Superintendent outlines $6.3 million Ready to Learn block grant and explains remote-day policy
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Summary
Superintendent reported the district’s Ready to Learn block grant allotment expanded to about $6.3–$6.4 million, and explained the district did not reapply for Pennsylvania’s FID designation, electing to call days 'remote' to avoid the five-day FID limit. Principals will review remote-day survey feedback with teachers.
Baldwin-Whitehall Superintendent Doctor Lutz told the board the district’s Ready to Learn block grant allotment has expanded substantially and now totals roughly $6.3–$6.4 million, funds he said can support full-day kindergarten, counseling, world languages, social workers and nurses, professional development and curriculum needs.
"That totals the entire allotment is about 6.3, almost $6,400,000," Lutz said on the record, noting much of the figure was reflected in the budget adopted last June.
Lutz described the grant as not entirely 'new' money but rather an expanded vehicle in the state funding scheme; prior multi-year amounts discussed in the meeting included approximately $615,000 in earlier years and about $1.1 million in a later period before the current allotment.
The superintendent also reviewed the district’s approach to weather-related remote instruction. He explained Pennsylvania’s flexible instruction day (FID) guidance permits up to five FID days for eligible districts, but the district did not reapply for FID and instead characterizes days as 'remote' so the five-day limit tied to FID eligibility does not constrain the district. Lutz said he consulted deputy secretaries of education and administrative guidance when making that choice.
The board heard results from a parent survey on recent remote instruction: about 580 responses (approximately 12–13% of the district population). Respondents favored a mix of shorter synchronous check-ins and asynchronous work during extended high-school blocks, leading the administration to recommend adjustments such as staggered synchronous/asynchronous periods and expanded office hours.
Principals were asked to review the survey summary with teachers during professional development and to continue refining remote-day practices. Lutz emphasized that remote instruction is not a substitute for in-person learning but can be improved for engagement and equity when needed.
The board packet included a spreadsheet and materials for further detail on the grant and the remote-day survey.
Sources: Superintendent remarks and student/staff exchanges recorded in the board meeting transcript.