor Roll program this year, I hope you feel our appreciation for your efforts on behalf of our schools. You are a valued part of your district and your association, and it’s been an honor to serve as your PSBA Governing Board president this year.

During such a challenging season for public education, it’s all the more important for us to also remember and highlight the hard work of our boards all year long and the successes of our students, staff and administrators. I encourage you to visit GreatPASchools.com to read about the great things happening in our schools, and while you’re there, don’t forget to submit your own stories! Reviewing the positives can help us focus on why we are choosing to serve on the board and where our goals can take us.

Embracing what’s next

By Nathan Mains, chief executive officer

In this issue, we are featuring stories about looking forward. From the impact artificial intelligence (AI) is making on schools to the takeaways learned by a team of school directors who recently traveled to Germany to compare our educational systems, changes are impacting our districts at a more rapid pace than ever before. Keeping up with new technology and approaches can seem like a full-time job.

PSBA is here to help. Our PSBA Institute recently held its first AI Symposium in Mechanicsburg – we know that this is an exciting (and a bit scary!) emerging issue for districts. Our new Center for AI and Education will work to identify trends, resources and opportunities, and provide training to educators and school directors. Stay tuned for details on our next AI Symposium.

We also look at what our first-ever international cohort has learned from the German state of North Rhine-Westphalia. This opportunity was funded by the PSBA Institute and provided a diverse team from across PA districts with the chance to exchange ideas and solutions with their education peers in Germany. We look forward to a continued partnership across the Atlantic.

Harry Truman once said that “Progress occurs when courageous, skillful leaders seize the opportunity to change things for the better.” School directors can be those leaders who embrace the emerging technologies and methods that change and strengthen our schools.

Generation AI

By Jackie Inouye, associate director of communications

Generation Z (born between 1997 and 2012) is the first generation to be considered true “digital natives,” followed closely by Generation Alpha (2012ongoing). Both of these generations make up the students currently in our public schools. Research by the Annie E. Casey Foundation shows nearly all (95%) of teens ages 13-17 have smartphones, and almost half of them report being online almost constantly. Access to digital devices and the internet has become a necessity in today’s educational landscape. And as these generations come of age, AI is poised to become common in the workplace.

Regardless of reservations about this emerging technology, it is an integral part of our students’ lives, and therefore something that decision-makers must grapple with. Technology will continue to evolve, but the purpose of public education is still the same – to prepare students for success beyond graduation. If and how AI will be implemented and what guardrails will be established in schools are questions worth considering.

In this issue, you’ll find some examples of districts that are utilizing AI tools in a variety of positive ways for students and staff. You’ll also learn some of the thought process behind these decisions. There’s also an explanation of PSBA’s new policy guide on generative AI to help districts navigate use of the new tools. I hope this issue helps facilitate productive conversations around this important topic. For more to come on AI in schools, watch PSBA channels.

PSBA WORKS FOR YOU

For the latest news, click the Stay Updated tab on myPSBA.

PSBA officer election results

Your new 2025 Governing Board members were announced in early November following the Delegate Assembly meeting. Details on the Governing Board, including photos and bios, will be available in the special insert in early 2025.

Board organization resources

The annual board organization meeting is when the board elects its officers and newly seated school directors begin their terms of service during a board election year. The PA Public School Code requires that school board organization happen during the first week of December. For guidance and a quick-reference guide to procedures, see Chapter 5 of PSBA’s Essentials of School Board Secretary Service in the Resource Library on myPSBA.

January is School Board Recognition Month

School directors dedicate time and effort all year long to serving their schools and communities. That’s why January is designated as a time to show appreciation for all they do. Resources to help boards celebrate, including a sample press release, customizable certificate and more, are located on myPSBA.

PennSSI August Safety Summit

In August, the Pennsylvania School Safety Institute (PennSSI) held its second School Safety Summit, providing takeaways and learning to support the safety and security of our school communities. Save the date for next year’s summit on March 27, 2025.

PCCD-approved Act 55 courses

In addition to existing offerings, PennSSI now offers five courses that are PCCDapproved for Act 55 credit.

• Substance Use Awareness

• Trauma-Informed Approaches

• Recognizing Concerning Student Behaviors That May Indicate a Threat

• Emergency Training Drills

• Situational Awareness

For registration, details and course descriptions, visit PennSSI.org.

Two PennSSI partnerships

This year, PennSSI worked with Diligent Institute to offer a Cyber Risk Oversight for Public Education Certification program. The online program is designed to help public education leaders better understand their role in providing strategic direction and oversight of cyber risk and emerging technologies. Additionally, Millersville University and PennSSI have collaborated on a School Safety Preparedness Certification program, through which participants learn how to assess and address various natural and man-made disasters. Learn more at PennSSI.org.

Allies in education

Our multipart summer Alliance Partner Webinar Series is now available to watch on myPSBA. Backed by the expertise provided by our Partners in finance, facilities, traumainformed care and data analytics, these webinars provide new strategies and ideas that can help your entity in the classroom and the boardroom. Access the recordings in the Video Library under the Gain Knowledge tab on myPSBA.

What is AbundaBox?

PSBA has partnered with AbundaBox to promote health and wellness within public school districts. The monthly subscription service delivers HealthPacks right to the doors of your educational community members and students who enroll in the

program. The boxes are filled with health tests, essential vitamins, specialty wellness items, nutritious foods and more. There are no out-of-pocket costs. Learn more and enroll at abundabox.com/psba.

PSBA Communications Support

PSBA Communications Support is intended to help district leaders engage their school community when situations arise that require a prompt and proactive response due to a crisis or other time-critical issue. Through a partnership with The Communication Solutions Group, PSBA member districts receive access to services including help identifying stakeholders, determining communications methods, and creating, revising and finalizing agreed-upon communication. Learn more on myPSBA.

School Law Handbook now available

With the recently published 12th edition of PSBA’s Pennsylvania School Law Handbook, we celebrate the 50th anniversary of offering this concise, question-and-answer format guide that covers practical school law issues. The handbook is available for purchase through publication order forms on myPSBA (for members), on the PSBSA portal (for attorneys) or on PSBA.org (for nonmembers).

GDUSA Award

PSBA has received an American Digital Design Award, presented by Graphic Design USA, for our Countdown newsletter! We are proud to be recognized alongside a range of outstanding graphic design talent. Take a look at all the winners at gdusa.com. Members can browse past issues of The Countdown on myPSBA under the Stay Updated tab.

PSBA WORKS FOR YOU

For the latest news, click the Stay Updated tab on myPSBA.

New PSBA staff

Laura Vilorio recently joined PSBA as a policy services coordinator. Previously, she worked as an operations assistant for a legal tech company and as an office general manager at the Ministry of Housing Buildings and Habitat in the Dominican Republic. Laura is fluent in Spanish and French and holds a bachelor’s degree in law from Autonomous University of Santo Domingo – Dominican Republic and a minor in finance from Florida International University. She enjoys reading, traveling and is an animal lover!

Kylee Novosel is PSBA’s new impact coordinator, assisting with board services and the Pennsylvania School Safety Institute (PennSSI). She previously worked in office management and patient communications at Penn State Health and plans to attend college to pursue a marketing degree. Kylee enjoys spending time with family and her two dogs, shopping, and being outside.

Erika Houser is PSBA’s new senior design manager. She has a diverse background in graphic design, digital marketing and photography. She holds a bachelor’s degree in graphic design with a minor in entrepreneurship from Bowling Green State University, where she also competed in Division I gymnastics. In addition to her design work, Erika is an avid photographer. Outside of work, she enjoys relaxing on the beach, lifting weights, and spending quality time with her pets and family.

Question of the Issue: What do you think are the most important skills to bring to the role of school board director?

All school board members bring decades of acquired skills, unique experiences and a resolute passion to improve their community’s district. These are “free” resources and when each board director’s resources are encouraged to develop and then strategically applied, your governance foundation will become more resilient and foster greater problem-solving dialogue. To me, that’s the most important skill, especially when challenges arise or new approaches may need to be uncovered.

Elisabeth Lynch school director, Keystone Central School District (Clinton Co.)

A Year of Learning

PSBA has released a new professional development guide for school leaders. A Year of Learning is a comprehensive catalog of events and webinars throughout 2025, making it easier for members to plan under Events via the Gain Knowledge tab on myPSBA.

LEGACY

Next question:     What upcoming project are you most excited about?

Please submit your responses (about 100 words) to jackie.inouye@psba.org by December 1, 2024, for consideration.

In 1978, PSBA purchased a “mobile field station” – a 16-foot van, complete with small conference area, telephone, and data retrieval capability allowing staff to provide on-site support to members. Barbara Hippensteel Andrews, PSBA director of policy and 2004 PSBA president, presents a policy manual to Dr. Barry O. Smith, superintendent of Middle West School District, next to the PSBA van in this photo from 1979.

BOOK REVIEW

Unbreakable: Building and Leading Resilient Teams

By Bradley L. Kirkman and Adam Stoverink

Published by Stanford Business Books, 2023

Reviewed by Mackenzie Christ

School board directors are in a unique position due to their obligation to act as a collective decision-making entity. School boards face many complex decisions that impact their community, whether that be a building project, adopting a budget or appointing a new superintendent. It’s critical that the board acts as a confident, stable and resilient team.

Unbreakable: Building and Leading Resilient Teams provides insight into how a team can be resilient in the face of adversity, uncertainty and volatility. The book explores four essential characteristics of a resilient team: team confidence, teamwork roadmaps, capacity to improvise and psychological safety.

Through real world examples, Unbreakable explores how an inappropriate level of confidence – too little or too much – can be a predictor of a team’s success and how differing levels of confidence between individual team members can impact the team. A “healthy balance of confidence and caution” reinforces for individuals that they have the skills to overcome setbacks while also being cognizant that these setbacks are temporary.

Next, Unbreakable dives into team roadmaps or “a team’s understanding of what to do and who is responsible for doing it.” While the importance of this concept is often emphasized in fields that require individuals to communicate swiftly at a moment’s notice, the importance of understanding the roles and responsibilities of all team members is crucial in any industry. To increase board effectiveness, it’s important that each school director understands the difference between the role of the school board and that of the district administration, and knows various responsibilities of individual board members.

The third resource examined in the book is a team’s ability to improvise. This chapter explains

how building a team’s transactive memory, or “awareness of one another’s expertise, experience and skills,” allows team members to know when and who can be called upon for their help or expertise. It also emphasizes how getting to know members, their background and perspectives can increase team creativity.

Because school board directors are not required to have specific educational experience or technical backgrounds to serve on their board, getting to know other members of your board may allow you to tap into their expertise or experience at different times. For example, a school board director with a background in construction may be helpful if the district embarks on a building project, while another director with experience in banking may offer helpful insights during the budget process.

The final resource in Unbreakable is team psychological safety, which is the degree that “team members feel safe in taking interpersonal risks.” When a team member feels psychologically safe, they are willing to speak up without the fear of being embarrassed, ridiculed or belittled.

A high degree of psychological safety means that team members are more willing to share personal information with their colleagues, which Unbreakable reveals brings a team closer together and allows them to work more cohesively. A team can encourage psychological safety in numerous ways including establishing a foundation of trust, being open about mistakes and creating a climate of inclusivity.

Unbreakable concludes by exploring how to lead a team through a crisis, how to build team resilience in remote and hybrid environments, and measures to assess your team. Whether in your professional career or board service, this book serves as a practical guide to help build skills and resources needed when adversity strikes.

“This book serves as a practical guide to help build skills and resources needed when adversity strikes.”

RESEARCH AND TRENDS

AI in education reports

As schools continue to navigate the use of artificial intelligence (AI), the Center for Reinventing Public Education, a research organization based at Arizona State University, recently released a report detailing how AI can “drive meaningful and positive changes in education.” Read the full report at CRPE.org. Key takeaways include:

• Think big about how AI can transform education. Leaders in education must have a clear vision for the future of education before technology can help realize that vision.

• Help districts use AI strategically. Leaders can play a role in helping districts identify priorities and streamline funds to proven AI-enabled tools and strategies designed to solve specific problems.

• Allocate funds to support and test AI initiatives, particularly in low-income and historically marginalized communities. Funding and evidence-building initiatives are needed to close, rather than widen, existing learning gaps.

• Provide detailed, actionable implementation strategies to help districts navigate AI adoption effectively. State leaders must ensure schools get technical assistance and research partnerships to support them as they try various approaches.

Common Sense Media, a nonprofit addressing the impact of media and technology on families and schools, recently

released a whitepaper on the challenges and opportunities of generative AI in K-12 education with the goal to inform decisionmaking around this changing landscape. Among the recommendations provided are listening to dissenting opinions around AI, embracing participatory design, investing in AI literacy, standardizing guidelines, and fostering transparency and accountability. The report also cautions that AI adoption and use in education should “proceed carefully” to strike a balance between avoiding harm and adequate preparation for the future. Download the whitepaper at CommonSenseMedia.org.

Gen Z survey links engagement and well-being

According to the results of a new online survey from the Walton Family Foundation and Gallup, schools are having a difficult time engaging Gen Z (ages 12 to 27), which may impact students’ well-being. For example, the 25% of students who reported the highest ratings on the survey’s engagement items were more than twice as likely as students who reported the lowest 25% of ratings to be

Students who report high engagement are 4x

more likely to believe in a great future.

thriving in their lives. They were more than four times as likely to strongly agree they have a great future ahead of them. The survey

also covers what students say helps them to engage in the classroom. Access the Voices of Gen Z Study 2024 at gallup.com.

Dual enrollment booming across the U.S.

Nationwide, about a fifth of students attending community college are still in high school, researchers said in a recent article on EdSurge.com. Often called dual enrollment, the option for high schoolers to take college-level classes at higher education institutions during the week, or even on their own campuses, is becoming more popular. According to the National Student

10% jump in dual enrollment since last year, according to the National Student Clearinghouse Research Center.

Clearinghouse Research Center, there’s been a 10% jump in dual enrollment since last year. The article suggests the rise may be due to the money and time savings since high school students can often complete courses at no or little cost, getting a jumpstart on their college education before graduation. Other studies conducted by the Institute of Education Sciences showed dual enrollment leads to better high school and college completion rates.

EDUCATION LOOKBACK

Recent highlights and happenings in public education.

PA schools that want to install solar panels can now apply for funding through the new Solar for Schools state grant program. The Solar for Schools Grant Program is accepting applications from November 1 to January 31, 2025. Information is available from the PA Department of Community & Economic Development at https://dced.pa.gov.

The U.S. Department of Education released a report showing that crime on K-12 campuses had mostly declined in the decade before 2022.

The 5th U.S. Circuit Court of Appeals ruled that the funding mechanism for the Universal Service Fund – which finances E-Rate, a federal program critical to K-12 broadband connectivity – is unconstitutional.

More than $1.4 million in state grant funding was awarded to 77 school entities to grow PA’s special education workforce.

The ACT exam will be shortened, and the science portion will become optional starting in 2025.

Some PA districts will begin using lockable pouches to hold students’ mobile phones during school hours, thanks to a new state grant that was included as part of the 202425 state budget.

To attract more speech-language pathologists (SLP) to the state, PA will offer $250,000 in grant funding to support SLP graduate students as they fulfill their school-based placements.

The U.S. Department of Education hosted the Strengthening Whole Child Communities Summit to address the importance of public education for children from low-income backgrounds.

The PA Commission on Crime and Delinquency’s School Safety and Security Committee opened the application window for $120 million in funding for two grants designed to improve school safety and mental health supports for students.

The U.S. Department of Education announced a plan to release the 2025-26 FAFSA by December 1, which is two months later than usual.

Two students were named to serve as representatives on the PA State Board of Education: Yadira Cupeles (from the Lancaster School of Cosmetology and Therapeutic Bodywork) and Naina Bhatia (from West Chester East High School).

As part of the 2024-25 state budget, the PA Departments of Health and Education will award up to $3 million to schools to provide feminine hygiene products at no charge to students.

The Shapiro administration announced that 238 schools in PA would receive funding to provide fresh fruit and vegetables to students as part of the federal Fresh Fruit and Vegetable Program.

The winners of the 2024 President’s Education Awards Program were announced, recognizing students for academic success in the classroom or for exceptional educational growth and improvement.

The U.S. Supreme Court blocked the Biden administration’s request to allow uncontested parts of the Title IX final rule to go into effect in states where injunctions were in place.

Dual enrollment continues to grow, with about one-fifth of all community college students still in high school.

Twenty-one Phase 1 winners were selected for the 2024 Renew America’s Schools Prize.

The U.S. Department of Education approved all requests to extend the spending deadline for ESSER funds, giving states and districts an extra 14 months to use the money.

U.S. Secretary of Education Miguel Cardona embarked on a back-to-school bus tour in celebration of public education. The PA Farm Bill Farm-to-School Grant Program announced the investment of over $460,000 in grants to schools and early childhood education centers across the commonwealth.

Students at Baldwin High School pilot a drone.

A PARTNER IN THE CLASSROOM

AI APPLICATIONS IN PA SCHOOLS

BY CASSANDRA MOCYK DAVIS

“It’s like having a tireless writing buddy who’s always ready to brainstorm!”

““It’s not just about using technology; it’s about enhancing our creativity and expanding the boundaries of what’s possible in the classroom setting.”

This is how junior high English language arts instructor Kyle Brady describes his students’ use of artificial intelligence (AI). “We dive into the world of AI-powered writing assistants, exploring how they can help refine ideas and improve language skills,” he says.

In its simplest definition, AI is “software designed to imitate aspects of intelligent human behavior,” according to MerriamWebster dictionary. But the implications for use in schools are far more detailed and complex.

Enhancing student learning, not replacing it

In addition to using tools to help with writing, students in Brady’s classes in the Danville Area School District are also experimenting with AI image generators. “Watching their eyes light up as they describe an imaginative scene and see it materialize on screen is truly magical,” he says.

The most exciting implementation for Brady is helping his students use AI tools to create videos. “Imagine a history project where students can bring historical figures to life or a science presentation where complex concepts are visualized in stunning detail,” Brady adds. “It’s not just about using technology; it’s about enhancing our creativity and expanding the boundaries of what’s possible in the classroom setting.”

At Baldwin High School in Pittsburgh’s BaldwinWhitehall School District, students are engaged in similar ways. “Our social studies teachers are engaging kids in Socratic seminars with AI masquerading as historical figures,” Principal Shaun Tomaszewski says.

One unexpected result of implementing the AI tools is increased collaboration among students. Brady says they are learning to work together to solve complex problems, combining their own creativity with AI capabilities. Outside of the classroom, students are teaching their parents about AI, bridging the generational technology gap.

Although creativity and critical thinking might not be obvious benefits of AI, Brady says the tools encourage students to “push their imaginative boundaries” while crafting stories with AI writing assistants or generating unique artwork. Students are also honing their analytical skills while learning how to evaluate AI-generated content or craft “prompts” – the input that tells AI what to produce. “They learn to question, verify and think critically about information – a crucial skill in our informationrich world.”

A trusted teacher sidekick

The use of AI in the teaching profession has proven to be a huge time-saver, Brady says. Tasks like creating worksheets or grading multiple-choice tests can be completed in minutes, freeing up time for connecting with students and providing more personalized

Cassandra Mocyk Davis is a freelance writer in central PA.

education. He also uses AI to quickly complete administrative tasks, such as optimizing parentteacher conference schedules so everyone gets a time that works for them.

At Baldwin High School, the faculty are also finding benefits in using AI. Tomaszewski says they are using generative AI to both plan lessons and engage students across all content areas. Health and physical education teachers are using it to develop exercise plans.

At both districts, teachers are using the tools to develop differentiated learning opportunities. At Danville Area, Brady uses AI to adapt to each student’s pace and style, where he can then provide tailored exercises and feedback. “AI helps me quickly identify areas where students are struggling and generate targeted exercises to help them improve,” he says. “It’s like having a personal tutor for each student.”

He also uses AI to generate personalized study guides by inputting a student’s strengths and areas for improvement to create targeted review materials. He has found that the personalization enhances students’ approach to learning, boosting confidence and encouraging a love for learning.

There also is a professional development benefit to AI. “I’ve also found AI invaluable for staying current in my field,” Brady says. “It helps me quickly digest new research and teaching methodologies, ensuring my practices are always up to date. This continuous learning not only benefits my students but also keeps me excited and engaged in my profession.”

Misconceptions debunked

There are many misconceptions surrounding AI that have some parents and community members wary of its usage in schools. For example, one misunderstanding is that using AI is a form of cheating or that it hinders students’ ability to think critically. Clarifying how AI is used in education can help dispel the doubts. “We’re not using it to do the work for students, but rather to enhance their learning process,” Brady says. “It’s about teaching students how to effectively use AI as a tool, much like we teach them to use calculators or computers.”

While some educators may be wary that AI will be used to replace teachers, Brady asserts

that AI is a tool that enhances capabilities, not a substitute for human educators, who bring empathy, creativity and adaptability to the classroom, among other skills. In fact, he has found numerous benefits when using AI in his profession: creativity in lesson planning, unique ideas for projects and activities, and greater student enthusiasm and participation, to name a few.

The world of AI can be daunting, and some may believe younger students won’t be able to understand the complex tools to use them effectively. “In reality, our students are often quicker to adapt to new technologies than adults,” Brady says. “With proper guidance, they can become proficient in using AI tools responsibly and creatively.”

From a district perspective, there are concerns about the cost of AI tools, Tomaszewski warns. “Schools and districts should be wary of ed-tech providers charging an arm and a leg for what are essentially watered-down versions of more cutting-edge tools,” he says. “Especially with money coming from state and federal sources to fund tech enhancements.”

However, there are a wide range of options for AI in the classroom and implementation doesn’t have to be expensive – some resources are available at no cost. For those that do require investment, it often pays off in terms of improved learning outcomes and increased efficiency, Brady says.

Gaining community buy-in

Concerns about the use of AI in schools can be addressed with open communication and education. For example, Brady hosts information sessions for parents and community members to demonstrate how his school is using AI in the classroom. He says seeing the tools in action often alleviates worries about misuse.

When speaking to community members, Brady emphasizes that AI is a tool, not a replacement for traditional learning – a fact he also emphasizes to his students. “We still focus on core skills like reading, writing and critical thinking,” he says. “AI simply allows us to enhance these skills and prepare students for a technology-driven future.”

“

“We’re not using it to do the work for students, but rather to enhance their learning process. It’s about teaching students how to effectively use AI as a tool, much like we teach them to use calculators or computers."

PSBA’s policy guide on generative AI

By Davelyn Smeltzer, senior director of policy services

Earlier this year, PSBA developed Policy 815.1 Use of Generative Artificial Intelligence in Education. The policy serves as a guide in setting the board’s expectations for the proper management and responsible use of generative artificial intelligence (gen AI) in the educational environment and was issued to members of the Policy Service through the Policy News Network (PNN) Vol II May 2024.

The policy contains definitions for “AI Literacy,” “Artificial Intelligence,” “Generative Artificial Intelligence” and “Open-source AI.” Although the terminology may be new to some, many of the legal and policy requirements have been longstanding and are well-known in the educational environment. For purposes of compliance and consistency, the policy connects requirements for proper use of gen AI to current laws and regulations, including but not limited to, the Family Educational Rights and Privacy Act, the Individuals with Disabilities Education Act, the Americans With Disabilities Act, the Children's Internet Protection Act, the Children's Online Privacy Protection Act and related board policies, including acceptable use of computers and network resources, student and staff conduct, copyright protections, student records, personnel records, bullying and cyberbullying, nondiscrimination and harassment, data security, and staff and student expression.

To establish guardrails, the policy contains an assessment process, to be conducted by designated individual(s), for the review and authorization of gen AI tools and resources on an ongoing basis. The

assessment process includes review for age-appropriateness, bias, privacy protections, accessibility standards and data security, and encourages collaboration with the school solicitor in the evaluation of new and current vendor contracts, collective bargaining agreements and other agreements to ensure consideration of security and other standards. The policy also contains general guidelines for:

• AI literacy for staff and students

• Ethical considerations including:

• Technology protection measures

• Academic integrity

• AI-generated content verification

• Evaluation and monitoring

• Consequences for inappropriate use

In addition, the policy addresses the fact that schools will make every effort to ensure that gen AI is used responsibly, but it also highlights that this has to be a collaborative effort between administrators, teachers, staff, students and families.

Adoption of a policy on use of gen AI is recommended for legal liability purposes to ensure data privacy protections. Schools considering adopting a policy on gen AI should include appropriate administrative staff, the director of information technology, librarians and others with relevant expertise, including the school solicitor, in the customization of the policy to meet individual, local needs.

“AI is not just a tool we use in class – it’s woven into the fabric of our students’ daily lives.”

Privacy is one of the main concerns of parents when their students are using any kind of technology in school. Brady understands that transparency is key in building trust and takes time to explain the school’s strict policies on data protection and how students’ information remains secure when using AI tools.

Many parents are worried their students will become dependent on AI in their education. To ease concerns, educators at Danville Area emphasize the importance of verifying AIgenerated information and using AI as a starting point for further exploration, not as a final answer. Brady also invites parents to participate in AI-enhanced homework assignments with their children to help them understand how AI is being used.

And Brady’s most powerful communication tool? Success stories! “I share examples of how AI has helped students grasp difficult concepts, express their creativity or discover new interests,” he says. “These real-life examples often resonate more than abstract explanations.”

An AI-integrated future

“AI is not just a tool we use in class – it’s woven into the fabric of our students’ daily lives,” Brady says. “It’s fascinating to see how seamlessly they interact with AI through apps like Snapchat or services like Google without even realizing it.”

Brady believes that by integrating AI thoroughly into curriculum, educators are not just teaching subject matter, but the tools themselves. “By engaging with AI tools, students are developing skills that will be invaluable in their future careers, regardless of the field they choose,” he says. “We’re preparing students for a future where AI literacy will be as crucial as traditional literacy.”

Tomaszewski agrees. “From business consulting to graphic design to research methodology, kids will need these skills to compete sufficiently in a globalized market that is constantly looking for opportunities to maximize efficiency in workflows,” he says.

Even beyond career preparation, Brady says the AI-enhanced curriculum is igniting a new passion for learning: “Students are more engaged, more curious and more excited to come to class. They're asking deeper questions, thinking more critically and pushing their creative boundaries.”

AI tools are constantly evolving, and educators and students are on an ongoing journey of learning together. “The future of education is here, and it's more exciting than ever,” Brady says. “AI is not just a tool we're using; it's a partner in creating a more engaging, personalized and effective learning experience for every student. And that, to me, is truly revolutionary!”

Baldwin High School students at graduation.

AI AT BERKS CTC

PREPARING STUDENTS FOR A NEW WORKFORCE

BY CASSANDRA MOCYK DAVIS

At the Berks Career and Technology Center (CTC) in Leesport, PA, artificial intelligence (AI) plays a key role in preparing students for the future. While this technology is relatively new, the forward-thinking team at Berks CTC is already using it to foster student success.

About a year and a half ago, Berks created a new position to help educators and students use AI responsibly to its full capacity. Michael Stein fills that role as the CTE innovation systems coordinator, building on his 13 years of classroom teaching and an additional seven years as the instructional technology coach for the CTC.

While educators and school staff may be less familiar with AI, Stein notes that today’s students are exposed to these tools throughout their daily lives. “It’s important to recognize that Generation Alpha – those born in 2010 or later – are completely AI native,” he says. “This generation will begin entering high school in the next year, already familiar with AI from their formative years.”

Stein believes once they’ve completed high school, these students will have a seamless grasp on using AI. “[This] will revolutionize the workforce,” he says. “With their deep understanding and comfort in using AI, they are positioned to lead innovation, productivity and efficiency across industries. This generation’s fluency in AI will drive forward-thinking approaches and solutions, pushing boundaries that we are only beginning to imagine today.”

Educating the educators

Dr. Michael Stauffer, Berks Career and Technology Center executive director, believes a huge part of the success of AI implementation in the district has been due to Stein’s methodical

“This generation’s fluency in AI will drive forward-thinking approaches and solutions, pushing boundaries that we are only beginning to imagine today."

planning, which included the development of guidelines and training for staff on the basics of AI as well as ethical and responsible use.

Stauffer is proud of the fact that Stein worked to ensure a uniform rollout and ongoing support. “Mr. Stein has really done a great job of making sure everyone has a solid understanding of the basics, what the do’s and don’ts are, and really being that go-to person for the school so people aren’t out there on their own,” he says.

ChatGPT: A winning tool

With a wide variety of AI tools at their disposal, Stein says the CTC chose to focus on one set to simplify the offerings and ensure that everyone was on the same page. They chose ChatGPT and developed tools inside of it. “It was one of the original systems that came out and we’ve been working with it for almost two years,” he says.

Stein developed a curriculum builder that educators use to aid in the process of creating lesson plans and other content for their classroom. “By answering a simple five questions, it goes through and creates the learning guide for what students should be doing when they’re completing tasks,” he says. “From there, it can expand out and create lesson plans, quizzes, tests and everything else.”

The best part of the tool is that all documents created are uniform, helping to streamline each teacher’s materials. “It’s a templated system using a custom [Chat]GPT so that every output is in the same format and has a similar look and feel,” Stein adds. “It is consistent every time one of our instructors uses it.”

Adapting to students’ needs

The tools that the CTC is implementing can also

Cassandra Mocyk Davis is a freelance writer and editor in central PA.

differentiate instruction within a lesson. “One of the most exciting aspects of AI in education is its potential to level the playing field,” Stein says. “AI can provide personalized support to students with different learning styles and needs, ensuring that no one is left behind. By offering tailored resources, AI helps teachers reach every student more effectively.”

Instructors are able to specify individual students’ needs in the AI tools so that the lesson plans produced include different activities that address those needs. Criteria might reflect auditory or visual learning styles and other stipulations, even those pulled from individualized education programs, while respecting student confidentiality. “The teachers could spend hours trying to research different ways of teaching particular students; this tool will output that in 30 seconds,” Stein says.

Preparing students for successful futures

One tool in particular is helping save time in the

classroom while preparing students for career success – mock job interviews.

“We have a simulator where the students can pretend to be interviewed by an employer,” Stein says. “It’s voice-activated. They actually speak the interview, not type it, and the AI talks and asks questions back. A log is created of the conversation and can be sent to the instructor to review so they can work independently to practice.”

While the students took a little time to get used to being interviewed by AI, the tool has allowed teachers to implement more rounds of mock interviews and additional time for student improvement.

“If you have 20 students in the classroom and the teacher has to sit with each one of those students and listen to them do their mock interview, possibly more than once, through practice and performance, you’re looking at two, maybe three, days of class time until you’ve worked your way through all of the students and

given them all their feedback in the one-on-one situation,” Stein says. “All the while, the other 19 kids in the classroom are unassisted while the teacher prepares one student. This tool allows the entire class to practice at their own pace.”

Pitching to the sharks

CTC students have also used AI to participate in a Shark Tank-style show. “We built [a similar

the things the team provides in the pitch – the business idea, feasibility, financial information and other aspects. “These are exactly the type of interviews the students receive when they go to compete at their competitions pitching business plans,” Stein says. “They have to stand before a panel and defend their business plan. So, this is preparatory for them to do that in a live environment.”

“ “AI will be an integral part of many industries, transforming how tasks are completed and decisions are made."

show] in conjunction with our business management entrepreneurship instructor,” Stein says. “By feeding [the AI] certain information and coaching, and giving it certain knowledge behind the scenes, it works very similar to the interviewer.”

He explains that a team of students speaks to the AI and it acts as a “shark,” determining whether it wants to invest in the business based upon

The learning benefit extends to the CTC’s video media class as well. These students set up the studio and film the mock show, recording and editing for a small TV segment.

Part of the future

“AI will be an integral part of many industries, transforming how tasks are completed and decisions are made,” Stein says. “In the future, students will likely use AI to automate routine

Photos courtesy of Berks CTC

processes, analyze large sets of data and enhance decision-making.”

He believes students need to be exposed to all the possibilities of AI in the classroom to be prepared to use it in the future workforce.

“In fields like healthcare, AI can assist in diagnostics and treatment planning, while in manufacturing, AI will improve efficiency and safety,” Stein says. “In creative industries, AI will aid in design and content creation and is good at helping brainstorm.”

In short, AI provides students with the ability to work smarter. “[It] provides insights and automates tasks, allowing [students] to focus on more complex, strategic responsibilities,” Stein says.

A tool for teachers

“One common misconception in education is that AI will replace teachers,” Stein says. “It is meant to enhance their work, not replace it.” He also questions the impression that AI lacks accuracy and reliability, noting “while it is true that AI can make mistakes, when used appropriately and with human oversight, it becomes a highly effective aid.”

Some may see AI as hindering creativity, but Stein sees the opposite impact. “[AI] can spark creativity by automating routine tasks,” he says, “freeing up more time for innovative thinking and exploration.”

Reaping the benefits of AI in the classroom does take preparation and work, however. Educating teachers has been crucial to the success of the AI implementation, Stauffer says. And the process has involved “developing the tools, refining and fine-tuning them, working with instructors, and doing all the learning in the background for the AI.”

Stauffer and Stein both credit the CTC’s joint operating committee for its support in AI implementation. “Their willingness to explore and adopt AI-driven initiatives has played a crucial role in how we have integrated these technologies into our programs,” Stauffer says. “Their support ensures that both staff and students are prepared for an AI-enhanced future, making our center a leader in this evolving educational landscape.”

“Students need to be exposed to all the possibilities of AI in the classroom to be prepared to use it in the future workforce.” “

AI implementation: How to get started

Michael Stein, CTE innovation systems coordinator at Berks Career and Technology Center, provides an overview of the process of adding AI tools to your CTC.

1. Identify key areas where AI would have the most influence and impact within your programs.

2. Develop comprehensive guidelines for ethical, technical and functional use of AI.

3. Implement guidelines across staff and faculty.

4. Extend guideline implementation to students.

5. Identify connections within curriculum.

6. Develop training materials for instructors to introduce AI concepts and applications.

Using this approach ensures students not only gain technical proficiency but also understand the broader ethical implications of AI as they develop their skillsets for future careers.

TRANSFORMING SPACES: DESIGNING SCHOOLS TO INSPIRE LEANING

BY PETE CROATTO

"The design of schools, in short, needs to free students’ minds and spirits, not just serve as a holding area for six hours a day."

An increasing number of school administrators believe that kids need more than four walls and straight halls. More natural light. More room to discuss ideas with classmates. More stimulation. The design of schools, in short, needs to free students’ minds and spirits, not just serve as a holding area for six hours a day.

The drive behind this mindset comes from a societal evolution, says Arif Hasanbhai, associate director of design at Crabtree, Rohrbaugh & Associates – an architectural firm that designs schools throughout the mid-Atlantic, including Pennsylvania, and a PSBA Alliance Partner.

Some core values remain the same, he noted, including the relationship between students and administration and students and teachers. But education has changed, students always change. Right now, they’re “more technologically savvy, technologically dependent.” Mental health has become a priority. Design plays a role in supporting all these things.

The space can have many uses. A school is a performing arts venue, a community center, a stadium. It’s a place where kids spend a giant slice of their still-developing lives.

“It’s just not the type of space, but about the quality of that space as well,” Hasanbhai says.

Building something timeless

“We were looking at the fact that you only get to build a school building about once every 80 to 100 years,” says Dr. Tracy Vitale, superintendent of schools at Seneca Valley School District in Butler County. “So this is really a very long-term commitment that will outlive all of us. Let’s do it right and let’s be innovative. Let’s dream.”

Vitale knows this first-hand. In 2022, Ehrman Crest Elementary/Middle School opened in Cranberry Township. It was a welcome, bracing departure from the days of fluorescent lighting and dishwater gray floor tiles. The building sought to engage kids at every turn, including the hallways and staircases.

Then Time Magazine saw one of the school’s tweets. The esteemed publication named Ehrman Crest one of “The Best Inventions of 2022,” believing that it “models the future of educational” institutions. The short write-up highlighted features like a magnetic wall that allows kids to study local ecology and an art wing that also serves as a bomb shelter.

“We certainly didn’t set out to build an awardwinning school. We needed a new school, but we saw it as an opportunity to build a creative, innovative, timeless school,” Vitale said in August. “And I hope we accomplished that.”

After that honor, Ehrman Crest was inundated with requests for tours. “It was almost overwhelming,” Vitale admits.

Vitale had spent years visiting schools in the United States and abroad. “We need to give back. It’s a lot of work, but if we’re going to change public education in this country, we have to collaborate more. We have to open our doors more. That’s the best type of learning – visiting other schools.”

Ehrman Crest was a chance to incorporate what she had observed. The design would complement the classroom, providing a full brain workout of sorts.

“We can build square school buildings…but what is the neuroscience behind learning?” Vitale says. “What is the psychology, the underpinnings, of learning? What is the social-emotional pieces of learning? All that child psychology and child development we knew that really came to the table in the planning process.”

Photo by Bill Paterson of Ehrman Crest classroom

"To see the enthusiasm – 'You’re asking us what we would like to see in a building?' – that was really, really cool."

Research suggests that we feel better in nature, so Ehrman Crest favors curves over straight lines. Same for the furniture. Sight lines and natural light are abundant. The building promotes walking – and learning.

“All of the learning moments in this building are oftentimes tied to the curriculum in the building as well,” Vitale says. The clocks have hands, and the walls feature maps. It’s a way to understand that what pops up on a screen comes from somewhere.

Every piece mattered. Even the playgrounds, inspired by the Helsinki Library, which serve as outdoor classrooms. To finish them in time for the school’s opening, a second crew was hired. Security guards stood sentry to keep deer at bay.

Refining the vision

The goal of architecture, Hasanbhai says, is “to supplement and enhance” a district’s values. That means understanding such things as how teachers work – for example, knowing whether they team teach – so that the values align with day-to-day reality.

In Baltimore, a number of aging public schools have been renovated as part of the Baltimore City Public Schools Construction and Revitalization Act of 2013. Several worked with Crabtree during the process. Eric Johnson, senior vice president, capital projects development group at the Maryland Stadium Authority, says that schools serve different roles in their community, including as a food pantry. “So having an architect understand what the function of that school is prior, and then incorporating that into the new building, is paramount,” he adds.

What schools have done can certainly serve

as a guide. “At times when a school district does not know what their vision is, our goal is to help steer and guide them with our recommendations,” Hasanbhai says. That includes showing “inspiration images” of projects Crabtree or even other firms have done and inviting clients to walk around finished buildings to better grasp concepts. “We understand architecture and interior design is a very visual profession,” he added. “The more we visually show them that the drawings on paper actually reflect reality in a tangible environment, the better.”

A number of stakeholders need to be considered, most importantly, the people who are going to be there every day. Collaboration and respect were crucial for Vitale. “It’s because everybody got a say. I didn’t pick out one piece of student furniture, teacher furniture,” she says. “Not one piece of furniture in the building. It’s not my place.”

Meanwhile, the Pequea Valley School District, who also worked with Crabtree, sat with “facilitators and administrators” to figure out what the new middle/high school should look like, says John Bowden, chief of finance and operations for the district, which serves Lancaster and Lebanon counties.

Students were also asked for their input. The high school juniors and seniors were shy, Bowden says, but “those seventh and eighth graders, they have opinions. To see the enthusiasm – 'You’re asking us what we would like to see in a building?’ – that was really, really cool.”

Some improvements are necessary. The world has changed in other ways, and not for

Pete Croatto is a freelance writer based in Dryden, NY, who has written for a wide range of publications, including The New York Times, Philadelphia Magazine, the Toronto Star and AARP the Magazine

Montebello Elementary Middle School photo by Alain Jaramillo courtesy of CAM Construction

Photo by Bill Paterson of Ehrman Crest classroom

the better. Students can’t learn if any stranger can breeze through the main entrance or if they’re broiling in a classroom. Decisions, above all, must make sense, Hasanbhai says.

“We’re designing to be flexible in use, so that they can adapt to changing environments,” he explains. “For us, it doesn’t mean we use the latest trend in material and spaces. … Some of the architectural ideas within the country are very cool, absolutely, but they’re also costly. … The more moving parts you have in anything, the more maintenance.” It’s all about what works in the building and what will last.

Pequea Valley’s soon-to-open middle/high school stresses collaboration. Students might have increasingly insular pursuits, thanks to the omnipresence of smart phones, but “students love working with each other,” Bowden says. “We’re just trying to foster that.”

So instead of dipping into empty classrooms or crowding in the hallways for meetings, students can take advantage of spaces carved out throughout the school, including “the learning stairs” that lead from the second floor into the cafeteria on the first floor.

“We’re designing to be flexible in use, so that they can adapt to changing environments.”

“They’re almost like risers that go all the way up, where students can sit, eat there, plug in their computers, sit and talk.” Bowden explains.

Adds Bowden, “We’re kind of looking where colleges and universities have gone years ago with their hubs – 'We’ll meet here between classes.’ This is kind of a mini design of that.” Kids can be autonomous and meet with classmates.

“We’re focused on a project-based school system here in Pequea Valley,” Bowden says. That’s why the new library can’t be a receptacle for books. It’s a more of a gathering spot, complete with cozy furniture. The cafeteria features countertops, high tops, the kind of furniture kids have seen in restaurants and coffee shops. The idea, he says, is to make the school feel not like an institution, but a place where students feel like they belong.

Johnson has seen the proof on students’ and community members’ faces so many times. They can’t comprehend what they’re seeing. It’s like they bought a new house.

What’s in the secret sauce?

For such a reinvigorating, perhaps even lifesaving, event to occur, much has to go right. Vitale called it a “secret sauce.” The ingredient list is lengthy.

You need patience. Just the pre-design for a school, Hasanbhai says, can take two to four months. Millions and millions of dollars have to be available, and if residents’ taxes are going up – well, maybe you should apply for another grant. A superintendent has to see the project through. A succession plan helps: Vitale has trained three assistant superintendents to do her job. If you’re in a city, such as Baltimore, where multiple schools are being renovated, one can’t get more upgrades than the rest. “Then,” Johnson says, “you have controversy.”

Even if everyone has the students’ best interests in mind, it can be hard, but necessary, to reach an accord. “If you have a board that works together well, which I do, if you have a leadership team that respects one another one, works well together, cooperates instead of competing among buildings –that’s part of the secret sauce,” Vitale says.

Bowden had it easy with his board, too. The old buildings had been impeccably maintained, but they were deteriorating from the inside. Pipes were bursting. Boilers were past senior citizen status. “When [the board] heard that, they said, ‘What can we do?’” he recalls. Bowden says the district didn’t have to raise taxes for the new building as “all of our debt service was falling off, we were able to borrow at low, low interest rates.”

Vitale can’t really explain what went right with Ehrman Crest or how to replicate it. But she does know it’s best to ask “why” questions. It’s not that she doesn’t trust her partners; there might be a better, cheaper alternative. That approach takes time. It’s much easier, she notes, to say, “This is what I want,” and have the designers come back in a month.

Someone will always object. The brick factory next door wanted to be involved in Ehrman Crest’s construction, but that would have given the school an institutional look when similarly durable material was available. “That was a little bit of a fight,” Vitale recalls. Despite two crumbling school buildings, some wondered why there had to be a new and improved school, Bowden says.

“Change can be tough,” Vitale says. “People will fight you on change, because they can’t see the big picture. They don’t want to change. They’re comfortable. But change can be really good if you listen to a lot of people and do all the right things.”

Photo provided by Bill Paterson of Ehrman Crest Elementary School

School innovation on a budget

Ehrman Crest Elementary/Middle School has been hailed as a symbol of the future of education. Warm praise doesn’t mean that Dr. Tracy Vitale, the superintendent of Seneca Valley School District, can evade the cold, hard reality of economics.

“We’re looking at renovating our 9-10 high school; we’ve been in the planning stages of that for over a year and I’m just sick in the stomach every time I look at estimates,” she said this summer. Labor costs, especially, are huge. Vitale fears there’s no relief in sight.

The good news is that stirring students’ intelligence doesn’t require a massive construction project or a ton of cash.

“We positioned our canopy lights in the way the stars would have looked in August 2022” to memorialize the school’s opening date, Vitale says. “Cost us nothing.” That becomes a learning moment. A sundial was built to show kids how time is told. Ehrman Crest has many of these low-cost or free features.

Ideas are all around. Consulting teachers and visiting other schools are obvious choices, but a trip to the nearest children’s museum is worthwhile – especially if construction is imminent. (The Children’s Museum of Pittsburgh was a partner on the Ehrman Crest project.)

Children’s museums don’t have much funding, but when it comes to innovation and provoking curiosity in kids, “they’ve got it down,” says Vitale. That’s an important consideration as prices go up.

Photo provided by Laura Peters of Ehrman Crest Elementary School

German students participate in a learning activity.

The

group was

divided into three cohorts to focus on pedagogy, vocational education and

employment.

EDUCATIONAL EXPEDITION: PSBA INSTITUTE

EDUCATION STUDY GROUP REPORTS

Innovation often accompanies growth. When inspired to explore new ways of accomplishing goals, we often find fresh ideas to address ongoing challenges. In April, a group of 13 Pennsylvania school leaders did just that when they boarded a plane to Germany to tour schools in the state of North Rhine-Westphalia and conduct meetings with education and civic leaders. The inaugural study group, funded by the PSBA Institute, examined the German educational system for the purpose of developing recommendations for Pennsylvania school districts to significantly

Special thanks to the study group participants for their contributions and insights:

Wesley Bensing, Cornwall Lebanon School District; Julie Chandler, Canon-McMillan School District; Mark Covelle, Middle Bucks Institute of Technology; Brady Feicht, Allegheny-Clarion Valley School District; Kimberly Garrison, Lower Merion School District; Claire Guth, Mt. Lebanon School District; Amanda Hetrick, Forest Area School District; Roberta Hotinski, Tredyffrin-Easttown School District; Marcia Kimler, Penns Valley School District; Jason Minnich, Millersburg Area School District; David Schaap, Brentwood Borough School District; Mark Smith, Waynesboro Area School District; Nathan Strunk, Pocono Mountain School District.

enhance district academics, operations, facilities and culture.

The group was divided into three cohorts to focus on pedagogy, vocational education and employment. Upon return, each cohort produced a report based on their findings and also presented an education session at the PASA-PSBA School Leadership Conference. Below are their observations and recommendations for consideration by our public schools.

K-12 PEDAGOGY STUDY GROUP

Commonalities between American and German approaches to education

On a high level, the German and American educational systems have structural similarities. Both systems are primarily regulated at the state level, with frameworks/standards and substantial funding provided by the state government. Primary and secondary education are free in both countries with comparable years of schooling; both the German and Pennsylvania systems start compulsory education at age 6. The U.S. and Germany also have similar percentages of students with immigration backgrounds, though the U.S. number has been stable while Germany’s has rapidly increased in recent years.

There are also similarities in achievement patterns in the two countries. Both the U.S. and Germany have similar achievement scores on international assessments, with significant spread impacted by socioeconomic factors. In both countries, assessment scores were adversely affected by the COVID-19 pandemic and schools are struggling with increasing student mental health needs. Both systems also face challenges with digitalization and the incorporation of technology into instruction.

Differences to consider

There are some aspects of German education that differ from practices in the U.S. that we found interesting and could be areas for further exploration.

Preschool: Unlike the U.S., Germany has a statesupported system of preschools (KITA) for children ages 3-6 that is characterized by a strong emphasis on play-based learning. The curriculum is designed to foster social, emotional and motor skills and provides some support to working parents.

Primary school: Overall, the study group noted that German “Grundschule'' students had high levels of autonomy: they commonly ride bikes or take public transportation to school, are provided with adventurous playgrounds, and were often given choices in educational activities to participate in. We also noticed strong emphasis on the

environment/outdoor learning and historical research that encourage independent learning.

Secondary school: Students at vocationally oriented schools benefit from experiential learning, grade 8 internships with industry, and the opportunity to participate in paid “dual system” VET programs that reflect industry standards and are relevant to workforce needs. Recognizing the inequities that a tracked system can create, more German schools are moving to a comprehensive model that would allow students to experience the advantages of vocational experiences while maintaining access to the university track.

Delayed reading instruction: German students start formal reading instruction a year later than typical U.S. students. Teachers said they used structured literacy approaches, and that most students were proficient readers after one year of instruction.

Multiyear grouping: In primary and early secondary schools, students are put in mixed-abilities groups that move as a class among subjects and stay together for multiple years. Teachers we spoke to felt this grouping helped them to better understand students’ strengths and needs.

System structure: Despite the significant role of state and local governments, individual schools enjoy a significant degree of autonomy, with the freedom to choose instructional methods, extracurricular activities and support services.

Other educational highlights from the trip

Educators we met were all deeply committed to helping children succeed and believed in childcentered education. They were also concerned about meeting student needs, especially providing support to the rising number of students with immigration backgrounds in a system that has been oriented toward native German speakers. Because each school operates independently, leaders at each school were able to tackle their challenges in innovative ways.

Highlights from the visit included:

• Finkenhof Elementary School, Bonn: The school has a dedicated elementary learning workshop where students regularly spend time and engage in self-directed, hands-on STEM learning.

• City of Dortmund: The city promotes educational opportunities through extensive community outreach for pre-K that includes visits to new parents and engagement of liaisons from within immigrant communities.

• KITZ.do: This informal STEM learning center in Dortmund provides teacher training and science activities for regional schools, students and families from preschool to university, including STEM internships in grades 8 and 9.

• Marie-Kahle Comprehensive School: Students have two sessions of “Dalton time” per day where they choose what teacher classroom to work in, which subject to work on and which students to work with.

• Droste-Hülshoff-Realschule: This secondary school has a focus on inclusion and has a moving student-created museum space that shares the experience of Holocaust victims from their community.

• Dortmund College Preparatory High School: Sustainability is woven through this school’s curriculum and students engage in gardening, composting and bee club.

VOCATIONAL STUDY GROUP

Comparing our approaches

Germany’s educational system is probably best known for its dual-track vocational/academic education for students. The vocational track combines theoretical education with practical training in real-world jobs. For many of us on the Germany educational study tour, that vocational training was what we were most interested in seeing. The global demand for a skilled and jobready workforce has never been greater. The U.S. has career and technical centers (CTCs) that are somewhat analogous, but the German system is far more extensive, directed by the federal government. This system of vocational training has contributed greatly to Germany’s success in business and industry. There is also a culture of respect for the skilled trades because of the extensive training.

We had the opportunity to visit the Robert Bosch Berufskolleg (vocational school) in Dortmund, in the state of North Rhine-Westphalia, and a private company, FOGTEC Brandschutz GmbH,

that has students receiving their training at their Dortmund corporate headquarters. Students spend one day each week at the vocational school for lessons and technical training in their chosen field, and four days a week in their worksite placement. Furthermore, the companies are expected to offer structured training in addition to live work experience.

The federal government has identified approximately 325 professions with extensive lists of skills, nationally recognized requirements and certifications for completion. The Robert Bosch school offers training in 24 programs. Combined with what other schools in the region offer, the students have many options. Similar to Pennsylvania’s CTCs, the school facilities in Germany are modern with up-to-date equipment so that students can translate that learning into real-world occupations.

German businesses who want to host interns are required to join an organization that is comparable to an American chamber of commerce, which oversees the training of students and qualifies companies to participate. Typically, after their 10th grade year, German students enter programs that range from two years to three-and-a-half years, depending on the profession they are entering. The education is free and apprentices are paid a standard amount based on the occupational

field of the apprenticeship. That minimum compensation amount is part of the occupational profile that all training companies are required to follow by the regulations that are negotiated by employer associations and the unions. Some companies may pay more than the required amount to help attract trainees.

At FOGTEC, we spoke with an apprentice in business who valued the program for how it contributed to her own personal growth and career development as well as the benefit of seeing all aspects of the business operations. FOGTEC management spoke highly of their trainees and the education they receive. They participate both to train future workers – nearly 80% stay on at their company after they complete the process – but also out of a desire to be a socially responsible company that contributes to economic productivity and competitiveness.

What we can learn

The close relationship between German businesses and schools is highly effective in training apprentices and is worth duplicating. Our CTCs already utilize industry councils, known as Occupational Advisory Councils (OACs), for advice and direction, but developing internships/ apprenticeships with those businesses could help our students in their chosen careers. The German structure also encourages the business partner

to embrace responsibility over the success of the apprentice. The success of the apprentice benefits both student and employer with a backbone of supporting national prosperity.

There is far less stigma attached to skilled professions in Germany, but it still exists. The U.S. and Germany both need to raise awareness about the value and opportunities offered through technical training, and the global shortage of skilled workers requires a thoughtful approach. Our German counterparts are also striving to become more inclusive and provide equal chances for individuals from diverse socioeconomic backgrounds.

A concern of the German model is how each profession is so specifically defined and thus possibly outdated soon after a student completes their training. We do not know what industries will develop in the next decade, and we want all students to be well-prepared for professions that do not even exist yet. That requires more general skills to allow workers to be flexible and thoughtful in their training. Our schools must adapt to changing labor markets and technological advancements, and that is a challenge faced worldwide. More broadly, our businesses must realize their role in creating, developing and supporting the next skilled workforce.

Members of the PSBA Institute's International Education Study Group meet with education colleagues in the German state of North Rhine-Westphalia.

“Systems can improve the vocational training for our students, giving them more opportunities to seamlessly transition to the workforce and prepare them for skilled careers that may promote social mobility and rewarding vocations.”

The German model can certainly serve as a blueprint for how our CTCs and educational systems can improve the vocational training for our students, giving them more opportunities to seamlessly transition to the workforce and prepare them for skilled careers that may promote social mobility and rewarding vocations.

EMPLOYMENT STUDY GROUP

The need

A major concern in Pennsylvania is the growing teacher attrition and shortage, resulting in a loss of quality teachers to other school districts and fields. The number of new teachers entering the field has declined by 67%, with only a little over 5,000 new teachers in the entire state compared to 12 years ago with numbers over 15,000. Pennsylvania had over 5,000 unfilled positions last year alone (Penn State College of Education, 2024). This problem will require a multifaceted approach to fix, including better teacher training.

Imagine a world where every teacher is equipped with the tools and support needed to excel in the classroom. As part of the PSBA Institute’s 2024 International Education Study Group, we recently embarked on a journey to North Rhine-Westphalia, Germany, seeking insights into how teachers are trained and prepared for success. We visited the Zentrum für Lehrer*innenbildung (Center for Teacher Education at the University of Cologne) and learned about how teachers are trained to be effective educators. What we discovered was a fascinating contrast to our own system, one that emphasizes mentorship and specialized training.

What we can learn

In Pennsylvania, teacher preparation involves completing a bachelor's degree with coursework in teaching, classroom management and subjectspecific content. Following a semester of student teaching, candidates must pass the required Praxis exams and fulfill any additional state-specific requirements before obtaining their teaching certification. While this system has its merits,

our visit to North Rhine-Westphalia shed light on alternative approaches that prioritize handson experience and mentorship from seasoned educators.

In North Rhine-Westphalia, Germany, prospective educators embark on a rigorous journey starting with a bachelor’s degree in two specific academic subject areas, followed by a master’s degree in education. The certification process in North Rhine-Westphalia involves rigorous assessments, including written exams, oral examinations and teaching demonstrations. These assessments ensure that prospective teachers have theoretical knowledge and practical skills necessary for effective teaching.

Unlike the traditional student teaching model in Pennsylvania, where student teachers work with a single mentor teacher for a limited time, the German system pairs trainees with multiple mentors over an extended, 18-month period. The program’s emphasis on mentorship allows future teachers to benefit from a diverse range of perspectives and teaching styles and is invaluable in preparing teachers for the complexities of classroom dynamics and real-world educational challenges. The mentorship program also fosters a deeper sense of collaboration within the education

community, as experienced educators take an active role in shaping the next generation of teachers.

The 18-month mentor program is considered vocational training. In North Rhine-Westphalia, the training takes place at a Center for Practical Teacher Training. We visited one of these centers

in Dortmund, the Zentrum für schulpraktische Lehrerausbildung. During the program, the trainee teachers spend part of their time at the center learning with other trainees in their chosen subject areas. This training may include more pedagogy or topics like classroom management. The rest of the training time is spent in a classroom or classrooms at the school where the trainee teacher has been hired. The trainee teachers are all employees of a school and receive pay and benefits while going

through the training. During classroom time, the trainee teacher may be teaching or working with mentor teachers to improve their skills.

Another notable difference is the specialized training provided to teachers in North RhineWestphalia. While Pennsylvania educators may receive general instruction in pedagogy, German teachers can specialize in specific subject areas or educational philosophies. This targeted approach ensures that teachers are well-equipped to meet the unique needs of their students. The Centers for Practical Teacher Training also serve nontraditional students. A nontraditional student is someone entering the teaching profession from another career field or who has been trained as a teacher outside of Germany. In either case, the nontraditional student completes the full training at the Centers for Practical Teacher Training to learn or expand their skillset to be successful teaching in North Rhine-Westphalia schools.

Photos

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MEMBER

ROBIN GOODSON

school director at the School District of Lancaster since 2019 and current board president

1 2 3 4

What motivated you to become involved in board service?

Serving as a board member is a role that carries significant responsibility, but it also offers the potential to be a gratifying and enriching experience. My unique skills, expertise and perspectives are invaluable and contribute to the board's success and its ability to make a meaningful impact, with student outcomes being at the forefront of motivation and social justice so we create an inclusive and equitable environment for all.

What issue in public education is most important to you right now?

Addressing the issue of fair funding for underfunded schools is a complex undertaking involving various strategies. By raising awareness about the impact of inadequate funding, advocating for legislative change and supporting schools through various means, we can create a more equitable education system that provides all students with the resources they need to succeed. Also, we really need more teachers to join the admirable profession!

What is your biggest passion outside of board service?

I enjoy mentoring and guiding individuals to help them grow. I also find fulfillment in supporting education and career development, making connections and facilitating learning. In addition, I am a listening ear and smile when life seems challenging.

What is a fun fact about yourself or a boardrelated accomplishment you would like to share?

I took an active role as a board member in an event that was an impressive showcase of the diverse gifts within our community, fostering a strong sense of unity and support among participants and attendees. The group, known as "Champions For Our Youth," was established by partners of the school district and community members. As a participant, I was involved in a team that welcomed students in the morning with a smile and breakfast, initiating their day positively. Implementing this program within our school district has expanded the network of community partners. Consequently, improving community and school engagement will positively impact attendance, academic performance and cooperation.

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DR.

MICHAEL PANZA BOARD PRESIDENT, MONITEAU SCHOOL DISTRICT

In the year 1900, it took information 100 years to double. Today, information doubles every 12 hours and is only going to keep moving at a faster rate than anyone, including schools, could have ever imagined. The Moniteau School District, like most schools in the nation, is a one-to-one district, meaning that every student is assigned some type of computer device. Whether to replace the traditional textbook, to act as a tutor for academic support, to complete research or simply to submit written assignments, technology touches the education of all of our students every day.

The hottest topic in educational technology in the past 24 months has been the advancements of artificial intelligence (Al). Some of the most well-known AI platforms include ChatGPT, OpenAI, Google and Microsoft, just to name a few. The reality is that AI programs have been used in schools for well over two decades. Interactive programs that predict outcomes or correct student work have been used extensively. Programs like Siri and Alexa are both off shoots of Al. Teachers in the Moniteau School District have used Al to enhance research, develop lesson plans and lesson ideas, to compare and contrast points of view, and more. We are all learning, and these uses are only the start as we become aware of the potential this technology has to offer.

Today’s AI programs can produce student work in mere seconds, eliminating the need to complete and understand research and fully grasp the writing process. With just a few simple words, AI programs can write student essays on most every subject at any grade level. Our teachers have reported Al has created a rise in plagiarism

and cheating. Also, Al often produces misinformation or presents a bias on the subject at hand. Teachers have used a variety of free and subscription “checkers,” such as Grammarly, Turnitin and Unicheck, to combat this trend. Unfortunately, AI has made this process extremely difficult.

To date, only two states, California and Oregon, have adopted and provided official guidance to school districts on the use of AI. The U.S. Department of Education, through the Office of Educational Technology, has also provided key insights and offered seven recommendations for school districts to consider. Pennsylvania is one of 11 states in the process of developing guidance on the implementation and use of AI in schools. School board directors and administrators are highly encouraged to read the current literature provided by the Department of Education and the two states mentioned.

Until we receive guidance from the Pennsylvania Department of Education, here are some strategies the Moniteau School District has implemented, and every school district and educator should consider, as the AI trend moves forward.

1. Collect several samples of student writings and their writing styles. These can be compared to other submissions. If the writing styles seem to differ, a closer look at the citations and resources used may be in order.

2. Schools should educate teachers in every subject and every grade level as to the pros, cons, proper uses and/or misuses of AI. Provide teachers with the needed training and resources to properly address the advancement of AI in their classrooms. Professional development is key, as this maintains the human aspect in the academic process.

3. Discuss the use of AI at the appropriate levels with the students and their parents. Let all parties know that schools are aware of this powerful tool that can aid, and also hinder the learning process. This can be accomplished through classroom discussions, parent/ teacher meetings, district newsletters and websites, and in other district communications.

4. Review and revise district policies to include the use of AI, and the penalty for misuse, in a similar fashion to how plagiarism is addressed. This information should also be included in student handbooks.

These are just a few of the steps we have initiated in the Moniteau School District. I am confident more and different changes/methods are coming as AI continues to evolve. The best advice is to remain informed, well-educated and flexible as we enter this new era of education.

ASK THE STAFF

Ask the Staff addresses a member question from the perspective of several PSBA staff experts. Respondents will rotate each issue, depending on the topic.

I’ve heard a lot about the potential advantages and dangers of utilizing artificial intelligence (AI) in schools. What should I keep in mind as our district considers AI use in the classroom?

Jim Scheirer, chief innovation officer

Research – A significant number of software tools already in use have incorporated some form of AI. Make sure that each software release is evaluated to ensure any data being entered into the system falls within district guidelines.

Partnership – Not everyone is as excited to use AI as you may be. Building strong partnerships with the parents and community, along with researchers, will be beneficial to alleviating any fears.

Collaboration – Working with other educators will ensure that students learn tools that offer a wide range of applications. Sharing between educators is also key to better utilization of the tools.

Verify – Uses such as lesson plans, homework and quiz creation are great uses of generative AI, but educators need to always check the answers it returns.

Cheating – Just because it seems a student used AI to finish a project, paper or assignment doesn’t always mean that’s the case. Having educators and administrators work with the student to ensure they properly use these tools is the key to success.

Augmentation not Automation – AI will always provide its best results when it’s used to simplify/enhance a student’s workload. Automation bypasses the learning experience and prevents students from making the neural connections necessary in learning.

Tailored Learning – One of the greatest benefits of generative AI is the ability to tailor instruction to individualized learning styles. This frees up time for educators to focus on relationship-building and more targeted support to students in need. Just make sure all students are getting the necessary instruction they need.

Student Feedback – Introducing AI into the classroom should be something that students see as valuable. Give students the opportunity to share their experiences and feedback.

Davelyn Smeltzer, senior director of policy services

Roles/Responsibilities – School board policy establishes the board’s expectations. The administration, working within the parameters set by the policy, creates procedures for implementing generative AI (gen AI) in the educational environment.

Collaboration/Compliance – Collaborate with internal experts and the district’s solicitor. Ensure compliance with current state and federal laws and regulations.

Consistency – When creating policy, include other related board policies by reference. For example, Policy 815. Acceptable Use of Internet, Computers and Network Resources, which addresses internet protections, expectations for responsible use and accessibility for students with disabilities.

Liability – The AI policy should include a statement waiving the district’s responsibility for the accuracy of information received through gen AI and the actions taken by students or staff with that information, as well as other broad areas such as fees, damages, etc.

Guardrails – Initially authorize, and continuously evaluate, AI tools and resources for staff use.

Promote AI Literacy – Teach students and staff about ethical use, capabilities and limitations, critical analysis, how to cite AI use and how to protect their personally identifiable information, as well as how to monitor and evaluate student inputs.

Risk Mitigation – Ensure appropriately equipped systems and platforms, incorporating technology protection measures and providing training on accessibility and equal access.

Keep Humans in the Loop – Avoid overreliance on gen AI output. Do not use it to make final decisions related to employee recruitment, hiring, retention, promotion, transfers, evaluations, demotions or dismissals, or final determination on student assessments and evaluations.

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BRIGHT IDEAS

Summer learning helps students stay ahead of the AI curve

By Amanda Daniels

“This program provided diverse, young learners incentivized training in the essential technologies and skills in data analytics and applied artificial intelligence, exposure to the wide range of possible career paths for data analysts, and direct experience in contributing to a local data analytics/AI project regarding the social determinants of health in Allentown, PA."

Amid all the conversation surrounding artifical intelligence (AI) and education, one district is encouraging its students to learn more about it.

This summer, the Allentown School District (Lehigh Co.) partnered with DeSales University for a game-changing learning opportunity for its high school students. Over the course of eight weeks, the Allentown Summer Artificial Intelligence Institute (ASAII) gave participants an opportunity to take a deep dive into the emerging technology, spending four days a week at the DeSales University Hub in Allentown learning about AI.

“This year the Allentown School District convened a group of community partners to collaborate with the district to provide extended-day and summer learning experiences for our students that align with our mission, vision and core values,” says Melissa Reese, communications manager for the Allentown School District.

“During these planning meetings, former school board member and now Senator Nick Miller and Dr. Brennan Pursell of DeSales University connected with Superintendent Dr. Carol D. Birks and began to brainstorm ways to build a summer program for students specifically focused on exploring artificial intelligence.”

As a result of those conversations, ASAII was launched. Last spring, applications were sent to all three of the district’s high schools. Twenty students were selected from among the applicant pool and 19 students completed the inaugural cohort this year.

The participating students enjoyed a robust curriculum that covered an array of learning opportunities, including field trips to DeSales University’s crime lab and the Liberty Science Center in Jersey City, NJ. Reese shares that by the end of the program, the students had successfully completed all eight courses in the Google Data Analytics Certificate on Coursera. Additional coursework included participating in community data projects and analyzing one month of air quality sensor data. The students delivered a final presentation about their results using Excel spreadsheets and AI data analysis programs Tableau and R.

“This program provided diverse, young learners incentivized training in the essential technologies and skills in data analytics and applied artificial intelligence, exposure to the wide range of possible career paths for data analysts, and direct experience in contributing to a local data analytics/AI project regarding the social determinants of health in Allentown, PA,” says Reese. Students also developed skills to support their learning in STEM and other subjects, which Reese notes may be part of their college studies or future career paths.

Because of the way the program was designed, the students were onboarded as Allentown School District interns and were able to receive a stipend for completing the program. Their studies also granted them six hours of college credit and the opportunity to complete a portion of the requirements toward a Google Analytics certification. Not only have they gained invaluable skills to apply to their learning, but they are also available to the district or any other organization that wants to hire them to apply their newly acquired learning.

With AI revolutionizing the way we live and work, and maybe the way we learn, programs such as the Allentown Summer Artificial Intelligence Institute are leading the way for students to embrace AI and grow with it.

INQUIRE

For more answers, visit the myPSBA Resource Library under the Gain Knowledge tab.

Each issue of School Leader Bulletin features questions and answers that can be found in various PSBA publications. In this issue, content comes from our newly revised Pennsylvania School Law Handbook. Members may order a copy on myPSBA, while solicitors should order through the PSBSA portal.

Q: How are school laws enforced?

A: Laws governing public school operations may be enforced in a variety of ways. Some statutes include an express enforcement mechanism, authorizing aggrieved persons to file administrative complaints or court actions, or prescribing specific penalties for noncompliance. The Pennsylvania Department of Education (PDE) has only limited enforcement powers, mostly taking the form of withholding of state subsidy payments where authorized in certain narrow statutory situations.

For example, the secretary of education has the power to refuse to authorize the payment of amounts payable to a school district that at any time fails or refuses to pay to the members of its teaching and supervisory staffs the full amount of the minimum salaries and increments required by law. 24 P.S. § 25-2519. The secretary also is authorized to deduct from state subsidy unpaid monies school districts owed to charter schools. 24 P.S. § 17-1725-A(a)(5). Finally, the secretary may withhold payments due a school district if the district fails to file reports on time or is delinquent in paying its due share to the State Public School Employees’ Retirement System, payments due other state agencies and payments due the U.S. Social Security Administration. 24 Pa. C.S. §§ 8327(b), 8329(b).

In sufficiently egregious cases of misconduct, PDE also can initiate professional disciplinary action against a commissioned official or certificated employee pursuant to the Professional Educator Discipline Act, 24 P.S. § 2070.1a et seq.

However, although many laws have no expressly prescribed enforcement

procedure, persons upset at a perceived violation of some statutory standard often ask the courts to intervene. Sometimes, resort to the courts can be an effective means of resolving a disagreement or compelling compliance with the law. It is not uncommon for school districts or PSBA to file suit against PDE or other state agencies relating to a disputed interpretation of the law or to compel the agency to perform a statutory duty.

Q: Are school districts required to conduct an employment history review as a condition of employment?

A: An applicant must complete Section 1 of the Commonwealth of Pennsylvania Sexual Misconduct/Abuse Disclosure Release (Act 168) form for all employers that fall within the following categories:

1. Current employer (regardless of whether the employer is a school entity and whether the employee has direct contact with children);

2. All former employers that were school entities; and

3. All former employers where the applicant was employed in positions that involved direct contact with children.

24 P.S. § 1-111.1(b)(1).

Q: Once a school district adopts a preliminary or proposed budget, may the board change revenue projections or the level of spending before the adoption of the final budget?

A: Yes. Section 687 of the PA Public School Code contemplates a school board might make changes to its budget before the adoption of the final budget; that is why there must be 30 days between the passage of the proposed and final budgets. Moreover, a school board is not

required to advertise revisions to the proposed budget occurring between the passage of the proposed and final budgets. 24 P.S. § 6-687

Q: Which students are subject to the compulsory school attendance requirements?

A: All students of compulsory school age are subject to the compulsory school attendance requirements. 24 P.S. § 13-1327. Compulsory school age shall mean the period of a child’s life from the time the child’s parents/ guardians elect to have the child enter school, which shall be no later than 6 years of age, until the child reaches 18 years of age. The term does not include a child who holds a certificate of graduation from a regularly accredited, licensed, registered or approved high school. 24 P.S. § 13-1326

Q: How is an IEP developed for a student?

A: A school district is responsible for initiating and conducting meetings for the purposes of developing, reviewing and revising a special education student’s individualized education program (IEP). Once a student is determined to be eligible for special education, the IEP team meets to develop an IEP based on the student’s needs, taking into account: the child’s strengths; most recent evaluation; academic, developmental and functional needs; behavior impeding learning; and the concerns of the parents. 20 U.S.C. § 1414(d)(3); 34 C.F.R. § 300.324(a). Thereafter, a student’s IEP must be reviewed at least annually and revised as appropriate to meet the educational needs of the student, addressing any lack of expected progress toward annual goals or in the general education curriculum, the results of any reevaluations, any information provided by the parents or the child’s needs. 20 U.S.C. § 1414(d)(4); 34 C.F.R. § 300.324(b).

SNAPSHOT

Seventh grade students from Palisades School District participate in hands-on learning during the cross-curricular Watershed Integration Program. This unique opportunity covers all of the curricular standards in mathematics, science, social studies and English, and aims to develop students’ interest in environmental stewardship.

Snapshot features photos that depict the great things happening at Pennsylvania’s public schools. Have a high-resolution photo from your school? Submit it, along with a brief description, to jackie.inouye@psba.org for consideration.

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CAPITOL IDEAS

Thoughts from policymakers on education

Representative Peter Schweyer D – Lehigh (part)

Q: Throughout the 2024-25 budget, the House Education Committee experienced a number of wins. What are some education-related successes from this budget that you are most proud of?

Definitely the biggest win has to be getting the new Basic Education Funding passed in the budget. This is a big first step to ensure every child in Pennsylvania gets the same opportunities and quality education as everyone else. On top of the investments in K-12 education, the budget makes significant investments in career and technical education, so those who are looking to pursue a career in the trades will be able to get the hands-on training they need. For those choosing to go to college, this budget provides new scholarship opportunities so students who choose to go to school in Pennsylvania and go to work in Pennsylvania after graduation can save money. Also, we made significant policy changes to allow all legal residents, including DACA recipients to become teachers, created new grants programs for school safety and also funded period products to be made available for our students so they do not have to miss class time.

Q: In Governor Shapiro’s first budget, he highlighted a historic “down payment” on public education. How does his second budget build upon last year’s funding, and what are the next steps in fully funding public education?

There is no question, historic funding has been made to public education in the first two years of Governor Shapiro’s term. This year’s education budget is historic, not just for the monetary amount, but also for where and how that money is being invested. As I said, this year’s budget is the first step in what is a multiyear funding plan which would bring those schools which have been left behind for far too long back into the playing field with other school districts, private schools and charter schools. This plan not only delivers the adequacy, equity and stability needed for education funding, but also ensures transparency and accountability for all schools. The next step would be to ensure that the House and the Senate continue to build on the foundation that was laid in this year’s budget. At the end of the day, this plan is more than just fiscal legislation, it provides a roadmap to a better future for Pennsylvania children and families.

Q: What has surprised you most as chair of the House Education Committee?

As the first term as the majority chair of the House Education Committee wraps up in the coming months, there have been several

surprises. On the top of the list has to be a true understanding that there is important work that has to be done, and the minority chair and the members of the committee have been coming to the table in good faith to listen and participate in the negotiating table. We had a Commonwealth Court ruling showing that our education funding system is unconstitutional, and we needed to come up with a new formula that fairly funds our education without leaving schools and their students behind. At the end of the day, we will not always agree with what solution or solutions are the best, but coming to the table knowing that one way or another we need to come up with a solution, made these discussions more impactful than having both sides in deadlock.

If I can point out one more surprise, and I cannot state this enough –the hard work, dedication and passion of the Education Committee staff. We are the hardest-working committee in the state House and the number of committee staff can be counted on one hand. They are constantly drafting legislation, analyzing bills, tracking bills as they are brought to the House floor for a vote, planning and executing meetings and hearings, assisting other representatives with education issues in their district, and much more. They work tirelessly, and I could not be prouder to have them on my team.

Chair, House Ed. Committee

COMPREHENSIVE KNOWLEDGE

Attorneys at Knox McLaughlin Gornall & Sennett, P.C., possess comprehensive knowledge of the unique legal issues faced by school administrators and board members. As solicitors for many educational organizations, we stay abreast of recent developments, identify emerging challenges, and implement preventive legal strategies to minimize risk for our clients. Whether you are seeking counsel on the school code, Sunshine Act, ethics, bond financing, labor issues or a special education problem, rely on us for prompt, cost-effective answers.

Knox McLaughlin Gornall & Sennett, P.C. Erie | North East | Pittsburgh | Jamestown, NY 814-459-2800 | www.kmgslaw.com

L-R Jocelyn Kramer, Megan Turnbull*, Founder Ira Weiss*, Rebecca Heaton-Hall , and Annemarie Harr-Eagle

*Selected to 2024 Super Lawyers

Weiss Burkardt Kramer is a wholly women-owned business. Weiss Burkardt Kramer primarily focuses on Education and Municipal Law and has proudly served the public sector for more than 40 years.

MONEY SMART

Just checking: The reality of check fraud

By Chase Byler, SVP – LGIP Director, PMA Financial Network, PSDLAF

Check fraud is one of the oldest and simplest banking scams and unfortunately, it is still alive and well today. Even though check use is declining as more payments become electronic, there continues to be a daily battle to protect investors’ funds from check issues. Proper education and procedures can help mitigate each school’s possible vulnerabilities.

There are several variations of check fraud: alteration, counterfeit and forged payee endorsement.

Why check fraud is effective

• Check fraud is relatively easy to commit. Legitimate-looking counterfeits can be created with a basic printer and readily available software. A business’s logo and mailing address can be copied from its website.

• Issued checks, new blank check stock and bank statements are easily stolen from an unsecured postal mailbox.

• Electronic check deposit technology using an ATM or a smartphone bypasses the physical examination of a check by a bank teller, allowing an altered/counterfeit check or a check with a forged/missing endorsement to enter the banking system undetected.

How to detect and prevent check fraud

• A very important factor in avoiding a loss from check fraud is to review and reconcile account activity daily. The passage of time might adversely affect the potential recovery of a fraud loss or the outcome of a customer claim.

• Positive Pay is designed to help protect against the payment of altered and counterfeit

checks. There are different variations of Positive Pay. In the “standard” version, a customer uploads an electronic file to their financial institution. As checks clear, the bank matches them to issued check records from the file by date, check number and amount. Any mismatches are identified as exceptions for the customer to review online before the daily deadline. An additional enhancement is to add check payee names to the file as well, which is highly recommended. Best practices also recommend that a default rule be put in place that if a decision is not made on an exception item by the entity, the check is rejected.

“Reverse” Positive Pay is an alternative for customers not able to upload check files. This service provides the customer with online images of all checks clearing each day. The customer reviews the images and indicates the decision to “pay” or “return” each item. It is ultimately the customer’s responsibility to alert the bank to a check issue.

Other helpful prevention tips

• Carefully guard financial information! Always confirm by phone before responding to any email request regarding bank account information.

• Store blank check stock and canceled checks in a secure location. Keep outgoing checks in a safe place prior to mailing, and use a locking mailbox or post office box for incoming mail.

• Consider using alternative payment methods such as wire transfer or ACH instead of checks. These types of electronic transactions are cost-effective, efficient and more secure than traditional checks.

Although there is no certainty that one course of action will prevent a loss, the considerations outlined above might be beneficial to you. Please keep in mind that your entity might be responsible for a loss even if it is related to a fraud perpetrated on the company. In the scenario described above, the company might be responsible for the loss if it failed to implement a service designed to detect altered or counterfeit checks (such as Positive Pay) or if the company failed to adequately protect its check stock from theft.

It is important to be aware of the role we all play in fraud detection and reporting. Vigilance in reviewing accounts and transactions is vital to prevention and detection. Fraud schemes as well as loss recovery efforts can be complicated. Early detection and prompt reporting of fraud is critical, as the passage of time might adversely affect the potential recovery of the loss, or outcome of the claim. Lastly, it is also recommended to inquire with your insurance providers regarding a policy which covers the entity in the event of fraud. Just like an airbag, hopefully, you will never need to use it; but you will feel more comfortable knowing it is there.

Statement of Ownership, Management and Circulation

1. Publication title: PSBA SCHOOL LEADER BULLETIN.

2. Publication no.: 8737-80.

3. Filing date: Sept. 4, 2024.

4. Issue frequency: Four times a year

5. No. of issues published annually: 4.

6. Annual subscription price (member): $60. Annual subscription price (nonmember): $150.

7. Complete mailing address of known office of publication: 400 Bent Creek Blvd., Mechanicsburg, Cumberland, PA, USA,17050-1873.

8. Complete mailing address of headquarters or general business offices of publisher: Same as above.

9. Full names and complete mailing addresses of publisher, editor and managing editor: Publisher: Nathan G. Mains, 400 Bent Creek Blvd., Mechanicsburg, PA 17050-1873 Editor: Jackie Inouye; Managing Editor: Megan Orehek 400 Bent Creek Blvd., Mechanicsburg, PA 17050-1873

10. Owner: Pennsylvania School Boards Association, Inc., 400 Bent Creek Blvd., Mechanicsburg, PA 17050-1873

11. Known bondholders, mortgagees and other security holders owning or holding 1% or more of total amount of bonds, mortgages or other securities: None.

12. The purpose, function and nonprofit status of this organization and the exempt status for federal income tax purposes: Has not changed during preceding 12 months.

13. Publication name: PSBA School Leader Bulletin.

14. Issue date for circulation data: August 15, 2024.

15. Extent and nature of circulation:

Total no. copies (net press run)

16 Publication of statement of ownership Fall 2024- November

I certify that the statements made by me above are true and complete. Megan Orehek, Managing Editor

DATA POINTS

Survey reveals board operation, community engagement and student representation

PSBA conducts periodic surveys to collect statewide information to give school directors insight as they strive to effectively govern their local public schools.

The PSBA Research Inquiry on School Board Operations is conducted every three years to compile information on how boards operate, engage the community and provide opportunities for student representation. The 2024 data were compiled from 276 responses (55%) of the 500 school districts surveyed.

Here are a few highlights. The voting meeting with the full board is most often held the third week of the month (45%) and most often on Mondays (47%). More than three-quarters (80%) of boards use standing subcommittees. The method most often used for electing school directors is the at-large plan (61.5%). Most school districts (85%) participate in cooperative projects with business and community organizations. More than half (59%) of school districts involve students in their local board meetings.

The following detailed survey results are divided into three parts: board operations, community engagement and student representation.

Board Operations

61.5% of school districts use the at-large plan as their method of electing school directors.

77% make their meetings available digitally to the community

Board Operations

Board routinely holds executive sessions:

Board uses standing subcommittees:

Standing committees established:

Board develops specific goals for itself that align to the district goals outlined

Hold annual evaluation of board’s own functions, evaluating areas such as

School director method of election*:

Administrators who participate in board meetings in addition to the superintendent:

New school director orientation for newly elected/appointed members:

Mentoring program for new school directors:

Board conducts paperless meetings:

Board uses email to communicate with each other:

Laptop computer, tablet or other internet-connected device provided for each school director:

Each school director has a district-provided email address:

Community Engagement

Participate in cooperative projects with business and community organizations:

Board meeting available digitally to the community:

Cooperative business and community projects:

shadowing/mentoring

quiz

senior centers, hospitals, public library, civic organizations)

Board engages the community by

donate hardware, software, installation, training)

Use citizen advisory committees:

Percentage of boards providing internetenabled devices to school directors 76% 24% yes no

Board communicates with the community about board issues using the

District website lists a general email address for public inquiries or comments to be submitted to the full board, in addition to listing individual school director email addresses:

Student Representation

Board

Student representation provides for members of student body to:

Percentage of boards that find student representation highly satisfactory

IT’S THE LAW

Title IX – Are the new regulations enforceable?

By Michael I. Levin, PSBA General Counsel

On August 16, 2024, the U.S. Supreme Court issued an order denying an application for a stay filed by the U.S. Department of Education (ED) regarding preliminary injunctions entered by several federal district courts. The injunctions prohibited ED from enforcing the new regulations pursuant to Title IX of the Education Amendments of 1972 (Title IX) in certain states and in certain public school entities, including some in Pennsylvania. My firm has received many questions as to the effect of these injunctions. For the reasons that follow, it is my opinion that those injunctions have limited effect. Indeed, they may have no effect, depending upon the nature of the issue being addressed. Instead, the injunctions may simply mean that any issue being addressed by a school district will have to be addressed by analyzing legal standards separate and apart from the new Title IX substantive and/or procedural requirements.

To place my conclusions in context, it is necessary to understand the basis for the injunctions. The plaintiffs in the cases leading to the injunctions raised three primary complaints about the new regulations: 1) the expansion of the definition of discrimination on the basis of sex to include discrimination on the basis of sex stereotypes, sex characteristics, pregnancy or related conditions, sexual orientation and gender identity; 2) the new rules applicable to sex-separated spaces; and 3) the new definition of “hostile environment harassment,” which includes unwelcome sex-based conduct, including gender identity harassment. Although these three particular objections may have motivated the filing of the injunction actions, the plaintiffs advanced several additional arguments as to why the new regulations were invalid. The plaintiffs contended that the regulations were contrary to Title IX, violated the major questions doctrine, violated the Spending Clause of the Constitution and the individual plaintiffs' constitutional rights, and were arbitrary and capricious.

In Kansas v. United States Dep't of Educ., __ F.Supp.3d __ , 2024 WL 3273285 (D. Kan. July 2, 2024), a federal judge in Kansas ruled that ED erred by expanding the meaning of “sex discrimination” to include gender

identity. The court further ruled that the new regulations violate the Spending Clause of the Constitution because they introduce conditions for the receipt of federal funds that were not clear when Title IX was enacted. The court found that the terms of the regulations were impermissibly vague and overbroad, violating the free speech rights of students. Finally, the court concluded that ED acted in an arbitrary and capricious manner by adopting the new regulations. Similar conclusions were reached in other cases in federal district courts. See, e.g., Louisiana, et al. v. Dep't of Ed., et al., 2024 WL 2978786, at *2 (W.D. La. June 13, 2024); Tennessee v. Cardona, No. CV 2: 24-072-DCR, ___F. Supp.3d ___ , 2024 WL 3019146, at *1 (E.D. Ky. June 17, 2024). It is important to note that as of the date of this article, neither Pennsylvania’s districts courts nor Pennsylvania’s appellate circuit court have been presented with an enforceability question regarding Title IX regulations.

Having read the decisions enjoining enforcement of the new Title IX regulations, it is my opinion that it is more likely than not that the decisions and rationale expressed by the other states’ districts courts are correct and that the new Title IX regulations are probably invalid for one or more of the reasons stated by the courts. However, such a conclusion is virtually meaningless. Unlawful discrimination, harassment and retaliation remain unlawful under federal and state law, and individual cases must be evaluated based on the existing law and perhaps under the Title IX regulations to the extent they may be applicable.

Regarding the complaint that the new Title IX regulations unlawfully expand the definition of the word “sex,” the fact of the matter is that the regulations adopted by the Pennsylvania Human Relations Commission (PHRC) in 2023 contain a definition of the word “sex” that is virtually the same as the expanded definition in the Title IX regulations being enjoined. The PHRC regulations provide that “sex” includes:

1. Pregnancy

2. Sex assigned at birth

3. Gender, including a person’s gender identity or gender expression

4. Affectional or sexual orientation, including heterosexuality, homosexuality, bisexuality and asexuality

5. Differences of sex development, variations of sex characteristics or other intersex characteristics

16 Pa. Code § 41.206.

In addition to the PHRC regulations, there is binding federal authority besides the Title IX regulations recognizing elements of the expanded definition of “sex.” See Bostock v. Clayton Cnty., 140 S. Ct. 1731, 1741, 207 L. Ed. 2d 218 (2020) (“[I]t is impossible to discriminate against a person for being … transgender without discriminating against that individual based on sex.”). The Ninth Circuit Court of Appeals has held that discrimination based on transgender status also constitutes

impermissible discrimination under Title IX. See Grabowski v. Ariz. Bd. of Regents, 69 F.4th 1110, 1116 (9th Cir. 2023) (holding that Bostock’s Title VII case applies to Title IX); Doe v. Snyder, 28 F.4th 103, 114 (9th Cir. 2022). Court decisions enjoining enforcement of the new Title IX regulations do not overrule or effect these decisions.

Moreover, if the specific issue confronting a school district is whether to allow transgender students to use the bathrooms and locker rooms consistent with their gender identity, the Third Circuit Court of Appeals, which covers Pennsylvania, ruled that school districts must permit them to do so. Doe v. Boyertown Area Sch. Dist., 897 F.3d 518 (3d Cir. 2018). However, although transgender students have the right to use bathrooms and locker rooms consistent with their gender identity, that does not mean that school districts can force cisgender students to use the same bathrooms or locker rooms if their privacy or religious rights may be violated. Instead, alternative bathrooms and locker rooms may have to be provided, as they were in Boyertown.

In addition, Boyertown is limited to students who are “transgender” and who have transitioned. Boyertown does not apply to students who are “nonbinary,” “genderfluid,” “gender neutral,” “agender” or “pangender.” More specifically, Boyertown does not require school districts to allow students who are not “transgender” but who fall into these other categories to use the bathrooms or locker rooms of their choice.

Further, even though the PHRC definition of the word “sex” includes “gender identity or gender expression,” that is not to say that students who identify as “gender fluid,” for example, have the legal right use whatever bathrooms they desire. Their situation would have to be evaluated based on the facts that are applicable.

Neither the current Title IX regulations nor the Boyertown case specifically address the question whether transgender girls in Pennsylvania have the right to participate on girls’ sports teams. Although Boyertown did not address issues of sports, other cases have done so. See, e.g., Doe v. Hanover Cty. Sch. Bd., Civil Action No. 3:24cv493, 2024 U.S. Dist. LEXIS 146940 (E.D. Va. Aug. 16, 2024) (enjoining school district from excluding a transgender girl from the girls’ tennis team); Doe v. Horne, 683 F. Supp. 3d 950 (D. Ariz. 2023) (enjoining enforcement of a state statute prohibiting a transgender girl from participating on a girls’ sports team).

The new Title IX regulations contain both “substantive” rules and “procedural” rules. As stated

earlier, the primary motivation for the cases leading to the injunctions against ED were the substantive rules expanding the definition of sex, governing sex-separating spaces and defining “hostile environment harassment,” however, the new Title IX regulations also contain an expansion of the procedures for how school districts must respond to discrimination complaints.

In 2020, ED adopted comprehensive regulations under Title IX that included complex and costly procedures for responding to and investigating complaints of sexual harassment. See 85 F.R. 30026 (May 19, 2020). These processes have been expanded under the new Title IX regulations to all forms of sex-based discrimination. 34 C.F.R. § 106.45. However, it is important to stress that the new Title IX regulations are not retroactive. That means that they apply, if at all, only to sex discrimination that allegedly occurs on or after August 1, 2024. 89 F.R. 33474, 33841.

In light of the foregoing considerations, I suggest that if a school district is confronted with an issue of sex discrimination, sexual harassment or sexrelated retaliation, the following decision-making process be used to determine whether the new Title IX regulations apply and how the school district will respond to the issue:

1. On what date did the alleged wrongful act occur? If it was before August 1, 2024, the new Title IX regulations do not apply.

2. Is the school district or is the school at issue one of the entities specifically named in a case wherein ED’s enforcement of the new regulations is enjoined? Is one or more of the people involved in the matter covered by the injunctions? If so, the new Title IX regulations probably do not apply.

3. If the new Title IX regulations do not apply for the reasons stated in points 1 or 2, what are the substantive rules under other binding legal authority and what process is required under other binding legal authority? For example, if the alleged wrongful conduct may constitute sexual harassment, the investigative and decision-making processes under the 2020 Title IX regulations must be utilized.

4. Even if the new Title IX regulations appear to apply, depending on the issue, a thorough review of applicable legal precedent must be undertaken as the substantive rules in the new Title IX regulations do not necessarily resolve all of the issues that must be addressed.

It is important to note that despite this discussion about the fluctuating status of Title IX’s regulations, state law and regulation or existing case law may still affect how a school district is expected to respond in light of a complaint of sexual harassment or discrimination. In conclusion, while it is difficult to know with certainty what effect the injunctions over enforcement of the new Title IX regulations will have, school districts must ensure that they comply with applicable federal and state law governing any particular issue.

Editor’s Note: The opinions of the writer do not necessarily reflect the opinions of PSBA. Additionally, it is important to consult your school solicitor regarding compliance with the law.

SCHOOL DIRECTOR RECOGNITION MONTH

JANUARY

Encourage your board to make a resolution to adopt the Principles for Governance and Leadership as one way to show your board’s commitment to impactful school leadership.

2025

Take time to celebrate and appreciate the vital role school directors play in public education. Here are some resources available on PSBA’s website:

• Customizable recognition certificates

• Suggested activities/tweets

• A sample editorial

• Quick facts

Strong school board governance equals increased student achievement