►
Description
December 13, 2022
B
B
B
D
Yeah,
thank
you
good
evening.
Everyone,
and
we
appreciate
that
we
would
make
this
time
and
a
busy
point
of
the
year
to
come
together
to
focus
ourselves
around
curriculum
and
some
of
the
progress
that
we
can
report
to
the
board.
It's
an
important
piece
for
us
to
be
able
to
have
a
good
rear
view,
mirror
to
sort
of
see
where
we've
been
and
what
change
we
need
to
make
or
have
made
as
a
result
of
the
resort
of
those
reports.
So
this
evening
is,
is
primarily
focused
on
that
work.
D
There's
also
a
a
good
bit
of
discussion
that
we
can
share
with
the
board
later
on
the
first
of
our
curriculum
Council
meetings
that
occurred
in
the
fall,
but
we
want
to
start
instead
with
that
rear
view,
mirror
and
look
back
over
the
previous
school
years.
Achievement
results
and
reports
at
your
tables.
You'll
have
a
printed
copy
of
the
outcomes
report,
it's
a
little
more
robust
of
than
what
will
be
in
the
slide
presentation
for
tonight.
D
We're
going
to
bounce
between
our
curriculum
coordinators
and
myself
tonight
and
we
have,
in
the
room
also
the
support
of
our
principal
teams
from
each
of
the
levels
who
will
be
able
to
jump
in
and
answer
questions
as
they
come
up
for
the
board
from
the
board,
and
so
I
appreciate
everybody
being
here
tonight
and
and
supporting
us
with
this.
This
bit
of
information,
this
valuable
information
we
have
to
share
with
the
board
we're
going
to
start
with
Mrs
figlioli
and
the
introduction
to
the
outcomes
report.
E
E
As
we
review
this
data
caution
is
warranted
due
to
the
impact
of
covet
19..
Also,
a
large
decline
in
participation
rates
was
observed
across
the
Commonwealth
and
to
a
degree
at
Bethel,
Park,
School
District.
There
is
a
handout
in
the
packet
with
the
Statewide
outcomes
report.
That's
in
the
left
pocket
of
your.
If
you'd
like
to
view
that
at
a
later
time,
we
just
wanted
you
to
have
that
state
data
as
well
and
in
that
is
a
section
of
on
the
percentages
of
students
who
opted
out
of
the
test
across
the
Commonwealth.
E
E
Although
traditional
summative
assessments
do
not
capture
all
of
the
academic
efforts
and
experiences
of
our
students,
administrators
and
staff,
we
can
learn
from
the
results
and
use
the
information
to
guide
our
path.
Moving
forward.
We
will
Begin
by
summarizing
recent
and
historical
student
performance
on
the
state
assessment
measures.
E
E
According
to
pde,
the
aim
of
the
Future
Ready
index
is
to
recognize
that
students
and
the
schools
that
serve
them
are
more
than
just
test
scores.
It
provides
data
related
to
industry-based
learning
and
access
to
rigorous
courses
of
study,
student,
academic
performance
and
growth
on
a
variety
of
indicators.
E
D
We're
not
going
to
go
through
each
school's,
slides
each
school's
report,
because
you
can
take
this
and
spend
the
better
part
of
your
holiday
break
apart
from
your
family
immersed
in
this
data,
but
it
is
pretty
self-explanatory
but
feel
free
to
email.
Any
of
us
questions
about
what
you
see
in
those
reports.
F
The
Pennsylvania
system
of
school
assessment,
our
end
of
the
year
summative
exams
given
to
students
in
grades
three
through
eight
all
students
in
those
grade
spans,
participate
in
the
English
language,
arts
and
math
assessment.
Students
in
fourth
and
eighth
grade
also
participate
in
the
Science
assessment.
F
F
This
table
breaks
down
our
2122
pssa,
Ela
proficiency
rate
across
grades
three
through
eight
by
grade
level.
The
third
column
shows
the
amount
by
which
the
proficiency
rate
increased
or
decreased
from
the
2021
school
year
scores.
The
fourth
column
shows
the
amount
by
which
the
state
average
increased
or
decreased
at
each
grade
level.
F
Mathematics,
this
pie
graph
breaks
down
the
levels
of
performance
across
grades
three
through
eight
on
the
pssa
mathematics
exam
fifteen
percent,
scored
below
basic
27
percent,
scored
basic
33
percent
score
proficient
and
25
percent
were
Advanced
overall
58
of
test
takers
in
grades
three
through
eight
pass.
The
math
pssa.
F
This
table,
which
the
2022
scores
are
highlighted
in
yellow,
shows
historical
performance
on
the
mathematics,
pssa
exam.
The
2018
and
2019
columns
show
performance
levels
before
I'm
sorry,
pre-covered
performance
levels.
State
assessments
were
not
given
in
2020.
Overall,
our
proficiency
rate
grew
by
nine
percent
during
the
21-22
school
year.
This
is
still
a
nine
percent
lower
than
our
highest
level
of
performance
over
the
last
few
years.
F
F
Science,
this
chart
breaks
down
the
levels
of
performance
across
grade
three
I'm,
sorry
across
grades
four
and
eight
on
the
pssa
science
exam,
four
percent
scored
below
basic
12,
scored,
basic
39
score.
Proficient
and
44
of
our
test
takers
were
advanced
overall
83
percent
of
the
test
takers
passed
the
science
bssa.
F
This
table
shows
the
historical
performance
on
the
science
pssa
exam.
State
assessments
were
not
given
in
2020.
Overall,
our
proficiency
rate
grew
by
four
percent
during
the
21
and
22
school
year.
This
is
still
six
percent
lower
than
our
highest
level
of
performance.
Over
the
last
few
years,
this
table
breaks
down
the
2122
pssa
proficient
rate
for
students
in
grades.
Four
and
eight.
The
third
column
shows
the
amount
by
which
the
proficiency
rate
increased
from
the
2021
school
year.
F
D
As
we
advance
to
the
next
slide,
I
wanted
to
jump
in
here
a
minute
and
explain
the
difference
between
Benchmark
and
neighboring
schools.
The
board
will
recall
back
in
2021
when
we
worked
initially
on
our
fall
of
2020.
On
our
strategic
plan,
we
identified
four
different
districts
in
Pennsylvania
that
had
the
most
similarity
to
Bethel
Park
schools.
We
looked
at
enrollment,
we
looked
at
budget.
We
looked
at
special
education,
identification,
free
and
reduced
lunch
population.
For
all
intents
and
purposes,
it
was
those
four
schools
that
could
be
Bethel
Park,
at
least
statistically
speaking.
D
So
using
those
Benchmark
schools
were
able
to
identify
the
opportunities
that
exist
in
those
districts
that
we
should
be
striving
towards
here
in
Bethel
Park.
We
feel
the
necessary
to
do
the
same
thing
looking
at
achievement
differences
and
how
did
Bethel
students
compare
to
our
competitors
or
our
benchmarking
schools.
So
you'll
see
here
on
this
graph
at
the
beginnings
of
that
look
and
I
turn
it
back
over
to
you.
F
D
Just
looking
for
the
middle
of
the
road,
you
know
the
each
of
these
school
districts
have
more
than
one
Elementary,
so
it
was
very
difficult
to
compare
apples
to
apples
or
worse,
yet
trying
sort
of
synthesize
the
data
and
make
it
not
really
expressing
what
we
wanted
to
express.
So
we
just
picked
one
of
our
schools
and
found
the
one
of
their
schools
that
was
the
most
similar
to
ours.
Thank
you.
F
The
next
two
slides
will
show
comparables
to
our
neighboring
schools.
These
are
not
necessarily
similar
systems,
but
rather
schools
that
are
located
in
close
proximity
to
Bethel
Park.
This
table
Compares
Ben,
Franklin's,
Ela,
Math
and
Science
performance
to
elementary
schools
among
our
neighboring
districts.
F
And
this
table
Compares
Neil,
Armstrong's,
Ela
and
maths
performance
to
Middle
Schools
among
our
neighboring
districts.
Scores
in
Greens
show
that
a
school
scored,
lower
than
Neil
Armstrong
scores
in
red
showed
that
a
school
performed
better
than
Neil
Armstrong
and
again,
science
is
not
assessed
at
the
fifth
or
sixth
grade
level.
D
So
before
we
move
into
keystones
again
just
to
Circle
back
and
say
we
feel
like
we
learn
more
from
looking
at
our
Benchmark
schools
than
looking
at
our
neighboring
schools,
because
we're
talking
about
comparing
Apples
to
Apples
kids,
that
could,
for
all
intents
and
purposes,
are
more
like
Bethel,
Park,
kids
than
say
an
upper
Sinclair
or
Mount
Lebanon.
Kid
is,
and
you'll
see
that
to
be
true
in
the
data
as
well,
that
our
performance
is
more
competitive
and
comparable
to
our
benchmarking
schools
than
to
our
neighboring
schools.
E
The
Keystone
exams
are
end,
of
course,
summative
assessments
given
to
students
at
the
conclusion
of
Algebra
1
biology
and
literature.
Typically,
most
students
take
the
algebra
exam
in
grade
8
or
9,
depending
on
which
year
they
are
enrolled.
In
the
course
the
biology
exam
is
given
in
ninth
grade
and
the
Literature
Exam
in
10th.
E
E
This
table
is
a
historical
summary
of
all
test
takers
in
a
given
year.
You
can
see
that
the
21-22
school
year
is
highlighted
in
gold.
It
should
be
noted
that
students
can
retake
exams
in
years
following
completion
of
the
course
in
order
to
improve
their
composite
score.
Passing
the
Keystone
exams
through
a
composite
score
is
one
of
the
pathways
to
graduation
under
act.
158.
students
are
not
penalized
for
scoring
lower
in
a
sub
a
subsequent
test
session.
It
should
also
be
noted
that
these
scores
are
internally
calculated
in
Ed
Insight,
our
data
warehousing
tool.
E
The
drop
in
biology
scores
is
in
direct
correlation
with
the
100
honors
biology
students
that
received
a
non-numeric
proficient
and
did
not
take
the
biology
keystones
in
the
2020
school
year
when
there
was
not
standardized
testing
the
composite
score.
This
year's
senior
class
only
represents
the
remaining
two-thirds
of
students
that
took
the
biology
class
their
sophomore
year
emitting
one-third
of
our
highest.
Achieving
students
that
had
accelerated
in
science
by
taking
both
science,
nine
honors
and
biology,
9
honors
their
freshman
year.
This
drop
should
rebound
to
its
typical
levels
in
the
next
year's
composite
group.
E
The
same
as
last
year's
literature
Group,
which
was
reported
as
having
insufficient
scoring
data
for
for
some
context
that
year
that
students
did
not
take
keystones
in
the
2020
year
has
caused
insufficient
sample
size
in
various
areas.
So,
if
you
would
see
an
is
in
any
future
ready
index
of
a
high
school
that
that
would
be
why
okay,
this
table
is
also
a
historical
summary
of
our
students
performance
on
the
Keystone
exams.
These
are
the
scores
that
are
posted
on
the
Future
Ready
index,
which
is
how
Keystone
results
are
reported
publicly.
E
The
Future
Ready
index
shows
the
class
of
2023's
scores,
which
is
their
highest
composite
performance,
so
it's
it's
a
little
bit
different
than
when
you're
looking
at
the
single
year
test
takers.
So
ultimately
they
look
at
that
when
that
group
reaches
grade
11,
which
was
the
class
of
22
23,
this
year's
seniors.
This
is
their
best
performance.
After
all
of
the
of
the
times
they
had
taken
the
exams.
G
E
E
These
are
the
Statewide
Keystone
Trends.
It
summarizes
the
increase
and
or
decrease
in
performance
from
the
2021
school
year.
It
shows
how
performance
improved
or
regressed
on
the
Keystone
exams
during
the
21-22
school
year,
so
the
First
Column
shows
our
proficiency
rate.
The
second
column
shows
if
we
increased
or
decreased
from
the
2021
year,
and
then
you
can
see
in
the
third
and
final
column
the
changes
to
the
state
average.
Where
again,
you
see
a
very
large
drop
in
the
biology
exam,
so.
E
A
There
you
go:
okay,
no,
that's
exactly
it!
So
when
you
look
at
an
individual
test
taking
year
when
you
go
back
to
that
previous
chart
it
actually
you
see,
those
numbers
are
a
little
lower,
but
test
takers
are
actually
up
and
that's
what
Mrs
figuero
was
saying.
So
one
of
the
things
with
the
ACT
158
Pathways,
the
keystones
are
kind
of
like
an
s-a-t-a-c-t.
They
take
the
best
of
both
modules
to
get
your
total
composite
score,
so
we
have
encouraged
students
with
the
158.
A
They
did
away
with
the
required
makeups
and
the
alternative
remediation
course.
So
one
of
the
encouraging
factors
to
get
students
to
retake
the
test
is
to
try
to
up
their
composite
score.
So
to
get
a
composite
score.
It's
a
total
of
44.52.
You
have
to
have
a
1500
in
at
least
one
of
the
exams
to
be
proficient
and
then
the
other
two
have
to
be
in
the
basic
range.
A
What
Mrs
figoli
said
about
that
when
you
look
at
our
trending
data
last
year,
we
had
some
insufficient
data
in
literature,
because
that
sophomore
class
was
that
2020
class.
The
composite
class
of
this
was
those
100
students
exactly
that
took
honors
biology,
9
and
science
honors
biology
nine
in
the
2020
school
year.
So
while
we
did
have
a
two-thirds
of
our
class,
take
it
the
following
year
as
sophomores,
these
students
received
a
non-numeric
proficient
again
being
that
advanced
group.
A
So,
while
many
students
might
have
had
an
nnp
previously
with
algebra,
they
were
encouraged
to
take
the
exam
again
following
geometry,
and
that's
why
some
of
those
numbers
rebounded.
So
while
a
single
test
given
in
the
spring
of
a
keystone
or
the
winter
keystones,
might
show
lower,
because
we're
just
trying
to
get
kids
to
get
a
couple
points
here
or
there
on
any
of
the
modules
to
work
towards
a
composite.
The
overhaul
cohorts
and
reportable
for
the
Future
Ready
index
is
as
high
as
it's
been.
A
So
that's
a
positive
upward,
Trend,
obviously
outside
of
that
biology,
which
we
hope
will
be
down
to
its
typical
levels
next
year
and
that's
kind
of
reflective
in
some
of
that
previous
data,
where
it
was
like
66
to
75
percent,
already
were
proficient
or
Advanced
by
with
retakes
and
tests
there
and
finishing
those
out.
We
should
be
back
in
our
mid
80
range
in
biology
as
well,
so.
E
Oh
give
me
one
more:
this
table:
Compares
Bethel,
Park,
High,
School's,
English,
language,
arts,
Math
and
Science
performance
to
high
schools
among
our
comparable
Benchmark
districts.
Again,
these
are
schools
that
are
similar
in
demographics
to
ours.
Scores
in
green
show
that
a
school
scored,
lower
than
Bethel
Park
High
School
scores
in
red
show
that
a
school
performed
better
than
Bethel
Park
High
School.
E
E
E
D
It's
also
important
to
note
that
the
state
set
standard
growth
score
as
zero
meaning
to
show
a
Year's
worth
of
growth.
A
student
has
to
score
in
the
same
relative
position
as
he
or
she
scored
the
prior
year.
If
she
does
better
than
the
prior
year.
She
moves
up
on
the
normal
curve.
Hence
she
said
to
me:
have
made
growth.
D
You
can
move
in.
Thank
you,
so,
in
this
table
from
pvos,
we
see
each
grade
level.
Growth
scores
are
averaged
specifically.
This
table
reports,
growth
in
mathematics
when
the
dot
is
in
the
blue.
The
group
of
students
show
a
change
in
scores,
is
above
or
well
above
the
Baseline
of
zero.
On
the
normal
curve.
D
It
doesn't
say
whether
they
passed
the
test.
It
only
says
if
they
did
better
than
the
prior
year.
It
would
be
said,
therefore,
that
a
student
made
more
than
a
Year's
worth
of
gains.
A
green
score
means
that
a
student
averaged
at
or
near
the
Baseline.
Here
we
say
the
group
of
students
averaged
a
Year's
worth
of
growth,
yellow
and
red
means.
D
The
group
of
students
did
not
make
a
Year's
worth
of
growth
and,
as
you
can
see,
most
of
our
cohorts
of
students
show
more
than
a
Year's
worth
of
growth
in
mathematics,
with
the
exception
of
seventh
grade,
and
we
see
this
as
a
curricular
issue
of
the
English
language,
art
Arts
growth
scores
are
not
showing
any
group
making
a
Year's
worth
of
gains.
Remember.
This
is
the
same
group
that
scored
78
proficiency,
meaning
they
all
passed
the
test.
We
believe
this
is
also
a
curriculum
and
pacing
issue.
G
C
D
So
so,
in
the
what
the
what
the
advantage
of
using
growth
scores
is
the
ability
that
it
kind
of
levels
all
other
variables
and
said
from
where
you
were
last
year
to
where
you
are
this
year.
Did
you
learn
enough
material
to
stay
in
the
relatively
same
position?
And
if
the
answer
is
no
you,
in
other
words,
you
didn't
get
as
far
into
the
curriculum
as
you
needed
to
get.
D
Okay,
so
it
in
our
mind
it's
the
curriculum
or
pacing
issue,
curriculum,
meaning
we
don't
have
the
right
stuff
in
the
right
sequence,
at
each
grade
level
or
pacing
issue
or
spending
too
much
time
at
the
at
the
earlier
levels,
and
not
getting
to
the
deeper
levels
that
you
need
to
by
the
April
test.
Okay,.
F
One
of
the
tools
that
we
started
using
last
year
was
the
map
growth
assessment.
This
is
the
measures
of
academic
progress.
This
data
shared
in
our
report
tonight
is
for
our
inaugural
year
of
using
map
growth
in
grades.
K
through
eight
map
is
not
a
screening
tool
or
a
diagnostic
tool.
So
it's
not
going
to
say
this
is
a
student's
area
of
necessary
weakness.
It's
going
to
say
this
is
what
the
student
is
ready
to
learn.
F
After
a
year
of
giving
the
map
assessment
we
wanted
to
know
where
do
we
stand
in
relation
to
others?
These
graphs
show
each
grade.
Level's
fall
to
Spring
achievement
levels
for
math
and
reading
on
the
map
assessment,
so
you
will
see
that
the
national
average
is
at
50
percent.
That's
where
map
sets
their
average
there
at
50
percent
and
for
grade
levels,
one
through
eight.
The
fall
test
is
blue
and
then
the
spring
test
that
we
gave
in
May
after
years
of
instruction
is
in
the
orange
area.
F
F
F
In
this
case,
we
are
continuing
to
look
at
all
of
the
curriculum,
but
especially
the
ELA
curriculum
with
our
current
mapping
project.
We
are
allowing
for
Department
time
and
teachers
to
get
together
in
order
to
collaborate
and
form
consensus
on
maps
of
best
practices
and
lessons
for
each
grade
level.
F
The
advanced
placement
exams
are
end,
of
course,
exams
that
potentially
allow
students
to
earn
college
credit
for
certain
courses
when
they
score
a
three
or
higher
on
the
exam.
These
are
available
to
students
in
grades
10
through
12
at
Bethel,
Park
High
School,
and
it
is
important
to
note
that
Bethel
Park
enrolled
in
the
National
math
science
Initiative
nimsy
for
the
21-22
school
year,
which
aims
to
increase
course
enrollment
and,
of
course,
scores
on
the
AP
exams.
F
Foreign
this
table
shows
our
AP
performance
history.
The
table
shows
the
total
number
of
students
that
took
an
AP
test
in
the
first
row
for
the
last
six
years,
as
well
as
the
number
of
exams
they
took.
That
is
the
second
row
and
how
many
exams
taken
earned
a
score
of
three
or
more.
That
is
the
fourth
row.
F
F
Foreign,
the
next
three
slides,
are
going
to
show
tables
that
have
the
number
of
students
who
took
the
AP
test
in
each
subject
area
and
the
number
who
scored
a
three
or
better
on
the
exam.
Typically,
a
score
of
three
four
or
five
will
award
a
student
college
credit.
Of
course
this
is
dependent
on
their
major
and
what
college
they
go
to.
D
A
Yeah,
it
has,
you
know,
being
in
year,
two
of
our
nimsy
initiative
just
to
share
some
feedback.
We've
really
had
tremendous
buy-in
from
the
high
school
teachers
at
the
AP
level.
You
know
two
summers
ago
when
we
first
started
this
initiative
after
board
approval,
we
had
a
number
of
teachers
that
started
the
online
training.
Last
year
we
had
a
group
of
teachers,
it
was
called
lay
in
the
foundation.
These
were
teachers
that
preceded
AP
teachers
and
you
talk
about
vertical
alignment
and
preparing
kids
for
the
skills
in
AP
classes.
A
So
we
sent
about
10
teachers
to
actually
eight
ended
up
going
to
Texas
last
year,
paid
through
the
nimsy
grant
that
we're
a
part
of,
and
they
started
getting
a
lot
of
those
skills
and
a
lot
of
the
tools
that
were
usually
readily
accessible
to
AP
teachers
ap's
undergone
a
lot
of
changes
in
the
last
few
years.
Historically,
in
2019
with
ap
classroom,
it
really
underwent
a
major
shift.
So
being
a
part
of
this
nimsy
program
has
given
us
access
in
a
few
different
points.
A
One
is
obviously
improving
our
rigorous
and
trying
to
make
access
to
all
students.
Dr
Walsh
had
shared
this,
so
while
our
numbers
in
that
previous
slide-
and
we
got
up
to
just
under
300
exams
last
year,
taken-
we
already
have
about
400
kids
signed
up
for
400
tests.
I
should
say
400
tests,
not
students,
but
signed
up
for
400
tests
next
year,
so
significant
increase
in
that
number.
A
But
when
you
look
at
some
of
those
data,
I'm
just
going
to
throw
a
quick
shout
out
to
one
of
our
teachers,
Andrea
stomach.
If
you
look
at
her
biology
scores
in
that
chart,
there,
33
kids
took
the
test
and
30
got
three
or
better
I
mean
that's
tremendous,
and
if
you
look
at
those
numbers
consistently,
when
you
have
students
that
jump
those
percentages
that
were
on
that
previous
page,
the
30
and
the
23
increase.
A
Typically,
when
you
have
kids
try
or
do
something
new
for
the
first
time,
you
see
a
decrease
in
the
percentage,
and
that's
not
the
case
here.
So
while
we
jump
three
percent
in
achievement
of
three
a
high
overall,
the
the
significant
increase
of
kids
taking
test
and
the
amount
of
tests
they're
taking
really
speaks
to
the
work
that
the
students
put
in
and
the
teachers.
Last
year
we
had
AP
star
awards
rewarding
their
efforts.
Now
we're
doing
doing
quarterly
Champions.
A
A
A
Sometimes
you
get
into
a
trap
of
looking
at
programs
and
studies,
but
when
you
can
actually
look
at
specific
answers
and
the
way
questions
were
asked
and
remember
how
you
taught
it
in
scope
and
sequence,
it
really
does
provide
a
benefit
and
clarifications
in
future
planning
and
delivery
of
instruction.
When
you
hone
in
exactly
on
the
kids,
you
knew
what
you
taught
them,
how
they
answered
it
and
moving
forward
there.
E
And
it's
incredibly
unfortunate
that
the
Department
of
Education
won't
allow
us
to
have
that
same
process
with
the
PSS
exams
or
the
Keystone
exams,
because
I
do
think
it
would
be
very
valuable.
You
know
our
students
take
those
tests
at
the
end
of
the
year
and
the
teachers
don't
get
the
opportunity
to
learn
from
the
results.
So
thank
you
for
taking
that
Initiative
for
those
for
the
AP
teachers
to
give
them
that
Insight
very,
very
helpful.
E
E
Both
the
SAT
and
ACT
are
nationally
normed
and
recognized
test.
They
represent
a
student's
Readiness
for
college-level
work.
This
data
can
be
used
to
reflect
on
our
curricular
programs
and
identify
Trends
over
time.
It
should
be
noted
that
many
colleges
do
not
require
students
to
participate
in
these
exams.
For
this
reason,
we
have
seen
a
decrease
in
the
amount
of
test
takers
over
time.
E
E
E
And
21-22
we
saw
an
increase
in
the
number
of
test
takers,
the
average
score
in
the
evidence-based
reading
and
writing
slightly
increased
and
the
average
score
in
mathematics
slightly
decreased
sorry.
What
should
have
been
highlighted
there
that
that
21-22
school
year
is
the
first
row
in
that
chart
on
that
table.
Excuse
me.
E
E
D
D
When
a
student
has
a
knock
decertification
for
their
CTE
pathway,
they're
certified
and
cleared
to
start
their
lives
outside
of
school.
They
can
earn
a
job
right
out
of
high
school,
earn
solid
wages
to
provide
for
themselves
and
grow
their
career
of
the
20
seniors.
At
Steel,
Center
eligible
to
test
18
completed
the
nocti
in
the
spring,
seven
scored
basic
four
scored,
competent
and
seven
scored
Advanced.
D
This
amounts
to
11
students
or
61
percent,
passing
the
nocty
all
three
seniors
eligible
to
test
at
Parkway
completed
the
nocti
in
the
spring,
two
scored
competent
and
one
scored
Advanced.
This
amounts
to
100
percent
of
the
parkway
students
passing
the
nocti
exam
and
the
ASVAB,
which
is
the
armed
services
vocational
aptitude.
Battery
305
students
took
the
ASVAB
exam
in
October
in
the
annual
offering
that's
263,
sophomores,
26,
Juniors
and
16
seniors.
All
students
will
use
these
results
or
take
an
alternative
assessment
to
complete
their
junior
year
career
exploration
requirement
or
cew.
D
E
As
a
point
of
clarification,
the
spp
score,
which
is
the
school
performance
profile,
is
a
summary
calculation
of
achievement.
Data
from
multiple
assessment
indicators
to
measure
how
Pennsylvania
schools
are
performing
a
perfect
score
is
100
percent,
our
spp
scores
and
those
of
our
comparables
and
neighbors
are
provided
in
the
printed
version
of
this
report.
They
are
immediately
following
this
slide.
D
Just
a
side
comment
about
the
spp
score:
it's
not
something
that
is
promoted
or
shared
publicly,
because
the
Future
Ready
index
was
its
successor.
That's
the
information
that
pde
wants
the
communities
and
the
general
population
to
see
and
know
about
schools.
However,
the
spp
score
is
the
number
upon
which
a
teacher's
evaluation
is
based.
We
know
that
teachers
have
a
formula
by
which
student
achievement
is
reported
and
tracked,
and
so
the
school's
spp
score
is
part
of
that
calculation.
E
Bethel
Park
High
School
also
boasted
two
additional
outcomes
of
importance.
Ninety
five
thousand
dollars
in
local
scholarships
for
Bethel
Park
High
School
students
were
awarded.
Additionally,
many
students
were
awarded
scholarships
and
Aid
through
universities
and
National
scholarships.
Five
students
were
commended
by
National
Merit
two
were
semi-finalists
and
two
were
finalists.
E
This
report
does
not
adequately
showcase
the
incredible
efforts
of
our
students
and
staff
in
responding
to
the
obstacles
presented
by
covid-19
over
the
past
two
years.
It
does,
however,
provide
Insight
on
areas
for
praise
and
Improvement,
as
well
as
Clarity,
in
establishing
long
and
short-term
goals.
E
E
We
continue
to
expand
the
teacher's
skill
with
the
interpretation
of
achievement
and
growth
data.
We
target
professional
development
towards
the
issues
identified
in
the
data
and
refine
the
curricular
programs.
Accordingly,
we
also
will
provide
opportunities,
as
we
have
in
the
past,
for
opportunities
for
remediation
within
the
school
day
and
during
the
summer.
E
E
in
the
left
side
of
your
packet,
where
we
referenced
that
handout
from
the
state
where
they
give
their
annual
update.
Those
include
the
updated
benchmarks
for
schools
that
they
have
recently
updated
for
us.
We
aspire
to
reach
this
Benchmark
sooner
and
firmly
believe
that
our
strategic
plan
is
the
pathway
that
will
lead
us
there.
E
E
E
As
we
continue
to
execute
the
five-year
strategic
plan,
we
must
consider
various
metrics
of
success.
We
want
all
Learners
to
be
critical,
thinkers
and
lifelong
learners.
We
value
the
whole
child
and
aspire
to
develop
Global
Citizens.
If
our
system
is
set
up
to
prioritize
focus
on
narrow
metrics
of
success,
we
will
fall
short
of
our
actual
goals.
D
So
at
this
time,
we'd
like
to
turn
the
microphone
back
over
to
the
board
for
questions.
It
is
a
comprehensive
set
of
information
and
you're
getting
your
first
look
at
it
here
right
now,
but
any
initial
questions
or
reactions
that
we
can
answer
for
you.
We
have
a
good
Cadre
of
folks
behind
me
here
who
can
help
answer
any
of
your
questions.
Mr.
D
It's
a
good
time
to
talk
about
that
right
now,
because
you
saw
our
class
that
benchmarking
schools
is
who
we
strive
to
compete
with,
who
we
try
to
best.
We
want
to
be
best
among
that
class
of
schools,
and
so
it's
important
that
that
the
board
recognizes
when
we
say
Best
in
Class.
What
exactly
are
we
talking
about?
We
know
what
we're
talking
about
we're
talking
about
being
among
those
the
highest
among
those
schools.
We
want
to
make
sure
that's
that
the
board
appreciates
that
perception.
D
It's
not
in
here,
but
remember
when
we
looked
at
that
data
back
in
May,
when
you
passed
the
budget,
we
were
one
of
the
lowest
in
the
county
and
you
can
see
that
we're
performing
really
well
compared
to
our
benchmarking
schools.
So
the
number
one
answer
to
your
question
I
think
Mr
Scalzo
is
to
continue
to
have
that
high
expectation
for
us
and
and
making
those
having
those
conversations
with
folks
when
they,
when
they
push
back
about
really.
D
E
I'd
also
like
to
add
that
the
acceptance
of
the
new
collective
bargaining
agreement
last
year,
the
work
that
was
done
between
the
board
and
the
Federation
and
the
business
office
and
HR.
The
changes
that
were
made
in
the
curriculum
process
have
been
outstanding
between
us
being
able
to
address
all
subject
areas
at
once.
To
have
the
curriculum
Council
and
to
be
talking
about
these
things
and
and
have
the
autonomy
to
make
these
decisions,
together
with
the
support
of
the
board.
I.
E
E
J
F
So,
yes,
they
are
in
the
process
of
doing
a
pilot,
and
our
goal
is
for
our
April
curriculum
Council
that
they
will
be
if
they
are
going
to
recommend
a
purchase
of
this
product
that
it
will
come
to
us
in
April.
And
then
it
will
come
to
you
then,
in
a
following
meeting,
just
as
we're
bringing
items
to
you
tonight
to
vote
on
and
support
that
adoption.
If
that
is
the
direction
that
they
choose,.
F
Been
a
very
long
time,
yes,
so
right
now,
they
actually
are
going
to
start
in
January
working
on
a
document
that
we
just
had
this
conversation
earlier
today
of.
Are
we
sure
that
these
are
the
current
standards
that
we
have
aligned
K
to
12
and
where
we
are
introducing
these
standards,
have
Mastery
of
these
standards
or
practicing
these
standards?
And
what
do
we
want
to
prioritize
for
our
students
so
yeah?
J
D
It's
worth
noting
I
think
at
this
point
a
shout
out
to
our
department
chairs,
who
are
recognizing
the
goals
you
set
in
the
Strategic
plan
as
the
golden
opportunity
to
really
remake
learning
in
Bethel,
Park
and
The.
English
Department
is
probably
one
of
the
Prime
examples.
I
met
this
afternoon
with
facilitators
for
those
departments,
and
they
really
want
to
take
that
January
day
and
start
a
step
back
and
say,
wait
time
out.
D
Let's,
let's
talk
about
the
journey
that
students
are
going
to
take
through
our
program,
what
kind
of
Writers
Do
we
want
to
produce,
what
kind
of
critical
thinkers
and
literary
analysis
type
skills?
Do
we
want
our
students
to
have
so
it's
it's
really
refreshing
to
see
them
in
that
mindset
and
in
that
app
having
that
appetite
to
dig
deep
kind
of
roll
up
their
sleeves
and
really
dig
deep
into
the
into
the
sequence.
They
will
acknowledge
that
because
there
hasn't
been
formal
time
and
formal
work
done.
D
Everything
has
been
informal,
so
teachers
aren't
teaching
the
same
stuff
they
taught
20
years
ago,
but
they're
also
doing
what
they
thought
independently
thought
was
best
practice
and
aligning
to
Common,
Core
and
so
forth.
So
the
this
is
our
chance
to
to
remake
that
and
get
everybody
on
the
same
Journey.
J
G
Yeah
I
appreciate
all
of
this
work.
It
was
all
fantastic
and
thank
you
all,
for
you
know
answering
all
of
our
questions.
I
did
have
one
more
for
clarification
on
slide.
25
I
was
just
kind
of
trying
to
wrap
my
head
around
the
Keystone
numbers,
a
little
bit
better
for
algebra
on
slide
26,
you
kind
of
explained
how
the
Future
Ready
index
works,
and
it's
almost
like
a
super
score
right.
G
You
know
you're
going
to
take
your
best
scores
and
you're
gonna
use
a
conglomeration
of
those
to
get
your
final
results,
but
I'm
kind
of
trying
to
compare
that
in
my
head
to
you
know
this
slide
on
25,
which
you
can
see.
We
had
a
really
big
drop
in
algebra
compared
to
the
previous
year
and
really
all
other
years.
But
then,
if
you
go
to
the
next
slide,
our
superscore
is
actually
excellent
for
2021
and
2022.
now
I.
Imagine
that's
because
that's
a
future
class!
That's
now
moved
on
it's
not
this
year.
G
E
We
we
encouraged
a
lot
of
students
to
retake
the
algebra
exam
okay,
because
we
want
them
to
get
that
composite
score
that
qualifies
for
a
graduation
pathway
of
act
158..
So
when
a
student
retakes,
the
Keystone,
they
have
nothing
to
lose
right.
However,
sometimes
I
don't
think
when
you're
taking
it
twice.
Maybe
you're,
not
you
know
you,
maybe
you
don't
want
to
take
it
or
so
I.
Don't
know
that
what
Mr
Fellaini,
if
you
would
agree
that,
sometimes
on
a
retake,
some
students
are
really
trying
to
achieve
that
highest
composite
score.
I
E
The
engagement
is
always
there
on
the
retake,
but
we
did
have
a
lot
of
test
takers
in
both
years
re-test
takers
trying
to
get
to
that
composite
score,
because
this
is
the
first
year
the
class
of
2023
that
needs
that
act.
158
these
pathways
are
they've,
been
kicked
down,
the
can
kicked
the
can
about
six
years,
and
now
it's
this
cohort
has
to
have
it
so.
A
Understanding
the
dynamic
of
Algebra
1
in
Bethel,
Park,
School,
District,
and
just
commonly
in
middle
schools
and
High
School
in
seventh
grade.
We
have
about
50
students
that
are
our
most
accelerated
students
taking
Algebra
1
as
7th
graders.
Now
developmentally
there's
been
research
and
studies.
I've
done
this
in
multiple
school
districts,
I've
been
even
though
they're
Advanced
and
taking
a
trajectory
of
courses
most
those
kids
get
proficient
to
advance
developmentally
and
things
like
that.
A
Then
a
lot
of
kids
sometimes
accelerate
in
eighth
grade
and
they
take
algebra
one
and
they
take
the
8th
grade
math,
which
is
also
and
then
to
test
with
the
PSI
says
and
in
all
the
districts.
I've
been
a
lot
of
students
like
this
year's
group.
We
just
did
retakes
this
past
two
weeks
has
been
our
winter
Keystone
group
and
that's
one
of
the
things
you
look
at
curricularly
in
eighth
grade.
A
It's
very
tough
because
at
a
certain
point
in
the
year
they
stopped
teaching
algebra
to
a
level
or
degree
to
prepare
those
common
core
standards
for
the
pssas,
where
some
people
have
done
parallel
stuff
and
that's
one
of
those
ongoing
things.
But
you
have
about
50
kids
that
take
the
test
then,
and
then
you
have
about
150
that
taken
in
the
eighth
grade,
and
then
you
have
your
last
group:
that's
taking
algebra
one
for
the
first
time
ever
in
ninth
grade
at
high
school.
So
you
know
one
of
the
things.
A
That's
always
hurt
the
composite
score
traditionally
or
historically
in
schools,
or
sometimes
those
kids
are
taking
in
eighth
grade
if
they
took
it
in
ninth
grade
just
from
a
sense
of
maturity,
the
rigor
of
the
class
and
not
having
that
Interruption
for
teaching
the
keystones
and
the
pssas
in
the
same
year
preparing
for
two
exams
in
May.
That
also
hinders
scores.
A
So
with
that
number
that
42
percent
last
year,
when
that
158
past
it
was
really
significant
because
before
that
they
had
to
take
a
keystone
remediation
course,
that
was
a
half
a
semester
course
in
person,
and
then
they
had
to
take
a
retake.
So
when
we
started
going
originally
that
composite
score
was
44.52
and
if
a
kid
took
an
nnp
which
is
a
non-numeric
proficient,
they
weren't
allowed
to
do
the
composite
score.
We
kept
pushing
pde
over
and
over
again
and
our
friends
at
the
aiu-3.
A
If
they
say
they
had
a
basic
in
biology,
we
said
well,
algebra
you've
had
more
geometry,
where
they
review
algebra
in
the
first
part,
you
took
Algebra
2
again,
go
take
that
test
again
so
and
also
our
past
or
kids
that
don't
qualify
for
Pasa.
They
say
they
take
algebra
part
A
in
freshman
year,
algebra
Part
B
by
their
junior
year
for
our
composite
score.
They
must
sit
for
it.
Otherwise
it
penalizes
us.
A
So
any
administration
of
algebra
is
always
our
lowest
score
in
high
school,
because
again,
it's
usually
our
lowest
100
to
130
kids
that
are
finally
taking
algebra
or
algebra
Part
B
as
sophomores.
The
second
part
of
that
number
is
it's
our
most
readily
retested
subject
following
the
administration
of
it,
and
again
we
put
less
emphasis
not
that
we're
not
focused
on
this
number.
A
But
it's
kind
of
you
know
you
got
a
pencil,
have
a
seat,
get
a
calculator,
let's
retake
it,
because
any
advantage
to
the
students
and
meeting
those
alternative
Pathways
avoids
us
having
to
look
at
the
alternative
assessments
on
the
asvabs,
which
we
now
are
doing
twice
a
year,
just
to
give
kids
additional
options
or
even
later
grades,
because
it's
non-reportable
to
the
military
we
treat
that
there
and
then
they
have
the
John
Holland
codes
for
the
assessments.
But
again
again,
this
is
their
easiest
way
to
retake
algebra
multiple
times.
A
If
they're
unsure,
they
don't
feel
secure
to
pass
the
biology
or
literature
which
has
been
pretty
stable
for
us,
so
that
individual
score
has
gone
down
because
we've
just
been
pushing
kids
in
there
encouraging
them.
If
you're
going
to
try
anything,
you
feel
more
comfortable
a
year
removed
from
biology.
They
look
at
us
and
say:
I.
Don't
want
to
take
that
test
again
like
it's
I'm,
it's
cold,
I!
Forget
it
I
I,
don't
remember
that
where
algebra
it's
like
well
I,
think
I
could
take
algebra
again
between
the
algebra
component
of
the
s-a-t-a-c-t.
A
The
asvabs
I
mean
it's
that
general
knowledge.
They
take
algebra
so
much,
and
then
they
still
have
to
take
that
college
algebra.
So
that's
the
most
readily
one
we
push
in
there
and
again
sometimes
it's
our
highest.
It's
low,
kids,
it's
the
middle
of
the
road
kids,
and
that's
why
it
is
always
our
lowest
tested
objective.
But
then
the
composite
score
has
gotten
better
because
it
does
Aid
and
get
some
points
up
for
that
like
right
now
we
have
a
ninth
grade
class.
A
That's
retesting
right
now,
because
they're
around
the
45
50
percent
Mark
in
the
composite.
So
we
got
to
get
that
from
45.50
up
to
that
85
expectation,
88
expectation.
So
we
had
70
kids
retake
the
algebra
this
past
two
weeks
in
ninth
grade
alone,
just
trying
to
get
those
scores
up
again
so
right.
So
this
slide.
A
The
one
we
strive
for
as
a
high
school,
that's
the
one,
that's
going
for
the
Future
Ready
index
or
spp,
and
that's
why.
Last
year
we
had
insufficient
data
in
literature
where
biology
like
you,
can
see
some
of
those
slides
that
were
comparable
to
other
districts.
It
depends
whether
a
school
takes
it
in
ninth
grade
or
tenth
grade,
some
of
them
split
in
that
variation.
We
have
both
where
that
one-third
the
senior
class
this
year,
and
when
you
go
look
at
the
names
of
those
hundred
kids.
There
are
kids
that
are
in
these
AP
courses.
A
There's
those
kids
and
they
said
I
got
an
nmp,
didn't
I
didn't
have
to
take
it.
I
didn't
take
it,
so
those
scores
are
reflective.
While
we
do,
while
some
of
those
other
schools
had
the
insufficient
data,
we
had
a
significant
amount
of
kids.
I
took
it
again.
Unfortunately,
it
brought
the
average
down
because
we
didn't
have
those
other
kids
that
would
have
brought
us
up
to
our
normal
levels
of
previous
years.
I
understood
thank.
D
Okay,
as
I
mentioned
at
the
top
of
the
meeting,
this
was
a
lot
to
land
on
your
tables
in
front
of
you
tonight.
There's
a
lot
to
get
through
so
I
invite
the
board
to
spend
some
future
dot
evenings
when
you're
so
inclined
to
get
back
through
it,
and-
and
please
forward
to
any
of
us
questions
that
you
have
about
what
you
see
in
the
data
so
that
we,
you
can
feel
fully
informed
about
what
this
report
means
and
what
it's
saying
about
our
students
and
so
forth.
D
B
H
Well,
I
I
think
just
looking
at
the
list
of
14
items.
Could
the
curriculum
coordinators
provide
a
quick
update
on
any
changes?
It
doesn't
have
to
be
a
a
very
lengthy
explanation,
but
if,
if
it
can
just
be
kind
of
quick
for
each
one
so
that
it's
transparent
and
the
community
understands
what
the
changes
are,
okay.
B
D
Do
you
want
to
well
I?
Can
I
can
put
it
in
some
context,
just
for
more
than
just
the
board,
but
any
other
members
of
the
community
who
were
watching
or
will
watch
the
recording
later
Mrs
figlioli
made
mention
a
few
minutes
ago
to
the
curriculum
Council,
and
that
significant
change
in
our
operation
is
really
what
begets
tonight's
agenda.
D
Ultimately,
at
the
end
of
that
to
bring
it
forward
to
the
board
for
final
approval
or
not,
and
what
you
have
on
the
agenda
tonight
are
the
outcomes
of
that
first
round
of
curriculum,
Council
meetings
from
October.
All
of
these
items
come
with
the
recommendation
of
that
full
body
of
the
curriculum
Council.
A
few
of
them
are
just
information
items.
There's
no
action
needed
from
the
board
and
the
rest
are
information.
D
Items
are
actually
action
items
that
will
change
that
program
of
study,
as
described
on
the
motion,
and
it
also
should
identify
the
financial
impact
which
would
be
then
budgeted
into
the
2324
school
year
so
that
the
purchases
can
be
made
for
the
future.
Okay
I'll
start
and
do
just
some
of
the
information
items.
D
J
D
D
D
The
second
information
item
was
a
discussion
that
happened
at
the
elementary
curriculum
Council
about
handwriting
and
cursive.
There
was
some
concern
among
principals
administrators
that
some
place
some
classes
were
teaching
cursive
in
third
and
fourth
grade.
Some
were
assessing
kids
in
cursive
on
their
spelling
tests.
D
D
In
fifth
grade
talking
with
the
Department
asking
them
to
do
some
investigation
to
do
some
comparisons
and
come
back
with
a
recommendation
as
to
where
we
think
that
should
be
best
introduced.
They
would
like
to
bring
to
curriculum
Council
in
the
spring,
a
proposal
for
a
new
sixth
grade
Collective.
When
the
buildings
consolidate,
where
kids
will
be
introduced
to
keyboarding
skills,
Mr
sleazak
I'm
sure
would
would
could
talk
for
another
20
minutes.
D
If
we
let
them
about
whether
that's
actually
a
necessary
curriculum
piece
in
this
day
and
age,
because
the
the
speed
with
which
kids
type
with
their
thumbs
is
strikingly
amazing
but
they're
like
how
much
instructional
time
do,
we
want
to
give
to
a
keyboarding
skill
versus
learning
a
software
package
versus
even
just
learning
other
curriculum
topics
and
and
the
Arts
and
so
forth.
But
where
that
department
landed
was
to
bring
forward
nothing
for
you
to
act
on
tonight.
D
Just
to
know
that
in
the
spring,
we're
going
to
be
looking
at
a
proposal
for
a
new
sixth
grade
elective
eliminating
the
fifth
grade
elective
when
it
moves.
The
last
information
item
was
a
discussion
that
came
from
the
high
school
elective
teachers
who
have
found
a
source
of
frustration
when
students
have
10
days
at
the
start
of
a
semester
to
add
or
drop
classes
if
they
drop
and
then
try
and
move
into
another
elective.
It's
nine
or
ten
days
into
the
semester.
D
They've
missed
a
lot
of
content
and
they
were
asking
curriculum
Council
to
make
a
movement
in
policy
or
procedure
so
that
that
wouldn't
be
as
detrimental
to
drop
or
ADD.
And
I
think
what
we
landed
on
was
seven
days
would
be
the
the
new
window
by
which
you
could
drop
or
add
a
class.
Again,
it's
just
a
administrative
prerogative
on
what
they
had
set.
So
they
were
agreeable
to
try
seven
days
to
see
if
that
was
sufficient.
Everything
else
are
motions.
So
why
don't
we
have.
D
F
So
number
five,
this
motion
is
that
the
middle
school
would
like
to
rate,
replace
the
Criterion
online.
Writing
grammar
software
with
no
red
ink.
No
red
ink
is
much
more
reflective
of
the
current
times.
It
uses
things
that
are
much
more
I,
don't
want
to
say
current
to
get
popular
and
examples
that
kids
know
they
don't
have
VCRs,
for
example,
as
the
examples
of
some
of
our
dated
items.
F
Do
they
have
cell
phones
and
pop
stars
and
things
in
the
examples
that
the
kids
read
and
edit
and
write,
and
so
they
would
like
to
move
to
no
red
ink
away
from
the
previous
item.
It
will
be
a
little
bit
more
expensive,
but
they
feel
that
this
is
much
more
engaging
for
the
students
for
that
Grammar
and
Writing
component.
E
The
next
one
is
for
the
high
school
game
coding,
elective
I,
think
what
we
were
seeing
in
that
class
was
students
coming
with
a
great
variability
in
the
experience
and
skills
that
they
had
in
coding.
So
he
the
instructor,
wanted
to
break
them
into
two
sections.
Two
different
sequences
of
that
course
so
that
students
that
were
ready
and
had
the
prerequisite
skills
could
go
right
in
to
what
he
was
currently
doing
in
his
class.
E
It
was
being
offered
correct
me
if
I'm
wrong
as
a
half
semester
course,
and
it
was
hard
for
students
to
pair
it
with
something
else,
so
they
wanted
to
put
it
into
a
full
semester
course,
and
they
really
wanted
to
make
it
a
lot
of
students
who
are
looking
for
that.
Fourth,
math
credit
want
to
take
that
course,
and
so
they
were
really
trying
to
make
it
something
that
had
some
real
world
applications
for
students
that
were
getting
ready
to
go
into
whether
it
be
the
workforce
or
college.
E
A
Worked,
that's
correct.
We
had
a
single
section.
One
year
course
of
it
was
called
algebra
3
trigonometry.
We
had
a
half
semester
of
stats
that
was
unable
to
be
used
as
a
half
year
or
match
with
anything
else.
So
the
department
made
the
recommendation
of
combining
those
into
a
single
full
year
course
with
those
General
curriculum
topics
combined
into
that
functions,
stats
and
trigonometry.
So.
A
Credit,
we
are
yeah,
some
students
go
to
the
business
math
met
route.
Some
students
are
in
that
pre-calculus.
This
is
that
right
in
between
that'll
get
kids
ready
for
that
college
algebra
and
give
them
some
of
that
functions
and
things
they
need,
while
getting
some
of
that
everyday
statistics
in
there
as
well.
So
it'll
really
hit
a
nice
group
of
students
in
that
senior
year
that
you
know
kind
of
get
pulled
one
way
or
the
other
and
not
don't
have
that
course
right
in
the
middle.
E
The
addition
of
the
AP
pre-calculus
course
what's
nice
about
this
course
is
that
we
we
may
see
some
of
our
accelerated
math
students,
as
this
may
being
the
first
AP
cap
pre-calc
course
that
they
take
their
first
AP
course
in
their
sequence.
But
what's
also
nice
is,
if
you
had
a
student
who
was
not
on
a
trajectory
for
acceleration,
they
may
end
up
taking
this
AP
pre-calc
towards
their
later
years
of
their
High
School
experience.
So
this
is
a
nice
addition
to
our
course
catalog
for
students
to
take.
E
There
is
still
some
debate
over
whether
these
colleges
and
universities
will
accept
a
pre-calc
course
for
advanced
placement.
Credit
and
I've
been
talking
with
the
facilitator,
and
we
will
make
sure
that,
when
students
enroll
in
this
class
that
they
are
aware
of
that,
but
it
is
a
nice
opportunity
to
get
that
college
course
level
experience
in
whether
you're
someone
who's
taking
this
in
ninth
grade
10th
grade
or
someone
who's
in
your
12th
grade,
and
you
really
just
want
to
get
a
feel
for
a
college.
Experience
college
course
experience
the
high
school
forensic
science
course.
E
They
started
this
work
on
revamping
the
curriculum
when
the
science
curriculum
committee
was
formed
in
I
believe
2020
at
the
yeah,
the
end
of
2020..
So
this
is
just
the
completion
of
their
work
to
revamp
that
course,
and
it
will
involve
adopting
a
new
textbook
and
the
cost.
Is
there
the
curriculum
writing
for
that
person
will
be
about
800
and
the
online
textbook
will
be
6420.
F
D
F
E
The
next
one
are
the
high
school
CAD
courses,
and
this
bless
you.
This
motion
is
to
make
CAD
2,
which
is
currently
a
one-year
course
to
a
semester
course,
so
that
you
could
take
CAD
one
and
cat
two
both
will
be
a
semester
course,
so
the
curriculums
would
need
to
be
reduced.
A
one-time
funding
for
the
textbooks
and
curriculum
writing
would
be
sixteen
hundred
dollars.
E
The
independent
study
in
art
is
is
more
of
a
name
change,
we're
going
to
call
it.
It
will
be
either
called
Art
3
if
you're
doing
that
independent
study
or
Ceramics
3
and
really
the
the
reason
for
this
change
is
to
make
sure
that,
when
we're
scheduling
these
courses
a
lot
of
times,
independent
study
doesn't
need
a
specific
placeholder
in
the
master
schedule.
B
A
A
K
Thank
you
for
having
us
here
this
evening.
This
is
the
culmination
of
a
lot
of
hard
work
from
our
learn:
life,
skills,
support
and
autistic
support
teachers
when
Dr
and
Shu
and
I
began
together.
One
of
the
weaknesses
we
felt
was
in
our
program
was
in
continuity
and
progress,
monitoring
and
curriculum
scope
and
sequence
for
our
life
skills
and
autistic
support
students,
and
so
this
is
the
culmination
of
that
worked
from
those
teachers
where
we
have
a
K-12
buy-in
on
this
product
from
teachtown.
K
That
will
provide
tiered
support
to
all
of
our
students
about
70
students.
It's
a
three-year
program,
investment
for
us
and
the
bulk
of
that
investment
is
front
loaded
because
of
the
physical
Goods,
the
manipulatives,
the
books.
Those
kinds
of
things
are
in
the
front,
whereas
then
the
maintenance
fees
for
some
of
the
online
portions
of
the
program
happen
in
years
two
and
three.
So
this
is,
and
actually
a
three
and
a
half
year,
they're
giving
us
a
half
year
bonus.
K
Hypothetically,
it's
it's
no
cost
in
the
sense
that
yeah
we're
getting
a
semester
free,
but
we
are
going.
The
PO
has
to
be
made
before
we're
going
to
pay
for
that
here
before
January
1..
But
yes,
we
get
that
half
year
as
a
bonus
and
the
training
is,
is
free
right
now
as
a
part
of
this.
This
promotion,
but
as
of
January
1,
will
not
be
so
that's
why
we
want
to
move
forward
with
it.
D
H
D
F
C
I
I
L
I
live
at
101,
Jordan
Drive
ever
sit
here
and
I've
read
the
agenda
for
this
meeting,
adding
several
courses
that
I
certainly
think
are
worthwhile
and
will
be
excellent
additions
to
the
curriculum.
I
can't
help
but
notice
one
glaring
omission:
the
contributions,
successes
and
leaders
course
presented
to
and
voted
down
by
this
board
last
spring.
L
I
guess
for
me.
In
this
day
and
age,
it's
a
tad
bit
astounding
that
there
is
such
apprehension
to
an
elective
class.
The
teachers
are
mostly
white
population
about
the
contributions
of
people
of
color
to
our
society.
You
know
where
hate
crimes
are
rising
and
will
for
a
willful.
Ignorance
has
become
the
norm.
It
is
classes
like
this
that
can
open
a
door
and
shed
some
light
on
the
dark
ignorance
that
leads
to
such
hate
crimes.
L
You
might
be
thinking
to
yourself
that
this
could
never
happen
with
someone
from
here,
but
I
would
like
to
point
out
the
demographics
of
the
town,
this
man,
hailed
from
Conklin
New
York,
is
a
town
that
is
approximately
92
percent
white
and
.6
black.
Compare
that
to
Bethel
Park,
which
is
93
percent
white
and
1.7
percent
black.
L
L
As
part
of
this,
the
companies
require
that
its
employees
be
aware
of
the
Dei
standards
the
company
has
created
in
most
cases.
Breaking
of
these
rules
is
the
quickest
way
to
get
yourself
terminated,
so
whether
you
care
about
the
many
contributions
of
minorities
to
our
society
or
not,
it
is
in
our
students
best
interests
for
their
lives
after
Bethel
to
at
least
have
access
to
such
knowledge
an
area.
Unfortunately,
our
current
social
studies
curriculum
is
woefully
lacking.
J
J
I
do
have
to
say
that
I
agree
with
with
Mr
McCarthy,
who
called
in
and
I
I
do
not
believe
that
the
teaching
staff
who
proposed
that
course
the
facilitator
or
department
head
who
recommended
it.
The
principals
who
recommended
it
and
the
administrative
team
who
recommended
it
have
all
changed
their
minds
on
the
course
I
would
ask
that
the
curriculum
Council
seriously.
Consider
the
social
studies
elective
course.
We
have
heard
from
many
people
who
want
that
course
and
I
would
like
to
have
the
opportunity
to
vote
on
that.
J
I
also
want
to
say
that
there
I'm,
actually
through
my
employment,
working
with
the
patent
team,
that
is
doing
the
disability,
inclusive
curriculum
Grant.
We
are
in
the
process
of
writing
that
Grant,
which
should
be
available
I,
think
it
opens
in
Mar
May
in
May
and
everyone's
notified
in
July,
and
it
is
a
similar
type
of
thing.
J
It
is
about
recognizing
the
contributions,
successes
and
Leadership
of
people
with
disabilities
and
what
they
have
contributed
to
society
and
the
gifts
that
we
all
bring
to
whatever
world
we
find
ourselves
in
so
there's
a
little
plug
for
that
Grant
I
would
hope
and
encourage
that
our
district
would
like
to
apply
for
that
Grant
and
to
be
clear.
It
is
not
a
special
education
program.
J
It
is
additional
curricular
curricular
materials
that
are
implemented
at
all
grade
levels,
gen,
Ed,
special
ed
everywhere,
in
all
various
subjects,
with
lesson,
plans
and
I
hope
that
we
can
be
open
to
considering
a
different
way
of
looking
at
people
with
disabilities
and
recognizing
all
of
the
gifts
and
joys
and
wonders
that
people
contribute
to
the
world
and
I
hope.
We
can
do
that
too,
for
all
of
the
Americans
who
live
in
our
country.
Who
might
not
look
like
me
or
look
like
most
of
us
in
this
room.
J
I
find
that
to
be
foundational
to
our
job
and
our
role
to
prepare
children
in
this
community
to
enter
The
Wider
world,
with
competence
with
confidence
and
with
the
ability
to
work
with
all
kinds
of
people
and
if
they're
not
encountering
all
kinds
of
people
in
their
curriculum,
we
know
they
aren't
encountering
them
in
person.
We
have
demographics,
it's
our
job
to
ensure
they
can
do
it
when
they
leave
here,
I
find
that
to
be
Educators
highest
calling.
G
Yeah,
thank
you
all
so
much
I
mean
like
I
said
earlier.
This
was
a
fantastic
presentation
and
I
appreciate
how
well
prepared
you
all
came
and
how
thoroughly
you
answered
all
of
our
questions.
I'd
also
Echo.
You
know
what
Mrs
janicex
said:
the
cited
reasons
for
several
board
members
last
time
that
you
know
we
brought
that
topic
up
and
talked
about
both
the
contribution,
successes
and
leaders
courses,
but
it's
also
the
I
believe
it
was
AP.
Microeconomics
was
the
other
course
that
was
voted
down.
G
Several
people
just
wanted
to
see
it
go
through
the
kind
of
updated
curriculum
process
that
we're
now
going
through.
So
I
think
you
know
now
that
we've
kind
of
seen
what
this
looks
like
we've
had
some
meetings.
I
personally
would
love
to
see
that
presented
to
us
again
for
another
vote
in
this
new
curricular
process.