Spring 2025

PSBA SCHOOL LEADER

spring 2025 Informing and engaging Pennsylvania’s public school leaders

FEATURES

spring 2025 Informing and engaging Pennsylvania’s public school leaders

TELLING OUR SUCCESS STORIES

BY JACKIE INOUYE AND GREAT PA SCHOOLS WEBSITE CONTRIBUTORS

School Leader Bulletin developed several stories from districts that have been recognized on the GPS website as Great PA Schools – those that provide students with access to rigorous programming, are community-centric, demonstrate financial well-being and display resilience.

FFA: SPARKING PASSIONS AND BUILDING SKILLS FOR LIFE

BY CASSANDRA MOCYK DAVIS

In schools across Pennsylvania, agricultural science programs and FFA organizations are educating students and preparing them for bright futures. Nearly 16,000 students are members of the Pennsylvania FFA Association.

CELEBRATING STEAM INNOVATION

BY KENDAL KLOIBER

Grove City and Governor Mifflin, STEAM Scholarship recipients at the School Leadership Conference, both found unique and meaningful ways to enhance student access to the arts – supporting international artist collaborations and making hands-on music engineering courses more affordable.

COSSBA 101: A POWERFUL PARTNER FOR STATE SCHOOL BOARDS ASSOCIATIONS

BY THE CONSORTIUM OF STATE SCHOOL BOARDS ASSOCIATIONS (COSSBA)

State school boards associations play a critical role in ensuring that school boards have the tools, resources and advocacy support necessary to lead effectively. But where do these state associations go when they need support?

MEMBER SPOTLIGHT

BY WAYNE PERRY

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

I have always believed that individuals should give back to their community. Collective support and shared responsibility build strong communities. I also firmly believe that children are our future, and we must do everything possible to educate them effectively. Seeing my own children benefit from a strong educational system inspired me to take an active role in shaping the future of education in our community.

PERSPECTIVES

BY TIM BAINEY

The Philipsburg-Osceola Area School District (P-O) works hard to recognize and celebrate student achievements in many ways. Students who do well at P-O are honored through honor rolls, Student of the Month awards and academic ceremonies.

LEADERBOARD

PSBA President Allison Mathis discusses the “why” of school board service and PSBA CEO Nathan Mains encourages board directors to explore the benefits of COSSBA membership.

PERSPECTIVES

Tim Bainey, board president at the Philipsburg-Osceola School District, discusses some ways his district celebrates, promotes and encourages student achievement and engagement.

THE STAFF

What are some key elements to keep in mind when revamping a school director onboarding plan?

BRIGHT IDEAS

English teacher Kristina Ulmer in the Hatboro-Horsham School District is kindling students’ creativity and kindness with the $20 Challenge initiative.

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

MEMBER SPOTLIGHT

Meet Wayne Perry, school board director

One great moment in the life of our public schools.

EXPERT ADVICE

CAPITOL IDEAS

Get highlights from PSBA’s 2025 State of Education Report.

41 MONEY SMART

What’s in your local education agency’s investment policy?

43 DATA POINTS

How do your pupil/staff ratios compare to those at other school districts?

44 IT’S THE LAW

Key legal considerations for designating leaves as Family Medical Leave Act leaves.

Key legal considerations for designating leaves as Family Medical Leave Act leaves.

PRESIDENT Allison Mathis, North Hills SD

PRESIDENT-ELECT Sabrina Backer, Franklin Area SD

VICE PRESIDENT

Matt Vannoy, Sharon City SD

TREASURER

Dr. Karen Beck Pooley, Bethlehem Area SD

IMMEDIATE PAST-PRESIDENT Mike Gossert, Cumberland Valley SD

STAFF

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

Jackie Inouye Editor

jackie.inouye@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. © 2025 Pennsylvania School Boards Association.

Arts connection

By Allison Mathis, president

As school board directors, we spend countless hours discussing budgets, policies and initiatives aimed at supporting student success. It’s important to remember our “why,” which is one reason I love the opportunity to see student success in action. At North Hills, we include student musical performances in our board meetings as a simple yet powerful way to showcase the impact of arts education, celebrate creativity and connect directly with the students we serve.

The arts are critical to the well-rounded student educational experience. The scientific and academic benefits of music education are well-documented. Beyond supporting cognitive function, music classes give students the opportunity to develop collaboration skills. (I verified this by asking my own children, who indeed confirmed that the No. 1 thing they learned through their musical experiences is how to work in a group.) But I digress. School directors know that one critical function of the board is to approve the district budget, which often involves difficult choices. Investing in music is worthwhile, and featuring student performances at board meetings allows us to witness firsthand the outcomes of our district’s investment in these programs.

Regularly, we start our board meeting with a performance by a high school jazz ensemble, an elementary choir or the middle school orchestra. If it makes sense in your district, I would encourage you to do the same. This starts the meeting off in a positive manner, provides the students with a performance opportunity, and allows our district to highlight the performance on social media and in subsequent communications. As a school director, these performances inspire me, renew my commitment to supporting

LEADERBOARD

the arts and foster pride in the district. Seeing the talent students bring to their craft is a reminder that the arts aren’t just “extras” –they’re essential.

By featuring the arts in our meetings, we send a powerful positive message – highlighting the value of arts education and strengthening the connection between school directors and students. Let the power of their talent and hard work inspire our decisions and remind us why we serve!

The benefits of COSSBA

By Nathan Mains, chief executive officer

About three years ago, PSBA and 21 other school boards associations across the country founded the Consortium of State School Boards Associations, known as COSSBA, to provide a nonpartisan network of support for members as they serve their local districts. To provide opportunities for our growing membership to learn, interact and share ideas, COSSBA holds a national conference in the spring as well as an advocacy conference in the fall in Washington, DC, in addition to webinars and other learning opportunities.

Each school board association has its own set of successes and challenges unique to its state, and Pennsylvania is no different. Then why are we a part of a national organization? One reason is that it allows us to engage in unified advocacy at the federal level on issues such as local control in the governance of school districts and making K-12 public education funding a priority.

Networking is another valuable benefit of our national membership. As different as each board and association is, we share similar needs. Our main purpose is the same: to provide a high-quality education to every student in our schools. And that means

we have common ground to talk through problems and solutions, benefiting from the wide breadth of experience and resources available among our membership.

As you read more about COSSBA in this issue, I hope you take a moment to consider how your board could benefit from and contribute to our national organization by exploring your options.

Tracking our success

By Jackie Inouye, associate director of communications

The focus is on students in this issue, as we look at FFA programs, STEAM scholarships and success stories. In a way, all stories about education come back to the students, who are the reason behind the work that educators, administrators and school directors do all year long. And student growth and outcomes often are the ruler used to measure the success of our schools.

Every day at school, our students are provided with needed supports, opportunities to learn and pathways to explore their interests – academically, artistically, athletically and socially. As they graduate and move forward, we might not always witness the result of our efforts to provide them with this foundation, but the seeds have been planted.

This issue pulls heavily from the Success Stories section on GreatPASchools.com. If you have not already, please take a few minutes to visit these webpages. They are an encouraging reminder of the crucial part schools play in the development of our students, and a sneak peek at all they will become as they move into adulthood. As you prepare for the upcoming summer break, take stock of the great things your schools have done and are doing, and submit some stories of your own to add to the collection.

PSBA WORKS FOR YOU

For the latest news, click on the Stay Updated tab on myPSBA, and check out the Resource Library under the Gain Knowledge tab.

Webinar recordings now available

Earlier this year, PSBA hosted a variety of webinars, several of which are now available to members to watch at your convenience. Find Right-toKnow Law Compliance: Updates and Recommendations, The Office of Open Records Appeals Process: What You Should Know, and Immigration Policies in K-12 Schools, all in the PSBA store on myPSBA.

School Safety Preparedness Certificate

The Pennsylvania School Safety Institute (PennSSI) and Millersville University are excited to provide additional opportunities to gain a Certificate in School Safety Preparedness. Over the course of five sessions, participants will learn how to assess and address various natural and man-made disasters. Visit the PennSSI website to learn more about the course, session dates and registration deadlines.

Save the Date - SBS Conference

The School Board Secretaries Forum has announced that this year’s conference will once again be a two-day event held at PSBA headquarters in Mechanicsburg, on October 30-31. More details, including session overviews, speakers and registration information, will be coming soon!

#PSBAOnTheRoad

PSBA staff hit the road once again to travel across the state to meet our members in their schools. With a goal to make a stop in every member district over the course of several rounds of visits, staff were able to meet with dozens of school leaders in early April. Look for a recap of our travels on your favorite social media platforms by searching #PSBAOnTheRoad!

PSBA officer nominations

Do you have strong communication and leadership skills and a vision for PSBA? Members who are interested in becoming the next leaders of PSBA are encouraged to submit an application for nomination to PSBA’s Nominating Committee no later than May 31, 2025. Open positions for the 2026 PSBA Governing Board include: president-elect, vice president and central zone representative. Find more information on myPSBA. Email questions to nominations@PSBA.org.

SBS Steering Committee seeks nominations

The PSBA School Board Secretaries Forum Steering Committee is seeking new leaders to serve in 2026. There are three committee seats open for a two-year term beginning January 1, 2026, and ending December 31, 2027. Candidates who are passionate, motivated to lead their school board secretary colleagues, and can offer enthusiasm along with expertise in developing learning opportunities and content for the upcoming years are encouraged to apply. The nomination deadline is Monday, July 21, 2025, at 5:00 p.m. The application can be found on the SBS Forum page on myPSBA.

Delegate Assembly appointments

The PSBA Delegate Assembly is the association-wide business meeting that includes platform and bylaws consideration, financial updates and leadership election results. The 2025 Delegate Assembly will occur on Tuesday, October 21 as an in-person event at the conclusion of the 2025 PASA-PSBA School Leadership Conference at Kalahari Resorts & Conventions in the Poconos. Each PSBA-member entity is entitled to have at least one voting delegate at the meeting. After your board votes on who will be its delegate, please submit the information via the online for on myPSBA no later than June 27 at 5:00 p.m.

School Solicitors Symposium

The School Solicitors Symposium, an annual multiday educational and networking program specifically focused on issues and trends impacting the legal representation of public school entities, will be held July 31 – August 1. Attorneys may earn up to 9 continuing legal education credits (8 substantive and 1 ethics). Please note that this event is for solicitors only, who may register on the Continuing Legal Education portal.

PSBA WORKS FOR YOU

For the latest news, click the Stay Updated tab on myPSBA, and check out the Resource Library under the Gain Knowledge tab.

SLC call for presenters/ performers

Part of what makes the School Leadership Conference such a valuable experience is the opportunity to learn from and be inspired by colleagues — and our students. We're on the lookout for dynamic presenters and performers to inspire our school leaders at this year's conference! Apply today to present an educational session or to have your students perform. Visit PASchoolLeaders.org for a nomination form and submit no later than June 1, 2025.

PSBA Institute refresh

The PSBA Institute (PSBA-I) — an education nonprofit founded over 40 years ago as the Pennsylvania Public Education Foundation — recently updated its brand, mission and vision in 2024. Along with the update came a website refresh, introducing the organization’s four centers: Center for AI in Education, Center for Leadership & Research, Center for Education Foundations, and Center for Charter Innovation. Learn more about the work of PSBA-I at psba.institute.

AI Symposium recap and course

On April 1, the PSBA Institute (PSBA- I) hosted the virtual AI Symposium exploring how artificial intelligence is transforming teaching, learning and institutional operations. Topics included curriculum integration, preparing students to use AI in the workforce, AI in cybersecurity and more. At the

event, attendees were invited to register for the new AI Foundation for School Leaders course offered through PSBA-I’s partnership with Millersville University. Details are available at psba.institute.

Great PA Schools goes mobile

This fall, look for the GPS Learning Lab, coming to a town near you! The mobile lab offers flexible, on-site education with advanced technology for hands-on experiences suited for PA’s public schools district leaders, administration and students. GreatPASchools.com has more.

Roundup recap

The annual Spring Legal Roundup was held virtually on April 4 and covered significant developments in school law. If you missed the live presentation, attorneys seeking continuing legal education (CLE) credit may log onto PSBA’s CLE online library to register.

Legislative Platform proposals

Your school board is invited to submit proposals for consideration for PSBA’s 2026 Legislative Platform. Boards may create new proposals, voice support for the continuation of specific items in the current platform, amend existing platform language or suggest the deletion of a current statement. The window for your board to submit proposals will be open April 4 – June 27. Please remember to include discussion on your board agenda and submit the form during this time frame. Members may refer to The Morning

Brief and PSBA Works for You newsletters for more details and a link to the online submission form.

Platform proposals will be presented to the Platform Committee for initial consideration on August 30 and recommendations will be presented to the Delegate Assembly on October 21 for a final vote. Questions regarding the platform adoption process should be directed to Kristin MacIntire at kristin.macintire@psba.org.

LEGACY

In 1986, PSBA’s Executive Board purchased a 20,000-square-foot building, a former DuPont engineering facility, at 774 Limekiln Road in suburban New Cumberland, west of Harrisburg. PSBA held an open house and dedication ceremony for the new building, its third headquarters, on May 16, 1986.

PSBA Grants Support Program

BOOK REVIEW

Time for Change: Four Essential Skills for Transformational School and District Leaders

By Anthony Muhammad and Luis F. Cruz

Published by Solution Tree Press

Reviewed by Jackie Inouye

What makes a good school leader? A good grasp of data? A track record of high personal performance? According to authors Anthony Muhammad and Luis F. Cruz, transformational leaders – those most able to affect student outcomes –are developed through the intentional strengthening of relevant skills. By breaking these skills down into the “why, who and how of change,” Time for Change provides an actionable roadmap for school leaders to move from aspiring to actual changemakers at their schools.

Right from the start, the book stresses the importance of addressing resistance to change before transformation can take place and suggests a framework. The authors suggest resistance is a result of unmet needs that are cognitive (why), emotional (who) and functional (how). Effective leaders can identify the needs of their team and respond appropriately by developing a set of four skills that are outlined in subsequent chapters.

To help readers understand how to apply these skills toward organizational change, all of the relevant chapters contain realworld, education-related scenarios with questions for reflection. Self-rating scales for each skill are also printed in the book to help participants benchmark their progress.

The first skill is communicating the rationale or building cognitive investment necessary for change. Leaders must use data and persuasion to communicate why change is needed to achieve buy-in from participants. As stated in Chapter 2, “A leader has to create a compelling, fact-based case for change, and then use his or her ability to convince people to make the organizational challenge their personal challenge.”

Establishing trust, or making an emotional investment is the second desired skill. This competency addresses the “who” of change, acknowledging that transformation requires others to trust those in leadership. This requires an investment in developing empathy and credibility – the elements of trust.

Thirdly, transformational leaders must build capacity for change so that their team has the materials, ability and knowledge on how to implement it. “Leaders must learn to differentiate between exposing educators to best practice and ensuring that staff can actually carry out the specific knowledge and skills aligned with best practice,” the authors emphasize. “We advocate that transformational leaders couple their articulation of why with concrete plans for how those expected to navigate change can effectively execute it.”

Furthermore, effective leaders foster “professional curiosity,” where those implementing change are encouraged to research challenges and develop solutions together with leadership, a process that fosters ownership and empowerment.

The fourth skill, getting results, focuses on the need for accountability once needs are met. This skill incorporates the importance of celebrating the accomplishments of everyone involved, which sends a “powerful message” that “what we are trying to do is so vital to our purpose as a school, that we are willing to make time to honor and acknowledge those who have contributed to our goals.” The authors also address the necessity for and the challenge of confronting undesirable behavior that limits improvement, and several practical approaches are presented.

The final portion of the book provides additional suggestions and resources to help readers implement these four essential skills, including visuals and links to relevant websites.

Time for Change is written primarily for teachers, building-level leadership and administrators, however, most of the principles and scenarios presented may also be applicable to school board directors. While this book clearly represents the specific viewpoints of the authors, the lengthy list of references and resources are evidence of their attempt to present a framework that is based on existing best practices and educational research.

“A leader has to create a compelling, factbased case for change, and then use his or her ability to convince people to make the organizational challenge their personal challenge.”

RESEARCH AND TRENDS

STATE

State program boosts special educator numbers

To combat teacher shortages in special education, the Pennsylvania Department of Education (PDE) implemented the Accelerated Special Educator Certification program in 2023, which provided $1.5 million in grant funding to institutions of higher education to facilitate the process of becoming a special education teacher. Earlier this year, the program produced the first cohort of 142 teachers prepared to take jobs in special education in PA classrooms. The second round of awards for the program, announced on PA.gov this spring, will provide more than $1 million to 14 postsecondary institutions, “helping Pennsylvania schools train more qualified special educators, faster.”

NATIONAL

Ed tech report aimed at schools

A new 43-page resource, Driving K-12 Education, was recently released by the Consortium for School Networking (CoSN), a professional association for school system technology leaders. It aims to provide schools with a comprehensive look at education technology trends, tools and themes to guide decision-making around tech usage. The report was developed with input from CoSN’s advisory board, a global group of 130 ed tech experts.

The resource contains three main sections covering ed tech challenges, catalysts to innovation and ed tech tools. The report also offers four themes connecting today’s education challenges with tomorrow’s opportunities.

According to the authors, the publication is meant to be a springboard for meaningful discussion as school leaders work to create learning environments that are best for their students and educators. Download the full report at cosn.org.

Tackling chronic absenteeism with tutoring

Research conducted by Stanford University’s National Student Support Accelerator found one-on-one tutoring can lower absenteeism rates. The study looked at the High-Impact Tutoring Initiative launched in 2021, which provided math and reading tutoring in public K-12 schools in Washington, DC. According to the study, students were 1.2 percentage points less likely to be absent on days they had a tutoring session, which translates to a 7% reduction in their overall likelihood of being absent. The positive effects were highest for middle school students and those with extreme absenteeism rates in the prior year. Access the study on the Student Support Accelerator website by scanning the QR code above.

Cyberincidents widespread in K-12 schools

More than 80% of K-12 schools experienced a cyberincident from July 2023 to December 2024, according to a recent report by nonprofit Center for Internet Security, in partnership with the Consortium for School Networking. The top cyberthreats schools experienced over the 18-month period were ransomware attacks, phishing and social engineering, data breaches, denial-of-service attacks, and malvertisement – malicious software designed to look like an ad. Of greatest concern is a “significant increase in threat actors’ sophistication and timing,” to exploit the fact that schools serve as “essential community infrastructure,” providing benefits such as school meal service, crucial student services like special education and counseling, and community gathering space and resources – all of which have the potential to be impacted by cybersecurity threats. The report outlines how schools have responded to cyberincidents and offers recommendations for protecting schools and developing resilient communities. Read the full report on the Center for Internet Security website by scanning the QR code above.

51% of children ages 8 and younger now have their own mobile device, up from in 2017. 45%

KIDS' MEDIA USE: THE DATA

Scan the QR code to read the full report. 2025 Common Sense Census: Media Use by Kids Zero to Eight

On average, children aged 8 and younger had 2 27 of screen time per typical day in 2024. hours and minutes

EDUCATION LOOKBACK

Recent highlights and happenings in public education.

Recognitions and awards

School District of Philadelphia

Superintendent Dr. Tony Watlington Sr. was named 2025 Superintendent of the Year by the District Administration Leadership Institute.

Laura Tobias, principal at State College Area High School, was named PA’s 2025 Principal of the Year by the PA Principals Association.

Former President Joe Biden honored 336 educators and mentors with the Presidential Awards for Excellence in Mathematics and Science Teaching and the Presidential Awards for Excellence in Science, Mathematics and Engineering Mentoring.

The U.S. Department of Education awarded Officer James Green of the Butler Area School District with the Recognizing Inspiring School Employees (RISE) Award.

Ashlie Crosson, an English teacher at Mifflin County High School and Pennsylvania’s 2025 Teacher of the Year, was named as one of four finalists for National Teacher of the Year by the Council of Chief State School Officers.

The Cocalico School District earned a national District of Distinction Award by the District Administration Leadership Institute for the high school’s student American Sign Language group, ASL Learning Community.

Dr. Tina Kane of the Marple Newtown School District was named the 2025 PA Superintendent of the Year by the PA Association of School Administrators.

Leadership changes

Linda McMahon was confirmed as the U.S. secretary of education, and Dr. Carrie Rowe was named acting secretary of the PA Department of Education (PDE).

Policy and funding updates

The U.S. Department of Education launched its inaugural Open Data Plan, aiming to enhance transparency, accessibility and collaboration in education.

The U.S. Department of Agriculture cut the $660 million Local Food for Schools program and the Local Food Purchase Assistance Cooperative Agreement Program for 2025.

$14 million was made available to high school students in PA to expand access to dual enrollment through PDE’s Dual Credit Innovation Grants.

The PA Commission on Crime and Delinquency announced the Building Opportunity through Out-of-School Time (BOOST) Program, with more than $11 million in grant funding for afterschool programs across the state.

PDE announced 46 grants totaling $56.5 million to help fund afterschool programs.

Governor Shapiro’s 2025-26 state budget address included a $1.5 billion increase for public education funding.

The PA auditor general released an audit that found five of PA’s cyber charter schools had seen their reserves more than double since 2020 and called for a fix to the cyber charter funding formula.

The Shapiro administration launched the Certified Teacher Registered Apprenticeship program in PA with $4.2 million in funding to help support apprentice teachers as they develop their skills in preparation for entering the workforce.

PDE's Office of Commonwealth Libraries announced that more than $4 million in funding has been awarded to 11 libraries in eight counties for the construction and rehabilitation of public library facilities.

Education data

A new study from the Pew Research Center indicates the number of teens using ChatGPT to complete their schoolwork rose from 15% to 26% between 2023 and 2024.

The 2024 National Assessment of Education Progress (“The Nation’s Report Card”), revealed that while math scores improved, most fourth and eighth graders are still performing below pre-pandemic 2019 levels in math and reading.

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A student conducts research under the guidance of a teacher at the Seneca Valley Center for Biotechnology.

TELLING OUR SUCCESS STORIES

BY JACKIE INOUYE AND GREAT PA SCHOOLS WEBSITE CONTRIBUTORS

“A space where everyone is learning and mistakes are always welcomed.”

From student awards to special events to innovative curriculum, great things are happening every day in our public schools. The Great PA Schools (GPS) campaign and website highlight these successes to a broad audience, showcasing the ongoing work of our school boards and administrators, educators and students. School Leader Bulletin developed several stories from districts that have been recognized on the GPS website as Great PA Schools – those that provide students with access to rigorous programming, are community-centric, demonstrate financial well-being and display resilience. (See sidebar for details on the ribbon designation and how to apply.)

Read on for inspiration and remember to submit your stories to the GPS website at GreatPASchools.com!

Next-generation scientists grow at Seneca Valley School District

Genetic sequencing, environmental DNA identification and detecting microplastics in water might sound like appropriate research for a university lab. But they are also a few of the projects conducted by students at the Seneca Valley Center for Biotechnology, housed at the Seneca Valley Intermediate High School (SVHS) in Butler County.

Founded in 2016, the biotech lab was designed as a genetics maker space to provide enrichment for a handful of students with gifted individualized education programs. Almost a decade later, the lab and its vision have expanded to include a wider range of students and a variety of projects. Now, any student who has completed ninth grade Biology is invited to apply and more than 70 students

are conducting research at the lab this semester. “We’re big on active participation, so at any one time in the lab we could have five or six kids, but they’re each doing an independent research project,” says Brian Carson, a SVHS science instructor and the lab’s assistant director.

Thomas Lavelle, founding director of the biotech lab and fellow SVHS science instructor, says although the students work independently, they receive plenty of training and direction. “It’s us mentoring them and that involves us understanding what drives them, their strengths, their weaknesses, and then assessing and just helping them,” he says. “They definitely take great ownership of their lab time.” The numbers of SVHS students entering higher education in science after graduation demonstrate the benefits of tailored instruction and student-directed learning.

Perhaps one of the most transformative lessons taught in the biotech lab is that setbacks are a part of learning, not a cause for discouragement. One of the lab’s stated goals is to provide a “stress-free environment for critical thinking and problem-solving,” something echoed in student testimonials calling it “a space where everyone is learning and mistakes are always welcomed.” Faculty work alongside the students for a more collaborative approach. And research isn’t graded, but it is guided.

It’s not just students who are benefiting from their research. The lab has partnered with conservation organizations in neighboring Allegheny County to provide valuable data related to water quality and conservation genetics. The high school is adjacent to Little Connoquenessing Creek, making it convenient to obtain samples for watershed

A student focuses on a research project in the Seneca Valley Center for Biotechnology.

analysis and research. “A lot of people want that knowledge, but there’s not many people that can produce it. And our students do this for their education,” Lavelle adds.

A recent $2,600 grant from Berkshire Hathaway Energy Gas Transmission and Storage has provided new equipment to facilitate real-world research efforts aimed at safeguarding water quality in the creek. The grant will be used to purchase a HOBO Bluetooth data logger system to measure stream health by taking continuous measurements of water conductivity, temperature and dissolved oxygen. The data will be downloaded from the logger for use in student projects. It also will be shared with Three Rivers Quest (3RQ), a program of the West Virginia University Water Research Institute whereby waterways covering 25,000 square miles in five states are monitored for health. The program brings together academic researchers, citizen scientists and conservation groups to collect, analyze and monitor important water quality data.

With all the activity, student interest is at an all-time high. Right now, the lab’s calendar where students can sign up for times to complete their research is almost maxed out. To provide opportunities for more students to participate, there’s a new building project in the works to expand to a new facility in the next couple of years.

Career awareness a priority at Central Columbia Middle School

For middle school students, life after graduation can feel like it’s miles away. But Central Columbia Middle School in Columbia County is determined to help students navigate and take charge of their future early on. With the

support of the high school and community members, the guidance counseling team relentlessly encourages students to aim high and plan for the next chapter of their educational experience.

Through various activities, middle school students are encouraged to explore the five pathways offered at the high school, raising career awareness and preparing them for the future. Pathways include Agri-Science, Health and Science; Business, Finance, Marketing and Information Technology; Arts and Communication; Engineering, Manufacturing and Industrial Technologies; and Human Services.

Starting in grades 5 and 6, teachers of core classes work to incorporate awareness of various pathways into curriculum. The school’s guidance counseling team invites visitors from different fields of employment to speak to all middle school students and answer questions. Past guests include a restaurant owner/chef, pilots from Bloomsburg Airport and a local district magistrate.

In grades 7 and 8, the focus ramps up. As part of career exploration, students take an interest survey to discover their occupational skills and passions. The results are then used to guide future discussions with family members and school counselors. Students also have the opportunity to choose their own electives in required categories such as physical education, family consumer science, arts and music, based on personal interests. Elective choices are aligned to the high school pathways, giving the students the chance to explore areas they can build on later.

“Some courses become really popular,” says Principal Chad Heintzelman. “Culinary Arts and Baking – the kids really love that one.” In the music category, Bucket Drumming is another favorite. “New Companions is a

Human Services pathways class where kids come to assist some of our students in the self-contained life skills program. They get mini lectures to learn about disabilities, but mostly they are peer helpers,” he adds. At the high school, seniors who follow this pathway take the Introduction to Students with Developmental Disabilities course during which they serve as tutors for the life skills students.

Heintzelman says giving the students educational options has had a positive impact on learning. “If I asked the teacher of those electives, they would say we have more motivated students because the kids have selected these courses.”

At the culmination of the middle school experience, students participate in an off-campus job shadow. They also have the opportunity to tour the local comprehensive Columbia-Montour Area Vocational-Technical School and the Central Columbia High School to get a firsthand look at the different learning environments available for them to begin their high school journey. Heintzelman says it’s a challenge for the middle schoolers to tackle the logistics of setting up a job shadow, but the experience is worth the effort. “It forces them to think about careers. Sometimes they really enjoy it, sometimes they find out that’s not what they want to do, and that’s part of the process, too. Lots of decisions are made in eighth grade.”

The middle school’s guidance team is central to the school’s focus on career awareness. Staff focus on one high school pathway per month and provide meaningful activities to students in that area. “We loop our counselors – that means the counselor you get in fifth grade is the one you stay with for the full four years,” explains Heintzelman. “This helps build a bond between the school, students and their families.”

Eighth graders at Central Columbia Middle School work in the woodshop during Agricultural Technology class.

A student checks on a project in the Seneca Valley Center for Biotechnology.

Students learn CPR during a career exploration opportunity at Central Columbia Middle School.

“There are many ways to learn beyond a textbook and beyond the walls of the classroom.”

All these experiences are designed to make the route to a successful future a little clearer. By having knowledge about different career paths and educational opportunities, students have the power to make informed decisions and pursue their goals with confidence.

Math Education + Fun = Engagement at Pleasant Valley School District

On a night last fall, curious students and their families combed the hallways of Pleasant Valley Intermediate School (PVIS) in Monroe County with clipboards and pencils, hunting for answers – mathematical answers, that is. On the walls hung colorful banners and boxes with math concepts, such as symmetry and square units. Prisms and cubes dangled from the ceiling. And there were lots of smiles as kids and adults collaborated in the Family Math Scavenger Hunt.

Are your schools Great PA Schools?

In 2023, PSBA introduced a new recognition program for outstanding Pennsylvania school districts – the Great PA Schools (GPS) designation. This honor is bestowed on districts that meet rigorous criteria in four areas. Recipients are awarded a ribbon valid for a four-year term through an application and review process. Custom materials, including printed banners and a digital branding kit are provided to help the district promote the accolade to the community. Applications are accepted and approved on a rolling basis. As of this writing, more than 40 school districts have received the designation!

These districts earned the Great PA Schools designation—yours can too. Scan to submit your application today.

With support from the administration, the event was designed by PVIS fifth grade math teacher Amanda Menghini and a team of other teachers to foster a love for mathematics and promote family engagement. As a Title I initiative, the event aimed to provide accessible and enriching educational experiences for all students. “Our goal was to build a connecting bridge between families, the school and the community,” she says. The event was a resounding success, with more than 300 attendees in addition to the staff members who facilitated.

Menghini notes that involving their families is so valuable in the eyes of the students. “Not only does it show the child that their family is interested in their learning, but it gives the students an opportunity to ‘show off’ their thinking to their family members,” she adds. “It creates such a connection between school and home.”

Planning centered on creativity, building critical thinking skills and ensuring the learning was tied to grade-level academics. Scavenger hunt lists were differentiated to each specific grade so participants would be searching for items that connected directly to their third, fourth or fifth grade level. The team also created different versions of each grade level as well, to prevent any

excited students from “spoiling” the hunt as they walked through the hallway. The team tapped PVIS students and the Art Honor Society at the district’s high school for assistance in creating the interactive displays and banners.

To further extend the learning experience, each student received a take-home math toolkit. These kits, filled with essential tools such as rulers, measuring tapes, protractors and small clocks, empowered students to continue exploring mathematical concepts in a hands-on and engaging way. Additionally, accompanying worksheets provided opportunities for practice and reinforcement.

An event like this one illustrates to students how learning is lifelong and can happen not just in a classroom, but anywhere and in any form. “We as math thinkers understand that there are many ways to learn beyond a textbook and beyond the walls of the classroom,” Menghini says. “Area can be seen when counting tiles on the floor, shapes can be seen in the architectural structure of the building, skip counting and multiplication thinking can be seen on the face of a clock.”

To further reinforce that idea, this spring, PVIS held a Multiplication Bingo event to bring families together at the school for another helping of fun and learning. “My goal was to inform parents on how to best approach multiplication facts with students,” Menghini says. For a twist on the traditional game, the numbers on the Bingo cards were answers to multiplication problems. Slides were used to project the problems on the screen, providing a variety of ways to see and think about the multiplication facts, such as pictures, arrays and skip counting. Once again, students left with supplies to grow their skills while at home and to bolster the idea that learning can happen everywhere.

Students and their families play Multiplication Bingo at Pleasant Valley Intermediate School.

Students hunt for solutions during Math Night at Pleasant Valley Intermediate School.

SPARKING PASSIONS AND BUILDING SKILLS FOR LIFE

BY CASSANDRA MOCYK DAVIS

Otto-Eldred High School FFA members cultivate plants in the school's greenhouse.

In schools across Pennsylvania, agricultural science programs and FFA organizations are educating students and preparing them for bright futures.

“For those who aren’t familiar with FFA and agriculture education, it’s structured on a three-circle model,” says Elizabeth Ebert, an agricultural educator and FFA advisor at Derry Area High School in Westmoreland County. The three circles she is referencing are the agriculture classroom, FFA and Supervised Agriculture Experience (SAE).

“The agricultural classroom is the key educational piece,” she explains. “FFA, formerly Future Farmers of America, is an intracurricular program. It’s not an extracurricular, like a club or activity. It’s integrated into our curriculum.”

The third component, SAE, is the key piece that ties the first two components together. “The SAE is taking what students learn in the classroom and the leadership skills they get from FFA and turning it into a real-world application outside the classroom,” Ebert says.

According to the National FFA website, FFA was created in 1928 as the Future Farmers of America; the name was changed in 1988 to the National FFA Organization, to represent the growing diversity of the agriculture field. Today, nearly 16,000 students are members of the Pennsylvania FFA Association. Despite all the changes, there’s still a lingering perception that FFA is just about raising livestock or growing crops.

“Agriculture education is important to everyone, not just those in rural districts.”

“If you list out FFA, people will say, oh that’s just for farmers,” says Darla Romberger, NBCT, an agricultural science teacher and FFA advisor at Cumberland Valley High School. “Even though the name changed 40 years ago, you’re still always trying to educate that it’s more than just people who live on farms.”

Romberger is a 2025 PA Teacher of the Year finalist. In her 12th year at Cumberland

Valley School District, she has seen great progress in her district’s FFA program. “The demographics of our program have changed to be more representative of our student body here,” she says. “Students recognize there truly is a place in our organization for everyone. Word of mouth spreads and they take your course and keep coming back. It’s the best promotion for us.”

The knowledge students gain in agriculture education is valuable for their future as adults. “We are helping to create informed consumers,” Romberger says. “Food is a unifying topic for this. Do they understand the process of where their food comes from and the different processes that it needs to go through?”

Ebert echoes the sentiments that all students can benefit from this area of learning. “Agriculture education is important to everyone, not just those in rural districts,” she says.

Service at the center

More than just a benefit to students, there are many opportunities within chapters to give back to the community. Students at Mountain View Middle School in the Cumberland Valley School District are learning how to do that at an early age says Megan Cole, agriculture teacher, whose group is one of only six chartered middle school FFA chapters in the commonwealth at the time of writing.

“[My students] did a birthday box drive, collecting supplies to create a birthday celebration, which includes a can of soda, cake mix, icing, candles and a throwaway cake pan, and they made birthday cards,” she explains. “A birthday cake is traditionally considered a luxury. We had a conversation with the kids that there is a very high chance that more people than they know go without a birthday cake on

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

their birthday, and that really did not sit well with them. That is where the birthday box drive came from.”

The students also collected supplies for Speranza Animal Rescue. They marketed donation collections and shared throughout the district.

Cole is passionate about creating meaningful learning for her students through agricultural science. “I would not be where I am today if I hadn’t had my experiences as an FFA officer in high school and went through the agriculture program,” she says.

Ebert is another example of the impact agriculture education can have – with an opportunity to bring that service full circle. “I’m giving back in the same classroom that I was in, so that’s pretty cool,” she says. Ebert graduated from Derry Area High School and completed the agriculture program she teaches in today. After graduation she became a state FFA officer, then went on to receive her degree in agriculture education from Penn State University, before returning to teach at Derry Area High School.

Small but mighty Brandon Witmer started the agricultural science program at Otto-Eldred High School five years ago. In that short time, 70% of the student population in his small, rural district has joined the classes. “It’s incredible,” he says. “Agriculture is Pennsylvania’s number one industry. Teaching students those skills is really important and something that we value.”

The Otto-Eldred program covers all six major agriculture pathways – ag mechanics, agribusiness, animal science, plant science, environmental natural resources and food

Derry Area FFA members sit under a display about their chapter.

Otto-Eldred FFA members show livestock.

science – and is a state-approved career and technical education program. That means students from neighboring districts can participate in the program. Otto-Eldred’s is the only agriculture program in McKean County.

“Students have an opportunity to learn all those different skills within those areas, get hands-on experience within our program, and really at the end of the day, learn about the industry, learn about becoming an educated consumer, and learn that our program teaches students life skills and gives them the opportunity if they want to pursue a career (in agriculture),” he says.

Witmer described his lab filled with student projects. There are rabbits some students are raising. Plants being grown. An aquaponics system where students raised more than 100 tilapia the previous year. There is a small gas engine area, a full-production wood shop and a few welding booths. Outside, there is a full commercial-size greenhouse.

The program benefits the local community in many ways. Witmer says they grew 450 hanging baskets in their greenhouse, along with starter vegetable plants and flowers. During a community plant sale, about 80% of the plants were gone in less than two hours. In the fall, they grew 500 poinsettias. All but 30 sold, and they donated them to a local nursing home.

from goat milk and candles are made from soy with cotton wicks. The students attend local craft shows, sell their items online and have a display at a local coffee shop.

“When we look at our community, a lot of local businesses are family owned and operated,” he says. “So we thought it was really important to teach our students some of those key entrepreneurship skills.”

Building future leaders

Students participating in FFA have many opportunities to build leadership skills. “Students participate in competitions, conferences, legislative breakfasts and community service,” Romberger says. “We also have chapter meetings once a month where we conduct business.”

At their meetings, students are taught important skills that would be useful in the future serving on boards and committees in their communities. “We teach parliamentary procedure and how to run business meetings,” Ebert says.

There are also many conferences where students use their public speaking. “One of the most valuable skills I have learned through FFA and agriculture education is how to interview and how to present myself,” says Sloane Forti, vice president of the Mountain View Middle School FFA chapter. “This is an amazing life skill to have that will help me get a job in the future.”

“One of the most valuable skills I have learned through FFA and agriculture education is how to interview and how to present myself,” says Sloane Forti, vice president of the Mountain View Middle School FFA chapter.

Students have even set up their own agribusiness, The Rustic Duck. “The Rustic Duck is a student-operated business within in our FFA chapter,” Witmer says. “They make a variety of products including soaps, candles, wax melts and chapstick. With our new laser engraver, they’re doing cutting board products.”

The products for sale within The Rustic Duck are agriculture-based. Soaps are made

Students make many connections through their FFA activities local, statewide and nationally. “My favorite part about FFA is attending chapter events, field trips and all the connections and friendships I have made through FFA,” says Paige Cole, a senior at Derry Area High School. “Every field trip I go on, I always find new friends in FFA that have similar interests as me, learn something new and, of course, have fun!”

As part of FFA, students also learn about advocating for themselves and issues important to them. “We attend state legislative conference where our students go to the Capitol building and have a roundtable discussion with our local representatives,” Witmer says. “The kids get a chance to talk about what they’re doing at school but also talk about current issues within our community. They learn about advocacy and how to advocate for what they believe in.”

One of the most visible elements of FFA are the competitions, Romberger says. “We have 30+ competitions, everything from public speaking to livestock judging to food science to agronomy,” she adds. “All of the different fields of agriculture are represented.”

Students also gain leadership skills through the development and completion of their SAE. “Many students find jobs either in food service, in greenhouses or on farms,” she says. “Some students choose to start their own business, others raise animals. Some may figure out a product they have an ability to create, produce and market. Some students do agriscience research. They’ll come up with an idea from one of their courses and go through the scientific method, designing an experiment and coming up with an answer. Some students also do service learning – a long-term community service project.”

Keystone State Degree recipients from OttoEldred High School display their certificates.

Poinsettias line the greenhouse at Otto-Eldred High School.

Skills for life

While every student who takes an agriculture education course is automatically a member of FFA, they get to decide the level of their involvement within the organization. “The overarching goals of the FFA are that we try to develop students’ potential in three areas: premiere leadership, personal growth and career success,” Romberger says.

Those leadership skills include organization, time management, interpersonal and intrapersonal skills for working with others, and recognizing when you need to work independently, she adds. “In terms of personal growth, public speaking is a big area we take pride in, working with students on how to prepare a speech or how to talk on an impromptu manner.”

Career success is the last piece that ties the classroom and FFA work together. “Everything we do in the classroom and in FFA is to give students career skills, whether that is just learning how to make decisions, how to create a budget, how to do some long-term and short-term planning, hoping that eventually we’ve given them enough experiences that they can make an informed career decision,” Romberger says.

The origins of FFA were founded in animal and plant production in 1928. Things look much different nearly 100 years later. While there are always traditional careers in agriculture, FFA prepares for more than that. “Careers have changed in agriculture,” Romberger says. “We are preparing you for careers that we don’t even know what they are yet. But hopefully we are giving you those skills where you can adjust and adapt for whatever is coming.”

Even if students’ aspirations aren’t rooted in agriculture, the work they accomplish as part of FFA will help them succeed. “We do recognize that a majority of our students will not end up in the agricultural industry and that’s totally fine,” Romberger says. “But whatever experiences we give them and skills that they have, we do hope they transfer to whatever future career they choose.”

The blue jacket

The blue FFA jacket has been a symbol of membership since nearly the beginning of the organization. According to the National FFA website, the origin of the FFA jacket began in Fredericktown, OH: “In 1933, FFA advisor Gus Linter found a blue corduroy jacket hanging inside a local hardware store. Linter purchased the jacket, then connected with a supplier and had his chapter’s name — Fredericktown FFA — stitched on the back in gold lettering.”

More than 90,000 jackets are sold annually and through the Give the Gift of Blue program, donors are able to provide more than 16,000 FFA jackets to members in need.

“[Students] receive their FFA jackets for the first time at the Pennsylvania Farm Show in the large arena, which is the same exact location that I also received mine,” says Megan Cole, agriculture

teacher and FFA advisor at Mountain View Middle School in the Cumberland Valley School District. “It sounds silly, but they say zipping up that jacket changes your life, and it does. I gained self-confidence in a way that I didn’t know was possible.”

The magic of the blue jacket carries on for generations. “One of the most rewarding parts of joining the FFA and being a senior member is watching other members’ faces light up when they zip up their FFA jacket for the first time,” says Joleigh Nailor, Cumberland Valley FFA president.

The blue jacket also represents a unified community for many students participating in FFA. “The constant support, love and kindness that comes from each of us, wearing the blue corduroy jacket, amazes me,” says Ryon Stone, Otto-Eldred FFA member.

FFA members from Otto-Eldred School District show off their blue jackets.

CELEBRATING STEAM INNOVATION

BY KENDAL KLOIBER

“We chose the STEM Guitar program to offset the cost of materials so that students would not have to pay for the materials to make their own guitar from scratch.”

Every year, the PASA-PSBA School Leadership Conference brings together education leaders, administrators and school directors from across the state to explore emerging trends, innovative programs and best practices in K-12 education.

Beyond the keynote sessions and workshops, the conference also provides an opportunity for attendees to celebrate students through the Student Showcase, featuring some of the most talented youth performers in Pennsylvania public education. At the 2024 event, four lucky audience members had their names drawn in a random selection process, awarding their school districts with a $500 scholarship to support STEAM (science, technology, engineering, math and arts) programming. Scholarships were sponsored by PSBA Partners CM Regent and Ainsworth as well as conference exhibitors American Athletics Track and Turf, and Buchart Horn Architects. The recipients –Reading, Methacton, Grove City Area and Governor Mifflin school districts – were able to apply the funds toward creative initiatives that inspire and engage students.

Unlike a traditional grant process, this scholarship was awarded on the spot, leaving districts with the flexibility to decide how best to use the funds. Grove City and Governor Mifflin (Reading and Methacton were unable to participate in this feature) both found unique and meaningful ways to enhance student access to the arts – supporting international artist collaborations and making hands-on music engineering courses more affordable.

had no idea that her district would walk away with a STEAM Scholarship. Unlike traditional grant applications that require districts to propose detailed plans in advance, Governor Mifflin’s funding was the result of the random drawing. As luck would have it, Peterson’s name was one announced, securing the district a $500 award to support arts programming.

While the scholarship may have come as a surprise, the district quickly put it to use, directing the funds toward the STEM Guitar Project course at the high school, says district Superintendent Dr. Lisa Templin Hess. A nationally recognized curriculum, the STEM Guitar Project allows students to design, build and customize their own guitars – blending principles of science, technology, engineering, math and the arts into one hands-on experience. “We chose the STEM Guitar program to offset the cost of materials so that students would not have to pay for the materials to make their own guitar from scratch,” Hess says.

by

Kendal Kloiber is a freelance writer living in Lancaster, PA.

Governor Mifflin School District: Striking a chord with STEAM

When Governor Mifflin School District Board President Lisa Peterson attended the 2024 PSBA conference at Kalahari, she

While the $500 grant covered only a portion of the $5,000 materials cost, it played an important role in ensuring that students could participate without a course fee. Feedback from both students and parents has been overwhelmingly positive, with families expressing appreciation for the financial accessibility of the program. As Hess notes, “Students enjoy the STEM Guitar Project course and parents appreciate the fact that the materials fee is covered.”

Students perform at the 2024 Student Showcase.

A guitar produced

students in the STEM Guitar Project course at the Governor Mifflin School District.

“We’ve built so many bridges, and our students see that they can create their own learning opportunities,” says Dr. Jeffrey A. Finch. “Whether it’s art, global connections or sustainability projects, they’re taking ownership in ways that go far beyond traditional coursework.”

Looking ahead, Governor Mifflin plans to sustain and expand the program through additional grant funding. “The district will work to cover the cost of materials through other grants,” Hess adds.

This commitment ensures that the STEM Guitar Project continues to thrive, providing students with a unique, hands-on learning experience that bridges engineering, craftsmanship and artistic expression.

Grove City Area School District: Global connections through art

For the Grove City Area School District, the STEAM Scholarship was an unexpected, yet welcome, opportunity that aligned perfectly with its community-centered arts initiatives. During the 2024 PASA-PSBA conference, school director Connie Nichols was one of the four winners drawn at random to receive the scholarship on behalf of her district. As both an advocate for creative programs and chair of Grove City’s education services committee, Nichols has long championed efforts to expand student access to the arts, making her an ideal recipient to bring the award back to the district, says Superintendent Dr. Jeffrey A. Finch.

Rather than applying the $500 award to a single program, Grove City used the funding as a building block for something bigger — an international arts collaboration. The district has a thriving Community Art Club, which connects students and local businesses through public murals, creative projects and hands-on artistic experiences.

The club is part of Grove City’s Lunch & Learn period, a flexible block in the school schedule that allows students to explore interests outside of traditional coursework. This student-led model has allowed the program to flourish – giving students not only the space to create murals and artistic installations, but also the autonomy to forge meaningful partnerships and shape their own education.

Building on that foundation, the STEAM Scholarship was put toward a global artistin-residence program, allowing students to collaborate with Ido, an internationally recognized ceramic artist originally from Israel who has studied in Japan and other countries. The goal? To bridge cultures through art and create a meaningful, interactive learning experience that extends beyond the classroom.

“Our students came up with a plan to host virtual lectures with Ido first, then ultimately bring him to the U.S. for an in-person residency,” says Finch. “But the challenge was ensuring that remote sessions felt dynamic and immersive – not just a one-way conversation on a screen.”

Photos provided by the Governor MIfflin School District and the Grove City Area School District.

the art program. Because the OWL system is portable, it can be used by world language students, international clubs and other classes to explore cultural connections and global perspectives. “It’s about stitching cultures and backgrounds together – which is what Ido’s art is all about,” Finch says.

Looking ahead, Grove City hopes to continue expanding these global art connections. With additional funding, the district aims to bring Ido to the school for an in-person residency, where he will collaborate with students on a large-scale, community-driven ceramic project. Finch is confident that this effort will open doors for future cultural collaborations, making the arts a truly global experience for students.

Initially, students had to videoconference with Ido using the district’s OWL system in the school board’s meeting room – a setting that didn’t fully support the hands-on nature of their work. With the scholarship funds, Grove City created a mobile OWL system – a high-tech 360-degree camera and microphone setup that tracks speakers, enhances audio and captures the entire classroom environment. This innovation allows students to engage directly with Ido while working at their pottery wheels, rather than gathering around a single laptop. The impact of this initiative extends beyond

“We’ve built so many bridges, and our students see that they can create their own learning opportunities,” he says. “Whether it’s art, global connections or sustainability projects, they’re taking ownership in ways that go far beyond traditional coursework.”

Members of the Community Art Club gather around a mural at the Grove City Historical Society.

YMCA mural produced by Grove City Area's Community Art Club.

COSSBA 101: A POWERFUL PARTNER FOR STATE SCHOOL BOARDS ASSOCIATIONS

BY THE CONSORTIUM OF STATE

SCHOOL BOARDS ASSOCIATIONS

“If we do our job well supporting and developing state school boards associations, they do a better job of serving school board members who in turn do a better job serving public school students and families.”

Public education is at a crossroads, with policy decisions at the state and federal levels shaping the future of our schools. While local governance remains a cornerstone of public education, state school boards associations play a critical role in ensuring that school boards have the tools, resources and advocacy support necessary to lead effectively. But where do these state associations go when they need support? The Consortium of State School Boards Associations, COSSBA.

COSSBA was founded in 2022 by 22 state school boards associations to provide nonpartisan support for such associations across the country. As a proud founding member of COSSBA, PSBA and its members benefit from a strong nationwide consortium committed to advancing public education.

A nonpartisan cornerstone

In 2021, state school board association leaders recognized the need for a new member-driven organization that prioritizes their associations’ unique needs. “COSSBA emerged from a need for a unified national organization representing state school boards associations,” explained COSSBA CEO Tom Bertrand who was the executive director of the Illinois Association of School Boards during this time. “If we (COSSBA) do our job well supporting and developing state school boards associations, they (the state associations) do a better job of serving school board members who in turn do a better job serving public school students and families.”

Ege Cordell, the first chair of COSSBA’s Board of Directors and a school board director from New Hampshire, explains the cornerstone of COSSBA’s identity is

its nonpartisan stance, which focuses on the needs of its state associations without political bias. “We are nonpartisan. It (politics) does not enter the discussion in what we support,” said Cordell. “This approach allows COSSBA to build strong relationships with each state, understand their specific concerns and craft a common theme with each issue.”

COSSBA was legally founded in 2022 with 22 member state school boards associations. Since then, three more state associations have joined, bringing its membership to 25 states and growing.

Mission, vision and core values

COSSBA is dedicated to empowering state school boards associations by providing resources, leadership development, education events and a unified platform for advocacy.

• Mission: To be a nonpartisan, national alliance dedicated to sharing resources and information to support, promote and strengthen state school boards associations.

• Vision: To build trust and confidence in public school governance for the success of every student.

• Guiding Principles:

o Focused and responsive

o Transparent and efficient

o Reflective and relevant

o Representative and accountable

o Unified

These guiding principles shape COSSBA’s work, ensuring that school boards associations across the country – including PSBA – have access to the highest-quality support and representation.

While the members of COSSBA are the state school boards associations, their individual members can attend COSSBA events, serve on committees and be appointed to the Consortium’s board of directors. This partnership means that COSSBA is the largest nationwide organization that serves state school boards associations. The 25 members support nearly 6,700 school boards, which include over 42,000 school board directors representing nearly 24 million students.

Advocacy values and beliefs

To guide the advocacy work, COSSBA follows the values and beliefs agreed upon by its members, which are reaffirmed every two years at the organization’s Annual Meeting. COSSBA believes that public education is a pillar of democracy, an engine of opportunity, and a pathway to prepare students for college and career readiness. The Consortium supports access

to exceptional learning opportunities for America’s 50 million K-12 public school students. It also believes that parents are vital partners with educators, working toward a mutual goal of producing positive outcomes for students.

The following values and belief statements serve as guiding principles for advocacy efforts:

Local Control: COSSBA believes in local decision-making and flexibility in the governance of public school districts.

Unfunded/Underfunded Mandates: COSSBA believes that Congress must meet its obligation and fully fund federally mandated educational programs for public schools.

Fiscal Responsibility: COSSBA believes all public school boards should have full fiscal autonomy and authority.

Equity: COSSBA supports adequate and equitable funding necessary to provide all students with access to an excellent public education. The Consortium recognizes that schools may need additional funding to educate economically disadvantaged students and students with unique educational needs.

School Safety: COSSBA advocates for legislation that supports the physical and emotional well-being of students, staff and the educational community in a safe and secure learning environment for all.

Federal advocacy work

COSSBA advocates on the federal level to shape national education policy on behalf of its membership. The Consortium’s nonpartisan federal advocacy concentrates on specific issues that have a widespread impact on the nation’s public schools and students. The advocacy statements are adopted annually in the spring by delegates of the member state associations at COSSBA’s Annual Meeting. These statements require two-thirds of the majority support from the voting body.

COSSBA also provides its member associations with state and federal legislation updates, education policy updates, and court reports. New in 2025,

COSSBA is also tracking all educationrelated Executive Orders. The state associations have access to a regularly updated document so that they can share this constantly changing information with their members.

By engaging directly with policymakers, COSSBA ensures that the interests of PSBA members are represented at the national level.

Learning

opportunities

COSSBA provides association team members and school board directors with direct access to high-quality professional development networking events throughout the year. The largest event is the COSSBA National Conference, which is held in the spring of each year. In addition to the National Conference, COSSBA offers ongoing webinars, the National School Safety Conference, the Federal Advocacy Conference and the Leadership Summit.

The Unified Boards Alliance (UBA) program within COSSBA is dedicated to nurturing the development and success of ALL school boards. The program is led by advisors made up of school board directors and state association staff members. UBA addresses a broad range of challenging issues, such as school infrastructure, food insecurity and bullying, and provides the necessary tools to successfully tackle the unique challenges found in urban, suburban and rural school districts.

All school board directors and state association team members are invited to participate in UBA’s free quarterly webinars, pre-conference day at the National Conference and the National School Safety Symposium, which is hosted by UBA.

Membership matters

For PSBA members, COSSBA provides a national platform to connect with peers from across the country, learn about policies and practices in other states, and gain insights on federal education issues. By participating in COSSBA, PSBA and its members gain:

• Enhanced advocacy: A stronger collective voice on federal policy issues that impact Pennsylvania schools

• Professional development: Access to top-tier training and leadership development for PSBA staff and members

• Best practices: Resources to improve school board governance

• Networking and collaboration: Opportunities for school associations and school board directors to connect with others from across the nation.

“In this environment we are working in, networking, collaborating and expanding your community of practice is so important,” explained Bertrand. “The work of the school board member and school association team member is so challenging. It’s important to have that network of support, and COSSBA provides that. There is somebody out there that has been through what others may be going through and can provide support and guidance.”

Strengthening PSBA’s impact

The challenges facing public education require collaboration, innovation and strong advocacy – and COSSBA is the organization to achieve these. All PSBA members are encouraged to participate in COSSBA events, leverage national expertise and stay ahead of policy changes so that they can serve their students and constituents better.

“Each school board association has its own set of opportunities and challenges unique to its state,” said Nathan Mains, PSBA CEO and a member of COSSBA’s Board of Directors. “However, our main purpose is the same: to support a high-quality education for every student in our schools. On this common ground, membership in COSSBA provides PSBA with access to a nationwide network of experience and resources as we address issues our members face. With COSSBA as our partner at the federal level, we can engage in unified advocacy to strengthen our impact in Washington and share key federal legislative updates with our members that are timely and accurate.”

For more information on COSSBA and how PSBA members can get involved, go to www.cossba.org or scan the QR code.

MEMBER SPOTLIGHT

WAYNE PERRY

School director, South Park School District; Steel Center for Career and Technical Education, joint operating committee member

1

What motivated you to become involved in board service?

I have always believed that individuals should give back to their community. Collective support and shared responsibility build strong communities. I also firmly believe that children are our future, and we must do everything possible to educate them effectively. Seeing my own children benefit from a strong educational system inspired me to take an active role in shaping the future of education in our community. I am motivated by the belief that today's students are tomorrow's leaders in industry, government and society. By investing in their education, we help them become contributing citizens who, hopefully, will shape a brighter future.

2

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

One of the most pressing issues in public education today is ensuring equitable and sustainable school funding. It is critically important for districts to have a consistent source of revenue that can keep pace with rising costs and mandates. With increasing general expenses and the growing costs associated with special education, districts need reliable funding that will allow them to meet students’ evolving needs without placing undue financial pressure on their residents.

3

What is your biggest passion outside of board service?

One of my passions outside of the school board is publishing a local-community, monthly newspaper. For 40 of its 45 years, I have managed every aspect of its production, with invaluable support from my wife. Despite the challenges, I have never missed a deadline — something I take great pride in. I consider it more than just a publication; it’s a community service that presents the local news as accurately as possible. The newspaper is distributed free of charge to all residents and businesses in the community. It is more of a self-sustaining hobby than a profitable enterprise, reflecting my commitment to the community.

4

What is a fun fact about yourself or a board-related accomplishment you would like to share?

A key accomplishment I’m particularly proud of is transforming our district’s communication strategy and rebranding its identity to better connect with the community. Working collaboratively with several board colleagues and the communications department of our local IU, we conducted surveys to assess how effectively we were engaging with parents, students and the community. We created a professional, modern logo with clear usage guidelines and established a communications director position to ensure ongoing engagement. This effort coincided with several renovation projects, allowing us to integrate the new branding across athletic fields, gyms and district materials. Today, our active communications program includes a robust social media outreach and has strengthened our connection with parents and the wider community.

Photo credit: Eddie Phillipps, director of communications, South Park School District

TIM BAINEY BOARD PRESIDENT PHILIPSBURG-OSCEOLA SCHOOL DISTRICT

What are some ways your district promotes or celebrates student achievements?

The Philipsburg-Osceola Area School District (P-O) works hard to recognize and celebrate student achievements in many ways. Students who do well at P-O are honored through honor rolls, Student of the Month awards and academic ceremonies. Our staff, teachers and administration do an excellent job ensuring those with artistic talents get to show their work in art shows, theater performances and music concerts. Our athletic director, coaches and booster clubs celebrate our athletes through pep rallies, sports banquets and special awards. Our administration makes it a priority to share student successes through newsletters, our district website and social media. At the secondary level, our guidance staff communicate and facilitate student scholarships, which help reward students and support their future education. Competitions like academic decathlons, MATHCOUNTS and Interscholastic Reading give students a chance to showcase their skills. As a board, we also involve the community by recognizing students at board meetings and local activities. By celebrating these achievements, we encourage students to keep working hard and reaching their goals. As a graduate of P-O, I take every opportunity to encourage students to appreciate what they have been able to achieve while at P-O and to also set high goals upon graduation. I want them to get after their individual goals regardless of what others may say.

What are some of the benefits of promoting these achievements?

Our P-O school community believes that recognizing student achievement is important because it helps students feel proud of their hard work and encourages them to keep improving. It’s also important for current students to recognize the achievements of past P-O graduates who once stood in their shoes, showing them what’s possible through dedication and effort. Whether in school, sports or the arts, being celebrated boosts confidence and motivates students to do their best. It also creates a positive and supportive school environment where everyone is inspired to succeed. When schools and communities highlight student accomplishments, it brings people together and shows that hard work pays off. Plus, it can help students stand out when applying for colleges or future jobs. Most importantly, seeing others succeed can inspire more students to set goals and work toward their dreams. By celebrating achievements, we create a district where everyone feels valued and motivated to do their best!

How does your district encourage students to engage in extracurricular activities?

Our district’s staff, teachers and administration encourage students to get involved in extracurricular activities by offering many different clubs and programs. There are options for everyone, including STEM, arts, sports, leadership and service clubs. To make participation more exciting, our schools offer awards, leadership roles and even school credits for involvement. Teachers and coaches help students find activities that match their interests and support them along the way. Parents and community members also help by getting involved and supporting school programs. By making extracurricular activities fun and accessible, our P-O schools help students build new skills, make friends and prepare for the future. Personally, I am thankful that I was encouraged and had the opportunity to participate in wrestling while I was a student at P-O. The success I experienced on the mat, by winning multiple district and regional titles prior to finishing second in the state, has helped me in my adult life. The life lessons I learned transfer to my careers in trucking and in the Nascar racing industry. Now, as school board president, I strongly encourage all students to participate in extracurricular activities. These experiences teach valuable skills – such as time management, goal setting and teamwork – that will help them succeed in life.

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.

Our board is revamping our school director onboarding plan. What are some key elements to keep in mind?

LAURA MORTON, Director of Policy Services

Adopting, reviewing and revising board policies is vital in ensuring a board’s effectiveness and cementing school directors’ roles as elected officials. The board policy manual is maintained in eight distinct sections, and while school directors should work to familiarize themselves with the entirety of the manual during their tenure, it is beneficial to start by reviewing the first section of the manual: 000. Local Board Procedures.

The Local Board Procedures section of the policy manual contains a wealth of information for school directors and outlines the board’s legislative authority as a rule-making body, including qualifications for membership, requirements for organization and conduct of meetings, voting procedures, and Principles for Governance and Leadership. PSBA recommends that when school boards are developing their onboarding plan, policy is at the forefront, as it will contextualize the purview of the whole board and individual school directors.

The foundation of the board’s role is outlined in Policy 000: Board Policy/Procedure/Administrative Regulations. It delineates between the board’s authority to establish policy and the administration’s responsibility to establish regulations to implement the board’s policies. The distinction between the board’s role of governance and the administration’s role of implementation is key in maintaining a harmonious relationship between school directors and administrators.

Other policy considerations for effective onboarding of school directors include:

Policy 004: Membership outlines the orientation and in-service opportunities for school directors as well as required training programs for newly elected and reelected school directors. School directors can utilize their PSBA membership by participating, either in person or virtually, in our school director trainings to satisfy the requirements listed in this policy.

Policy 005: Organization conveys the procedures for annual organization when a new board of school directors has been elected, including the rules for board committees and their responsibilities.

WILL SMELTZER, Associate Director of Professional Development

According to PSBA’s 2024 Board Operations Survey, 80% of the 276 participating districts offer some form of orientation for newly elected and appointed school board directors. However, these orientations vary widely. Some districts provide a brief meeting with the superintendent, while others involve the full board and additional administrators.

The starting point for any discussion on new director orientation should be a review of board policy guidance, which typically outlines who is responsible for leading orientation and what materials should be provided. Given the complexity of board service, it’s crucial to provide sufficient time for new directors to learn and understand all aspects of the school system.

To provide a comprehensive onboarding experience for both newly elected and newly appointed directors, PSBA suggests the following:

• Full Board Participation: Involve the entire board in the first orientation meeting. Seasoned board directors can share insights on the do’s and don’ts of service and set expectations for the district’s Team of 10.

• Ongoing Meetings: Schedule multiple meetings throughout the year. This relieves the pressure of covering everything in one session and gives new directors ongoing opportunities to ask questions and understand their role better.

• Mentoring Program: Establish a mentoring program to support new directors, allowing them to reach out to their mentor between meetings. According to the survey, only 17% of districts currently offer a mentoring program.

To help with effective onboarding, PSBA hosts an in-person event before each election to discuss best practices for welcoming new school board directors. Stay tuned for more details about PSBA’s Start Strong: Onboarding New Board Directors event this fall.

Photo: Ed Massery

BRIGHT IDEAS

Championing kindness in one school community, and beyond

It started as a way to honor her late sister’s life, which was led by service to others. Today, it has blossomed into untold acts of kindness and a viral sense of purpose and empathy for those who participate in English teacher Kristina Ulmer’s $20 Challenge each semester.

In 2018, Ulmer decided to use money that was discovered in her sister Kate’s possession, after she passed away in a car accident, to help her students in the Hatboro-Horsham School District learn more about empathy. The idea came about during a discussion of Ray Bradbury’s Fahrenheit 451, in which the class considered the dystopian setting of the book and concerns over a self-absorbed and unempathetic society. Ulmer says, “In 2018, even before COVID, we teachers were struggling with students who have become increasingly addicted to their phones, and I wanted to provide them with a way to feel that powerful feeling you get from doing a kind act for someone. To me, the only way we prevent Fahrenheit 451 from becoming a reality is to stay connected and empathetic toward the people around us.” With the money, and her sister’s dedication to others as an inspiration, each student was given $20 and tasked with finding a way to use that money to spread kindness in Kate’s memory.

Over the years, the projects have touched hundreds of people, sparking students’ creativity through the innovative ways they have given back. Ulmer says she loves that the projects her students select require thoughtfulness and time commitment, or that they are noticing the struggles of someone around them and finding ways to help. Student projects include knitting hats for babies in the NICU, creating activity boxes for children staying in the hospital, decorating elderly neighbors’ homes for the holidays, purchasing food and supplies for the homeless, selling homemade cookies to pay for shelter animals’ adoption fees, and so much more. Other acts have been more random, such as buying tickets at a local fair to provide free rides for children or handing out fresh flowers or donuts on a street corner to brighten the day of strangers passing by. Often families get involved, making the students’ acts of kindness a family tradition, and Ulmer even has students who ask to participate again after they leave her classroom.

As the project has grown, Ulmer consistently sees a positive reaction,

By Amanda Daniels

and as a result, she receives donations to keep it going semester after semester. Parents often write emails explaining the amazing experience their child had with the project, and students have come to expect to participate at the start of every semester. “I always introduce it by telling the story of my sister and how she lived her life. I tell them about her money and how I started the project and how people keep donating. And then I allow them to sign up if they’re interested and I take a group photo of them holding their $20. I then give them a month to complete their act of kindness and record a reflection where they share what they did, how they felt and what they learned,” Ulmer explains. She then edits the recordings and shares the final video with that semester’s donors and with the school community. (Watch the most recent video on the Hatboro-Horsham School District YouTube channel.)

Ulmer says she has enough donations to continue for a couple more years, which will see the 500th act of kindness, equal to $10,000 worth of good deeds!

Beyond the acts themselves, the $20 Challenge serves as a lesson that it’s possible for anyone to make a difference in someone else’s life, and sometimes the biggest impact comes from one small act at a time.

You can read more about the $20 Challenge on the Great PA Schools website. School leaders interested in pursuing similar projects may reach out to Kristina Ulmer at KUlmer@hhsd.org.

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, the content comes from the recently updated PSBA Advocacy Guide: Speak Up for Public Schools. Find the digital version on myPSBA and use it to assist your advocacy efforts throughout the year.

Q: Why does advocacy matter?

A: Advocacy matters because it is not just about voicing support or opposition to one specific issue at a moment in time. The role of advocacy is broader; it is about creating relationships and positioning your expertise to draw continuing support for public education. You are the connection between your schools and the policymakers whose decisions reach from the halls of the Capitol to the classrooms in your districts.

Remember that your silence on an issue can speak volumes. When an important education bill is on the legislative agenda, a lack of communication can be perceived as a response by your legislator. It can say you don’t care, or that you don’t have any opinions or concerns about the bill or issue. For example, your legislator could think that you support a bill that would hurt your schools. Use your role as an advocate to position yourself as a resource and drive change.

Advocacy is our professional responsibility. And while PSBA is your professional advocate representing the statewide needs of school districts to legislators, local public school leaders provide the important role of communicating the impact of proposed policies at the legislator’s district level. Working together as public education advocates, we can influence the decisions that are in the best interests of our schools and students.

Q: What is PSBA’s Legislative Platform?

A: As bills are considered in the Senate and House of Representatives, PSBA takes its positions based on the association’s

member-driven Legislative Platform. The platform is our official record of positions on key issues and it is the primary guide for our advocacy efforts. PSBA staff will support or oppose legislation that aligns with platform positions and will draft legislation that corresponds with platform statements. The platform is drafted and approved by school directors each year. It contains two sections: Legislative Priorities and the Core Legislative Principles and Supporting Concepts.

Q: How can I find out who my legislators are and what are some things I should know about them?

A: You can find who your legislators are on the General Assembly’s website at www.legis.state.pa.us. To find your senator, click on the “Senate” tab at the top of the page and then click “Find Your Legislator.” To find contact information under the “Senate” tab, select “Senators” and “Contact Your Senator” to access websites, email addresses and social media links. To find your member of the House of Representatives, click on the “House” tab at the top of the page and follow the same procedures. The site also includes information on committee rosters, bills, scheduled meetings, voting records and much more.

Personal information: Knowing some personal tidbits about your legislators can help you establish ties. Did they attend public school in your district? Are they a former school board director? Do they have a background in education? Do they have children in school? Any information you can gather may help you establish a relationship.

Committee assignments: Find out what committees your legislators serve on. This is especially important if they are on a committee that regularly deals with education issues. Even if their committee assignments don’t directly impact education issues, their votes do. Remember that they may not be as well-versed in education-related issues. Get to know the legislative staff members who deal with education issues, and make sure they get to know you by name. Establishing a good relationship with them is your foot in the door.

Voting records: Find out how your legislators voted on earlier education issues. This can help you anticipate where they are likely to stand on upcoming issues and will help you shape your message.

Q: What are some different methods of advocacy?

A: When you are ready to advocate, there are several different ways to communicate with your legislators about the important issues and bills moving through the General Assembly. Examples most frequently used include personal visits, phone calls, letters and emails. The best solution is a mix of advocacy methods to get your message heard. Remember that no matter which methods you are using, timeliness is critical. Contacting legislators after a vote has been taken or a decision has been made is too late, but it can be equally ineffective to contact legislators too early. Your job is to make advocacy personal by building an ongoing relationship with your legislators so that they see you as a credible resource on education issues.

SNAPSHOT

Eighth graders at Cedarbrook Middle School (CBK) in the Cheltenham School District (Montgomery County) watch as their handmade tissue paper hot air balloons take off during Project Lift-Off, a science program developed by CBK teacher Andre Desjardins Clarke and inspired by training he received on Science, Technology & Engineering, Environmental Literacy & Sustainability (STEELS), the new academic standard for science education in Pennsylvania. Clarke uses the project to help students learn about gases, density and force.

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.

Available now: 2025 State of Education report CAPITOL IDEAS

The 2025 State of Education report, which is available now on PSBA.org, once again focuses on the biggest challenges facing school districts as well as some of the timely issues facing public education. Here are just a few of the data points contained in this year’s report.

The most commonly cited challenges facing school districts in the last year have been student mental health needs followed closely by budget pressures and staffing shortages. These are the same top three challenges reported in the last two years.

Student mental health needs were also by far the biggest challenge related to instruction reported in this year’s report. However, a number of challenges were reported when connecting students with mental health services. The most common challenges were a scarcity of providers (83%), a lack of funding for mental health services (58%), and stigma or a reluctance to seek help (52%).

When looking at staffing shortages, the positions most in need are substitute teachers (82% of school districts reporting a shortage) followed by special education staff (65%), instructional aides (60%) and transportation personnel (56%).

With nearly three-quarters of school districts reporting it as a budget pressure, charter school tuition payments are the biggest source of budget pressure for the sixth consecutive year. Tuition payments to charter schools are up 1.8 billion (228%) over the last 13 years while state funding to help pay those costs had been eliminated.

For these and additional facts and figures related to the state of education in Pennsylvania, be sure to check out the 2025 State of Education report on PSBA.org and in the myPSBA Resource Library under the Gain Knowledge tab.

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MONEY SMART

What’s in your (LEA’s) investment policy?

By Chase Byler, Senior Vice President, LGIP Director, PSDLAF

According to a recent survey from Forbes Health, the average New Year’s resolution is forgotten in less than four months. Astonishingly, resolutions are abandoned so quickly that the second Friday of January is nationally known as “Quitter’s Day.” So, why are people forgetting about their goals so quickly?

One key reason is that the goal sounds appealing, but the steps for success are daunting. Even worse, most individuals don’t want to inconvenience their daily life to accomplish the goal. This is similar to trying to bake a cake but then being unwilling to follow the recipe. If we want to get results, we need to understand the goal, know the steps to take and be willing to do the work. We need a plan!

A large part of the responsibilities that come with being a school board director are establishing and reviewing governing policies to accomplish the set goals. Much like the examples above, when investing public funds, we often hear similar “New Year’s resolutions” centered around investment income. Most commonly, the goal when it comes to investments is to “earn as much income without taking undue risks,” however, is there an appropriate plan in place? Do you know the cash flow profile, and do you know what is in your investment policy?

Investment policies are vital (and required by Act 10 of 2016), as they encompass key details relating to the investment of public funds. Within this policy, the goal is commonly stated to optimize investment returns on funds available through proper cash flow planning in accordance with the principles of legality, safety, liquidity and then yield (as stated under the ‘Purpose’ section of the PSBA’s Policy 609: Investment of District Funds).

Investment policies often outline the designation of an investment officer and their roles/responsibilities such as creating an investment plan or strategy, reporting to the board, recommended classifications of length of investments (duration), permissible collateral for investments, permitted investments, plus many other items that ensure state regulatory compliance. Ensuring that a thorough investment policy is in place and understood can assist in accomplishing the overall stated investment objectives and goals.

The commonwealth currently has a few different investment policies in circulation, and it’s prudent to review your policy to see if it aligns with PSBA’s recommendation. PSBA has a recommended investment policy for school districts, intermediate units (IUs), and career and technical centers (CTCs).

Subscribers of PSBA's policy services can access these policies on the web-based policy system or by contacting PSBA directly. And (spoiler alert) these three policies are specific to each individual type of local education agency (LEA) noted. PSBA issued three different investment policies due to its research relating to the interpretation of Act 10 of 2016, which amended public fund investing law to include credit-backed securities for “public corporation or municipal authority funds.”

PSBA’s interpretation of the act determined that school districts fall under the definition of a public corporation; however, IUs and CTCs do not. Therefore, Act 10 investments (such as highly rated Commercial Paper) will only be found as a permissible investment in the recommended investment policy of school districts.

The PSBA policy also specifically omitted an Act 10 investment known as negotiable CDs

due to the collateralization requirements of PA Public School Code Sections 440.1, 622 and 623, which Act 10 did not displace or supersede. In other words, PSBA does not recommend uncollateralized CDs in its investment policy and recommends that each school should seek its solicitor’s opinion before utilizing the investment.

It is also important to note that PSBA’s recommended policy for these Act 10 investments advises certain “risk mitigation requirements,” such as suggested limitations to the percentage of overall investment, if the school decides to utilize them. This should be taken into consideration if the school elects to pursue these options.

As we all think of our "local education agencies' (LEAs) “New Year’s resolutions,” we need to ask ourselves the question, “Do we have a plan in place?” If one of the goals that comes to mind is to maximize investment income without taking undue risk, are you using PSBA’s recommended investment policy? Are you willing to do the work to ensure you have a recipe for success?

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DATA POINTS

How do your pupil/staff ratios compare?

Questions regarding staffing and number of pupils are frequently addressed by PSBA. The following tables are provided to give school officials a general understanding of staffing patterns. The category ranges used to create comparisons are number of pupils (average daily membership), aid ratio and community type.

The responding Pennsylvania public school districts that provided their personnel information to the Pennsylvania Department of Education (PDE) were sorted and distributed into five groupings for the number of pupils and aid ratio tables. The ratios were determined for pupils per teaching staff and management by calculating the average of the individual school districts in each grouping.

Teaching staff includes classroom teachers and other positions normally identified as bargaining unit personnel. Management staff are administrative or management personnel with supervisory responsibilities, including superintendents, assistant superintendents, business managers, principals, assistant principals, directors and department heads. The information used in this report is from several financial data sources provided by PDE.

Pupil/Staffing Ratios in Pennsylvania Public School Districts 2023-24

IT’S THE LAW

Designating leaves as FMLA leaves

By Michael I. Levin, PSBA General Counsel

It is critical for both employees and public school entities that leave which qualifies as Family and Medical Leave Act leave (FMLA leave) is properly designated, documented and administered as such. When a leave qualifies under FMLA, formally designating it as such triggers protections, benefits and legal safeguards that benefit all parties involved. When a leave is properly designated as FMLA, employees are fully aware of their rights and responsibilities. This helps prevent misunderstandings about how much leave has been taken, how much remains and what benefits are available. It also minimizes potential conflicts between different types of leave policies within the entity.

FMLA rights

Under the FMLA, there are three important and fundamental rights that eligible employees have: 1) the right to a leave of absence for the qualifying reasons; 2) the right to a continuation of healthcare during the FMLA leave; and 3) the right to return to work following the absence. When an eligible employee needs a leave of absence, if the nature and reason for the leave qualifies as FMLA leave, the employee automatically is entitled to all of these rights regardless of whether the employer designates that leave as FMLA leave. However, if an employer fails to designate a leave that qualifies as FMLA leave as such, the length of time that the employee enjoys the right to return to work is lengthened and the right to health care continuation is lengthened. Said another way, the 12-week (or in some instances, the 26-week) clock for health benefits and return-to-work rights may not start ticking when the employer fails to designate a leave properly, thus extending the employee’s right beyond what is otherwise established in the FMLA. When an employer fails to properly designate a leave as FMLA leave, the risk of legal liability is increased, and the employer’s managerial prerogatives are reduced.

Designating leaves as FMLA leaves

There is only one way to properly designate a leave as FMLA leave and that is by issuing the proper paperwork. Under FMLA regulations, notices must be issued regarding eligibility for FMLA leave, rights and responsibilities of the employee, and whether the leave is being designated. Regarding eligibility, the regulations provide, “When an employee requests FMLA leave, or when the employer acquires knowledge that an employee’s leave may be for an FMLA-qualifying reason, the employer must notify the employee of the employee’s eligibility to take FMLA leave within five business days, absent extenuating circumstances.” 29 CFR § 825.300(b). Notice may be oral or in writing. If in writing, it may be

on a form developed by the employer for such purposes, or it may be the form published by the U.S. Department of Labor (DOL). The regulations provide: “employers may use optional Form WH-381 (Notice of Eligibility and Rights and Responsibility) to provide such notification to employees.” 29 CFR § 825.300(d). It is strongly recommended that employers adopt administrative guidelines governing the administration of FMLA.

In addition, a notice of rights and responsibilities must be provided. The regulations state, “Employers shall provide written notice detailing the specific expectations and obligations of the employee and explaining any consequences of a failure to meet these obligations.” 29 CFR §825.300(c). Although employers are permitted to develop their own forms so long as the forms contain the required information, it is strongly recommended that DOL Form No. WH-381 be used.

Finally, a notice of designation must be provided. The regulations state:

The employer is responsible in all circumstances for designating leave as FMLA-qualifying, and for giving notice of the designation to the employee . . . When the employer has enough information to determine whether the leave is being taken for a FMLA-qualifying reason (e.g., after receiving a certification), the employer must notify the employee whether the leave will be designated and will be counted as FMLA leave within five business days absent extenuating circumstances. 29 CFR § 825.300(d).

Union efforts to extend leave

Since the FMLA was enacted in 1993, unions have attempted to expand or lengthen employee rights through collective bargaining and through the filing of grievances.

Under the law, an employer can have FMLA leave run concurrently with paid leaves such as sick leave, personal leave, vacation and sabbatical leave. 29 CFR § 825.207(a). When such leaves run concurrently, upon the passage of 12 weeks (or 26 sick weeks in some instances), the employee is no longer entitled to a continuation of health care benefits once the paid leave expires. Unions frequently make proposals at the bargaining table that FMLA not run concurrently. Therefore, if an employee is on paid sick leave for 30 weeks, for example, after exhaustion of the paid sick leave, the employee would then be entitled to a continuation of health care coverage for another 12 weeks. In addition, under this hypothetical, the employee’s right to return to work would be further extended under the FMLA.

Unions have also filed grievances making a variety of different contentions. Unions have argued, for example, that employers have no right to have FMLA run concurrently notwithstanding the clear law to the contrary, that employers have no right to designate a leave as FMLA leave unless the employee requests an FMLA leave, and that employers have no right to designate a leave as FMLA leave if the employee’s physician refuses to fill out the required paperwork or states that the leave does not qualify for FMLA leave.

In the Matter of Arbitration Between the BLaST Intermediate Unit and the BLaST Intermediate Unit Education Association, the union filed a grievance when the employer designated a leave as FMLA to run concurrently with paid leave. In that case, the union was arguing that FMLA must be tacked on at the end of the paid leave. Defining the issue, Arbitrator Matthew M. Franckiewicz said, “The issue in this case can be illustrated by a hypothetical question: if a teacher has three weeks of accumulated sick leave and sustains a serious illness, can that teacher apply sick leave to the first three weeks of absence and then apply FMLA leave to an additional 12 weeks of absence, for a total of 15 weeks of paid and unpaid leave?” The arbitrator answered the question “no.”

In that case, the intermediate unit, a subscriber to the PSBA Policy Service, adopted Policy 335, which at the time stated that:

Eligible employees shall be provided up to twelve (12) workweeks of unpaid leave in a twelve-month period for the employee’s own serious health condition . . .

When an employee requests an FMLA leave and qualifies for and is entitled to any accrued paid sick, vacation, personal or family leave, the employee is required to utilize such paid leave during the FMLA leave. (Emphasis added)

The union argued that because the language of the policy only required concurrent running of FMLA and paid leave when the employee “requests an FMLA leave,” the employer could not designate the leave as FMLA unless the employee requested “FMLA leave.” The arbitrator disagreed, citing bargaining history that included the consistent practices of the employer and the correspondence over the years between the employer and the union on the issue. Rejecting the union’s argument, the arbitrator said:

In my judgment, the Intermediate Unit correctly interprets 29 USC § 2612(d) and 29 CFR § 825.207(a) as permitting an employer to determine that the FMLA applies to a particular illness, and then to apply paid leave to the absence occasioned by that illness, while subtracting the number of days involved from 12 weeks of total FMLA leave time (paid plus unpaid) available.

In the Matter of Arbitration Between Penns Valley School District and Penns Valley Education Association, the union argued that that the employer violated the collective bargaining agreement (CBA) when it designated the employee’s leave as FMLA and had it run concurrently with paid sick leave.

The employee was injured at work, covered by workers’ compensation. The employer sent the Certification of Health Care Provider form (Form No. WH-380-E, Revised June 2020) as allowed under the regulations. 29 CFR §§ 825.100(d) (“the employer may require an employee to submit certification”) The employee reported back to the school district that the doctor would not complete the certification form. Additional requests were made by the employee and the employer for the doctor to complete the certification form, but to no avail. According to the employee, the doctor claimed that she did not have a “serious health condition” even though she clearly had such a condition as defined in the FMLA.

Responding to the grievance, the school district stated, in part:

The grievance should be denied due to the grievant's failure to comply with the directives of the school district to obtain a doctor's certification. The grievant was told to obtain a medical provider's certification in accordance with the FMLA, but she did not. She claims that the doctor chose not to complete the form because the doctor allegedly claimed that she did not have a serious health condition. If this matter proceeds to arbitration, we will be subpoenaing the doctor to the hearing.

The union made the argument that if a doctor fails or refuses to complete the certification, there is nothing that the employer can do about it and cannot designate a leave as FMLA leave even if the employer has evidence that the leave qualifies as FMLA leave. The union argued that district policy, CBA and federal law do not permit the superintendent to objectively determine if the absence met the definition of a serious health condition. Arbitrator Scott Buchheit rejected the union’s arguments and held that the school district acted properly in making an independent evaluation whether the leave qualified as FMLA leave in the absence of a doctor’s certification.

Recommendations for implementing the FMLA and avoiding potential legal liability and unnecessary expenses Employers must ensure that their human resource management teams are well-versed in FMLA regulations, policy and detailed administrative regulations. Regular training sessions and clear communication channels help prevent errors in leave designation and ensure that all qualifying leaves are properly processed.

Maintaining accurate records is crucial. Employers must document the reasons for leave, eligibility and the designation process meticulously. This documentation not only aids in compliance but also supports the organization in case of any disputes or litigation. Regularly reviewing and updating leave policies and administrative regulations can help employers stay compliant with evolving case law and changes in regulations.

Conclusion

Designating eligible leaves as FMLA is more than an administrative task — it is a critical practice that protects employee rights and shields employers from potential legal pitfalls.

PSBA's gratitude goes out to our 2025 Bronze Alliance Partners for their continued support of Pennsylvania public education!

Visit psba.org/alliance-partners to learn more. Discover the power of partnership!