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A
B
A
A
A
D
D
The
rating
came
in
at
a
double
A
2
Prime
1
Bond
rating,
which
in
essence
means
that
we
receive
the
third
highest
possible
Bond
rating
and
above
the
majority
of
the
school
districts,
they
get
a
double
a
three
a
prime
one
also
signifies
that
we
are
a
high
quality,
low
risk
for
short
term
and
we
are
high
quality
credit
worthy
for
long-term
bonds.
D
The
bond
is
equivalent
to
someone's
credit
score,
so
the
better
the
bond
rating
for
The
District,
the
lower
the
interest
rate
that
we're
charged
should
we
have
to
borrow
money
for
any
type
of
facilities
or
other
type
of
Technology
resources.
Well,
today,
the
board
will
be
asked
to
approve
the
pccd
grant.
The
district
was
awarded
at
362
thousand
dollar
Grant
to
support
school
safety,
as
well
as
mental
health
efforts,
and
that
information
is
listed
on
what
that
Grant
is
going
to
go
through
inside
the
agenda.
D
D
D
One
of
her
freshmen
began
to
experience
distress
in
the
water,
Miss
Kelly's,
quick
response
and
removing
to
other
students
from
the
pool
and
then
entering
the
water
to
rescue
the
distressed
student
demonstrated
outstanding
professionalism,
commitment
and
a
sense
of
responsibility
in
a
difficult
situation
and
a
manner
which
provided
exceptional
support
for
all
of
our
students.
In
essence,
she
shared
her
overall
class
was
safe
and
then
went
back
and
also
and
rescued
the
other
student
who
was
in
distress.
So
all
students
were
kept
safe
and
secure.
D
That
was
a
rapid
and
level-headed
response.
Miss
Kelly,
once
building
staff
arrived
to
support
the
student
who
had
experienced
the
stress,
Miss
Kelly,
immediately
removed
from
her
Focus
to
supporting
her
other
freshmen
while
dripping
wet,
so
she
came
back
European
wet
after
she
took
care
of
that
one
student
who
was
in
distress
and
went
back
to
take
care
of
the
other
students.
D
You
can
imagine
too,
for
the
other
students
Beyond
just
a
physical
trauma,
the
emotional
trauma
or
seeing
one
of
their
students
and
colleagues
who
were
in
distress
in
the
water
by
the
time
the
principal
left,
the
nurse's
office
and
arrived
to
the
locker
room.
Miss
Kelly
was
already
changed
into
dry
clothing
and
preparing
to
continue
to
teach
her
class
and
the
remainder
of
this
period
and
school
day
to
minimize
disruption
to
the
rest
of
her
students.
D
D
The
principal
as
long
as
we
joined
the
principal
and
same
as
Kelly
Zephyrs,
truly
demonstrated,
the
culture
of
caring
and
commitment
that
exists
in
our
district
serve
is
just
one
example
of
how
she
positively
impacts
the
culture
and
climate
in
William
Tennant,
High
School,
on
behalf
of
the
board
in
representing
the
board
chair
I'd
like
to
ask.
If
you
would
come
up
here
and
receive
a
token
of
our
appreciation
from
the
district.
E
E
E
E
Show
them
slowly.
Nate
I
have
a
lot
to
say,
I
needed
to
make
notes
and
by
the
way,
Erica
could
not
be
more
embarrassed.
So
I
appreciate
her
humoring
us.
Last
week,
William
Tennant
High
School
celebrated
the
58th
year
of
black
and
white.
We
had
over
450
students
participate,
we
sold
out
our
balcony
for
pool
night
and
filled
both
sides
of
the
stands
for
gym
night
I
wanted
to
specifically
recognize
our
generals:
Lindsey
Goldberg
and
Matt
katowsky
for
the
black
team
and
Delaney
Lockett
and
Danny
scheller
for
the
white
team.
E
E
E
I'd
also
like
to
congratulate
our
student
body
for
their
performance
and
their
behavior
at
black
and
white.
Black
and
white
is
an
authentic
opportunity
for
our
students
to
learn
how
to
be
good
ambassadors,
not
only
for
their
schools
but
their
school,
but
also
for
their
classmates
on
both
teams.
This
year,
our
students,
shined
every
night,
I
think
the
things
that
make
the
thing
that
makes
me
the
proudest
is
not
when
they
cheer
for
their
own
team,
but
they
consistently
cheer
for
the
other
team,
which
truly
represents
the
spirit
of
William
Tennant
high
school.
E
I'd
also
like
to
specially
thank
our
advisors,
Matt
Tomlinson,
Nicole,
O'brien
and
Mike
wasser
lieben
for
all
of
their
supervision
organization
and
dedication
to
our
students.
I'd
also
like
to
thank
all
the
teachers
and
support
staff
who
assisted
not
just
from
William
Tennant
High
School
from
but
from
across
the
district.
Without
these
volunteers,
black
and
white
would
not
be
possible.
E
E
If
anyone
else
was
there
and
I
missed
you,
please
tell
me
so
I
can
say
thank
you
to
you
as
well,
but
for
all
that
you
do
to
support
us
and
our
events
I
appreciate
that.
Finally,
I
would
like
to
thank
all
the
families
who
came
out
to
cheer
on
our
students
each
night.
My
favorite
parts
of
black
and
white
might
be
seeing
all
of
the
alumni
or
it
may
be
seeing
all
of
our
future
Panthers
already
dressed
in
black
and
white,
ready
to
cheer
on
their
teams.
E
E
I
did
go
and
look
at
the
banner
today
and
there
have
been
a
total
of
58,
Black
and
Whites.
White
currently
has
31
wins,
black
has
26,
wins
and
there's
one
tie,
which
was
the
covid
year
when
everybody
won,
because
none
of
the
kids
got
to
do
the
events
and
they
did
huge
amounts
of
community
service
instead.
So
I,
thank
you
again
for
your
support
of
William
Tennant
High
School
I.
E
A
Hendrick,
yes,
ma'am.
Thank
you
so
much
you're
welcome.
It
has
been
a
privilege
for
years
to
have
my
own
children
and
my
grandchildren.
Yes,
ma'am
and
I
know
with
Mrs
brancata
and
the
rest
of
us.
Yes
for
taking
it.
The
spirit
is
unbelievable.
It
is,
and
people
say
I
don't
mean
to
go
on,
but
people
will
say:
oh
this
generation
they're,
not
this
they're,
not
that
go
to
black
and
white
nights.
You'll
see
what
the
future
of
America
is.
Thank
you.
E
H
You
so
I
just
wanted
to
during
whole
night.
First
of
all,
the
energy
is
just
crazy.
It's
so
uplifting
to
see
how
everyone's
acting
and
and
getting
along,
but
during
pool
night
I'm
sitting
on
the
bench
and
the
woman
next
to
me
was
much
younger.
I
know,
I
did
Black
and
White
Night
many
years
ago.
H
It's
been
a
minute
and
then
she
was
talking
about
how
she
did
it
10
years
ago,
and
we
started
talking
about
the
differences
within
like
25
years
of
both
of
us
doing,
Black
and
White
Night
and
the
energy,
and
it's
still
the
same
energy
and
still
the
same
enjoyment.
It
was
so
nice
to
see
the
kids
just
out
there
working
together
to
get
something
done
and
then
watching
the
dance.
They
looked
like
professionals
they
were
spot
on.
It
was
just
so
nice
to
watch
I'm,
so
thankful,
I
went
thank.
I
J
I
go
every
year
because
I
think
it's
one
of
the
best
nights
of
the
school
year,
because
everybody
works
as
a
team
and
it
doesn't
matter
if
you're
on
the
black
team
or
the
weight
team.
Nobody
really
cares.
J
Those
kids
are
the
best
things
that
we
will
ever
do.
Kids
are
just
the
greatest
and
when
I
saw
the
white
team,
cheering
for
the
black
dance
team
and
that
and
they
always,
they
always
do
cheer
for
each
other,
and
they
run
out
there
with
their
girlfriends
and
flowers
are
everywhere,
and
it
is
wonderful.
It
is
just
wonderful
and
you're
right
that
the
the
teachers
that
do
all
the
work,
because
they
all
do
they're
all
doing
the
work
they
come
with
their
kids.
J
Night
and
my
daughters
were
there,
and
they
didn't
want
to
sit
with
me
because
it
was
more
exciting
on
the
other
side,
so
we
all
had
a
great
time.
We
really
did
so
you're
doing
a
great
job
that
black
and
white
knight
is
really
one
of
the
best
things
I've
ever
been
to
and,
like
I
said,
I
think
I've
been
to
I,
have
old
kids,
so
I've
been
doing
it
for
a
long
time,
and
it
is
wonderful.
J
D
Please
Madam
chair
board.
Members
are
closed
out,
just
as
we
are
in
a
season
of
trying
to
make
sure
we
get
answers
to
your
questions.
Whenever
I
have
a
chance,
Miss
Meg
Burke
is
here.
There
were
a
number
just
like
there
were
some
unfinished
answers
to
Mrs
claussen's
questions.
Previously
I
gave
up
my
time
to
bring
some
answers
to
that
on
the
budget.
D
K
Hi
everyone
thank
you
for
having
me.
I
am
really
excited
to
share
with
you.
The
things
happening
in
the
English
language
development
program
here
at
Centennial.
I
have
been
here
for
four
months
and
11
days
and
every
day,
I'm
here
and
experience,
something
Dr
Ben
will
ask
me
a
word
to
describe
it
and
I
always
say
magic,
because
it's
just
amazing
watching
our
teachers
and
our
students
support
each
other,
like
we
were
just
talking
about
in
classrooms
and
turning
obstacles
into
opportunities
at
any
chance.
K
Our
norms
and
expectations
are
to
cultivate,
presence
and
curiosity,
respect
the
learning
and
needs
of
yourself
and
your
colleagues
balance
Fidelity
and
flexibility,
Embrace
growth
and
continuous
Improvement
and
keep
decisions
in
the
best
interest
of
our
students.
The.
Why
of
my
position
here
at
Centennial
really
started
in
2016-2017
when
the
sanctuary
resolution
by
the
school
board
was
passed
and
in
2018
2019.
The
principle
of
practice
split
focus
on
instruction
and
Dei
through
the
University
of
Pennsylvania's
Excellence
through
Equity
quality
review
and
that
led
to
2021
and
2022.
K
So
when
I
first
started
and
we
looked
at
the
numbers
of
students
enrolled
in
Centennial
when
I
said
the
word
magic
I
wasn't
kidding
because
we
have
5
323
students
that
are
enrolled
here.
We
represent
48
countries
and
38
languages
spoken,
and
if
you
look
closely,
12
percent
of
our
students
are
ell
students
which
stands
for
English
language
Learners.
When
I
first
started
it
was
eight
percent.
It
grew
to
12
by
January
the
English
language
development
program,
which
you
will
hear
me.
K
Reference
is
also
called
the
acronym
ELD
and
it
really
refers
to
the
deliberate
planned
and
focused
instruction.
That's
intended
to
Foster
the
development
of
Social
and
academic
English
for
English
Learners,
in
order
to
make
it
possible
for
them
to
access
the
general
academic
program
and
gain
agency
a
successful
contributing
members
of
their
communities.
K
The
Centennial
School
District's
language,
instructional
education
program
supports
approximately
450
English
language
Learners.
We
have
13
English
language
development
teachers
in
K
through
12.,
and
the
pictures
you
see
right
now
are
all
of
the
classrooms
I've
been
in
almost
every
day
since
I've
been
here
that
represent
the
multitude
of
English
language,
Learners
that
we
have
in
our
schools
every
day
and
their
families.
K
When
I
first
discovered
the
Microsoft
translate
app,
many
teachers
were
curious,
how
it
could
work
in
their
classrooms,
because
many
of
our
teachers,
especially
in
our
elementary
schools,
had
to
have
students
in
our
classrooms
that,
on
their
very
first
days,
speak
very
little
English.
A
majority
of
these
students
happen
to
be
our
Russian
and
Ukrainian
population.
On
the
second
day
of
one
of
the
students
in
these
pictures,
one
of
the
teachers
contacted
me
and
asked
me
if
I
would
model
the
use
of
Microsoft
translate
in
her
classroom.
K
So
the
little
girl
in
her
class
felt
like
she
belonged
and
could
participate
in
their
morning.
Meetings
I
went
into
the
classroom
in
the
morning,
and
the
teacher
had
the
app
open
and
you'll
see
that
in
the
middle
picture
she
set
the
language
to
Russian
and
quickly.
She
established
her
morning
meeting
with
kids
and
you'll
see
all
the
pictures.
I
was
taking
just
outside
the
meeting
to
see
how
it
would
work
and
immediately
the
app
was
translating
English
into
Russian
for
the
little
girl
to
be
able
to
participate.
K
In
morning
meeting
the
little
girl
was
grabbing
the
iPad
and
talking
into
it.
So
she
could
participate
in
the
questions
being
asked
in
the
classroom.
This
happened
in
under
two
minutes
of
class
starting
you'll,
see
the
image
right
here.
The
video
you'll
see
the
teacher
asking
questions
and
the
little
girl
talking
into
the
iPad,
the
teacher
pausing,
the
students.
K
I
stayed
a
little
longer
because
I
couldn't
help
myself
and
quickly
the
students
broke
out
and
to
do
I,
ready,
math,
well,
I,
ready,
math,
doesn't
translate
into
Russian,
and
the
teacher
had
created
these
keychains.
Her
entire
team
created
keychains.
The
translated
commands
from
English
into
Ukrainian
from
everything
that
I
need
help.
I,
don't
speak,
English
I
need
to
use
the
restroom.
Can
you
help
me
I,
have
a
question
and
had
them
on
all
the
students
desks,
not
just
the
ELD
students
and
quickly
I-Ready
math
began
and
Microsoft.
K
Translate
was
next
to
this
little
girl
and
within
I
would
say
probably
two
minutes.
She
was
flying
through
it
almost
two
grades
of
other
peers
in
math,
when
this
was
over,
the
students
broke
out
into
doing
a
read
aloud
and
I
knew
the
student
would
struggle
with
reading
English
on
her
own,
so
I
pulled
her
into
the
back
corner
and
I'll.
Show
you
another
video
in
just
a
second
but
one
of
the
most
magical.
Things
happened
in
that
I
pulled
up
a
story
for
her
to
read
with
headphones.
K
That
was
translating
into
Russian
with
English
subtitles,
so
she
was
getting
dual
languages
at
once,
and
this
is
called
trans
languaging.
It's
a
process
in
which
students
who
are
learning
English
as
a
second
language,
don't
abandon
their
home
language.
We
don't
want
them
to
abandon
their
home
language.
K
A
K
Can
you
talk
to
me
about
the
usage,
the
limitations
and
accuracy
within
a
school
setting,
and
they
said
no
app
is
100
accurate
when
it
comes
to
language,
but
ours
is
90
effective
and
that's
why
many
of
our
families
that
I
met
with
including
Russian
ukrainians,
Uzbekistan,
Portuguese
and
Spanish-speaking
teacher
students
and
families
told
me
that's
what
they
use
on
their
own,
we're
so
busy
translating
everything
for
them,
but
they
have
their
own
mechanisms
that
they're
using
you
know
to
make
sense
of
the
language
when
it's
being
sent
home
and
I
had
to
make
I
guess
I
had
to
determine
its
best
use
for
school
in
the
community.
K
K
Zoom
for
Education
found
out
that
we
were
asking
lots
of
questions
to
serve
the
population
of
students
in
which
we
have
in
our
district
one
of
the
highest
numbers
in
Bucks
County.
By
the
way,
the
second
highest
is
Bensalem,
they
contacted
us
and
a
representative
asked
if
we
would
try
their
Zoom
for
Education
application,
which
was
a
mixture
of
Google,
translate
and
Microsoft,
translate
all
into
one
and
right
away.
I
met
with
our
coordinators
and
I
said.
Can
we
look
into
this?
K
We
met
with
the
representative,
and
at
the
time
we
were
headed
into
William
Tennant
High
School,
where
an
ELD
student
group
had
wanted
to
meet
with
us
and
share
with
us
their
experiences.
We
pulled
up
Zoom
for
education
for
all
the
students
and
they
provided
feedback
to
the
company
with
how
they
thought
the
application
worked
and
didn't
work
from
this
Zoom
education
requested
to
recognize.
The
ELD
student
group
is
a
key
user
group
for
sharing
their
experiences
with
the
tool
and
offering
their
suggestions
for
improvements.
K
The
next
thing
we
discovered
is
that
flipgrid,
which
is
a
recording
device,
that's
approved
in
the
district
and
used
across
the
U.S
for
video
recording
for
students.
One
of
the
instructional
coaches
pulled
me
in
and
said:
hey
Meg
did
you
know
that
flipgrid
has
something
called
immersive.
Reader
canvas
also
has
this
and
he
started
showing
it
to
me,
and
we
realized
quickly
that
it
had
a
translation
feature
where
our
ELD
students
could
actually
record
video
in
their
home
language
to
send
home
to
their
parents,
and
they
could
also
have
it
translated
into
English.
K
So
I
said
we
might
as
well
try
this
with
a
small
group
of
students
that
I
meet
with
every
Friday
that
I'll
talk
about
in
just
a
minute
and
we
implemented
it
with
them
and
it
worked
beautifully
in
under
two
minutes.
Students
were
recording
not
only
in
their
home
language,
but
they
were
also
speaking
in
English
as
well
wow.
K
The
last
tool
that
we're
starting
to
look
at
was
used
across
the
county,
and
it's
called
talking
points
talking
points
is
one
of
the
most
commonly
used
app,
not
just
in
Montgomery
and
Bucks
County,
but
across
the
entire
United
States,
with
the
increase
of
newcomers
and
families
in
our
communities.
Talking
points
translates
into
over
144
different
languages.
K
It's
an
app
that's
web-based,
so
it
doesn't
cost
anyone
to
use
and
basically
the
way
it
works
is
Teachers
can
put
a
little
message
into
this
app
and
send
it
out
to
families
who
get
a
code
and
the
families
get
to
choose
what
language
it's
translated
into.
It's
completely
free,
so
these
families
don't
need
Wi-Fi
or
hot
spots
to
tap
into
it.
K
Talking
points
increases
family
and
Community
engagement
by
75
percent
from
its
users,
we're
looking
at
ways
to
implement
this
and
this
tool
to
develop
a
comprehensive
translation
interpretation
protocol
and
all
of
the
languages.
Our
district
represents.
It's
mostly
utilized
right
now,
like
I,
had
said
in
Montgomery
and
bucks
to
increase
family
and
student
and
Community
engagement.
This
week,
I
will
be
at
Log
College,
which
has
a
high
number
of
our
ELD
students,
and
I
will
be
expressing
how
to
use
this
and
explaining
it
to
faculty
and
staff
for
them
to
try
this
Thursday
I'll.
K
Let
you
know
how
it
works.
I'm,
also
working
with
student
registration
in
bi-weekly
meetings
with
them
to
share
collaborate
and
establish
Equitable
protocols,
procedures
and
practices
to
provide
translation
services
using
current
translation
services
such
as
translators
and
language
line
and
additional
applications.
Like
talking
point
ongoing
things
that
are
happening.
We
are
participating
in
the
Bucks
County
Intermediate,
Unit,
English
language,
Development
Council,
the
related
English
Language,
Arts
Council,
and
the
leadership
cohort
for
the
work
that
we're
doing
to
support
our
ELD
population.
K
We're
also
participating
in
the
PA
Department
of
Education
and
Pa
State,
Education,
Association,
trainings
and
professional
development
opportunities
to
show
the
ways
that
we
are
elevating
instruction,
not
just
for
ELD
students,
but
for
all
our
students
we're
maintaining
Partnerships
with
local
businesses,
especially
those
supporting
our
Russian
Ukrainian
populations.
That
include
three
food
stores
where
most
of
our
families
go
to
shop,
Hampton,
Foods
belt
market
and
net
cost.
K
We're
continuing
to
strengthen
our
support
systems
for
our
ELD
students
and
families
who
have
experienced
trauma
by
working
with
school
teams,
administrators
counselors,
psychologists,
mtss
teams,
coordinators,
coaches
and
local
organizations
like
the
Peace
Center
and
the
immigration
psychology.
Network
I
could
stand
up
here
and
tell
you
all
the
great
things
we're
doing
as
a
team,
but
I
think
it's
really
important
that
you
hear
the
story
of
our
teachers
and
our
students,
our
ELD
teachers,
are
doing
the
most
amazing
things
in
their
classrooms.
I.
L
Teaching
ESL
has
always
been
in
my
heart.
I
started
out
like
that
when
I
changed
school
districts,
I
was
a
special
ed
teacher,
I
taught
Janet
for
a
while,
but
my
heart
was
always
with
those
bilingual
kids
and
the
struggle
that
they
go
through,
probably
because
I
went
through
the
same
thing
when
I
was
in
China.
M
In
my
story,
I'm
from
Uzbekistan
I
was
born
in
Salman
Khan,
which
is
a
state
in
Uzbekistan
and
we
were
hijabs
there
and
it's
we
speak
to
Jake.
My
name
is
Diana
I'm
from
Ukraine
I'm,
13
years
old
and
I'm
in
eighth
grade.
I
came
to
United
States
two
and
a
half
years
ago.
For
the
economic
and
religious
reasons.
M
My
story
is
that
first
I
was
born
in
Ukraine
and
before
I
came
here
it
was
fun
in
Ukraine
and
I
had
some
friends
and
when
I
came
here
it
was
kind
of
hard
to
talk
about
then
I
learned,
English
and
now
I
speak
English
and
I.
Think
it's
pretty.
N
O
N
From
Palestine
I
love
animals
and
bugs
and
I
want
to
be
about
when
I
grow
up.
L
I
am
the
I
am
the
daughter
of
Cuban
refugees
and
they
came
here
before
I
was
born.
So
even
my
two
brothers
had
been
born
in
Cuba
and
I.
Still
remember.
When
I
went
off
to
school,
I
was
raised
as
a
simultaneous
bilingual,
so
I
spoke
both
English
and
Spanish,
but
I
think
I
probably
spoke
more
Spanish
than
I
did
English
and
I.
Remember,
going
off
to
school
and
I.
L
Remember
on
the
very
first
day
of
school,
I
told
the
teacher
that
my
name
is
Maria
Elena
and
she
told
the
class
that
that
was
my
name
in
Spanish
and
that
they
couldn't
call
me
that
so
she
said
that
Maria
met
Mary
and
Elena
men
and
Ellen.
So
my
new
name
now
that
I
was
here,
I
was
always
here,
but
now
that
I
was
here,
my
new
name
would
be
Mary
Ellen
and
she
told
the
students
that
if
they
heard
me
speaking
Spanish,
they
had
to
go
tell
her
right
away.
L
O
M
Feel
like
I'm
to
my
teachers,
to
know
that
how
I
felt
when
I
couldn't
speak
in
English
and
sometimes
how
hard
I
tried
I
want
them
to
know
about
me.
M
I,
don't
I
don't
like
being
bullied
and
I,
don't
bully
anyone
else.
It's
pretty
hard
to
learn
a
language
while
you're
trying
to
remember
your
other
language,
I.
M
Yeah
I
wish
people
knew
how
much
years
like
I've
been
in
the
United
States.
So
they
throw
us
like
something
hard
for
us,
because
sometimes
it's
really
hard
to
answer
something
that,
like
you
to
know,
and
sometimes
we
learn
like
new
topics,
and
it
can
be
hard
like
to
understand
and
then
to
answer
the
questions.
I,
love,
nature
and.
L
Myself,
I
just
think
that
the
most
important
thing
is
connecting
with
your
students
asking
them
what
it
feels
like
sharing
some
of
your
life
when
you
were
a
kid
so
that
they'll
open
up
a
little
more
and
I
think
once
you
make
that
connection,
no
matter
what
it
is
that
a
child's
going
through
you
don't
have
to
have
been
a
child
of
poverty
to
feel
empathy
for
children
of
poverty.
You
don't
have
to
have
been
raised
in
a
different
language
to
feel
empathy
for
the
child.
L
That's
trying
to
learn
English
while
they
learn
everything
else
that
everybody
in
their
dream
is
supposed
to
learn.
So
I
just
think
if
they
can
make
those
connections,
if
they
can
ask
children
about
their
cultures
and
show
them
that
that's
important,
that
they
do
value
all
the
different
cultures.
I
think
that
would
go
a
long
way.
D
Madam
president,
if
you
have
any
questions,
you
can
obviously
forward
them
to
Mr,
Gabriel
and
he'll.
Make
sure
that
we
get
the
answers
to
you
if
she's
willing,
I
don't
want
to
take
more
time.
So.
H
If
it
Meg,
if
a
teacher
is
having
any
form
of
difficulty
whatsoever,
they
just
have
to
reach
out,
is
that
accurate.
K
I
love
that
you
made
that
sound,
so
easy
and
you're
right,
yes
and
I.
Think
the
best
help
is
down
the
hall
and
what
I
found
is
that
our
ELD
teachers
have
felt
like
they've,
been
on
an
island
for
so
long
that
now
that
we're
really
talking
and
celebrating
and
looking
at
what
they're
doing
teachers
are
coming
to
them
for
help
and
that's
actually
how
I
connected
with
that
first
grade
teacher.
But
really
it
is
it's
hey,
Meg
I
have
this
idea?
K
D
K
Sometimes
there's
myths
and
misconceptions
about
how
we
should
be
communicating
with
families
and
no
one's
really
asked
them.
So
I
did
and
I'm
going
to
be
sharing
a
number
of
questions
that
came
in
in
the
county.
There
were
52
questions
and
we,
as
a
district,
can
answer
all
52.
so
to
share
is
really
exciting.
K
That'll
be
the
first
half
of
the
morning
tomorrow
and
you're,
more
than
welcome
to
see
the
presentation
and
then
in
the
second
half
we're
going
to
be
presenting
how
we're
forming
a
language
instructional
education
program,
which
really
just
lists
exactly
what
we're
doing
for
families
and
students
within
our
District.
So
that's
being
highlighted
as
well.
It's
one
of
the
first
times
it's
been
created
in
Bucks
County,
which
is
really
exciting.
K
F
Mr
Martin:
is
it
possible
to
get
a
list
of
all
the
countries
and
all
the
languages
that
you're
I've
never
seen
that
list
yep?
Yes,
sir
I
didn't
know
there
were
82
countries,
I
guess,
but
no
I'm
kidding
but
it'd
be
nice
to
see
a
list
of
where
these
students
actually
are
coming
from
the
various
countries
and
what
the
other
languages
are
other
than
the
main
languages
that
we
all
know
about.
It.
D
P
Thank
you.
One
thing
I
that
just
stood
out
to
me
from
the
video
is
seeing
the
one
little
girl
in
the
video
that
you
showed
able
to
participate
and
learn
it.
It
is
evidence
of
the
the
care
and
energy
and
thought
going
into
everything
that
you
and
the
ELD
teachers
are
doing
so
I
appreciate
that
work.
It's
very
important
and
vital
for
those
students
and
is
seeing
one
of
the
translation
cards
say.
I
feel
lonely
tucked
in
the
middle.
That
first
of
all
hit
me.
But
again
the
care
and
attention
going
into
everything
is
awesome.
K
Important
absolutely-
and
it
goes
out
to
the
teachers
so
I
appreciate
that
so
very
much
we're
not
you
know,
there's
always
room
to
grow
and
they're,
always
looking
for
new
things
to
try
so
I
appreciate
all
the
questions
and
the
ability
and
opportunity
to
talk
on
their
behalf,
because
they're,
really
special
teachers
out
there,
so
Centennial
is
a
great
place
to
be
so.
Let's
keep
going
right.
Thank.
A
H
Okay,
approve
all
the
agenda,
be
it
resolved
at
the
Centennial
School
District
Board
of
school
directors
approves
the
February
28
2023
Committee
of
the
whole
agenda
as
per
the
attached.
Are
there
any
corrections
that
need
to
be
made
that
are
allowed
by
PA
Law?
Second,
all
in
favor
any
abstentions?
Any
Nays
motion
passes.
H
F
H
Presentations
we're
going
to
move
actually
we're
going
to
start
with
4.2
finance
committee
presentations,
Mr
Martin.
F
G
You
very
much
Mr
Martin
I
have
tonight
Carl
Hogan,
who
is
a
partner
with
BBD,
who
is
our
lead
and
conducted
the
audit
for
the
school
year.
Ending
June
30th
2022.
get
away
Carl
foreign.
Q
Everybody
tonight
should
have
a
copy
of
the
full
audit
report,
the
full
70
Pages,
but
I
only
picked
about
10
pages
out
that
I
thought
were
most
important
for
this
presentation,
and
you
know
you
know
to
kind
of
highlight
you
know
the
you
know
what
Dr
betting
was
talking
about
and
everybody's
talking
about
the
good
audit
report
and
how
the
district
is
financially
for.
Q
As
of
June
30th
2022.,
the
first
three
slides
are
the
most
important
you
know
given
you
know,
apply
the
first
three
in
the
last
slide
or
the
most
important,
the
first
three
being
the
independent
Auditor's
report.
There's
a
new
format
for
the
independent
Auditors
report.
This
year
there
was
a
new
auditing
standard
that
was
issued.
The
biggest
change
is
that
that
opinion
paragraph
that
you're,
seeing
up
at
the
top
that
was
kind
of
buried
report.
Q
Previously
now
it's
up
at
the
top
and
basically
stating
that
the
numbers
that
were
presented
to
us
by
management
for
the
year
ended
June,
30th
2022
were
fairly
presented.
The
other
kind
of
difference
on
this
front
page
two
is
the
change.
Q
In
accounting
principle,
there
was
a
new
gasby
implemented
during
the
current
year
related
to
the
financial
bullet
points,
to
kind
of
explicit,
explicitly
detail
what
our
responsibilities
are
as
part
of
our
audit,
whereas
before
they
weren't
there,
it
was
implied,
but
not
written
in
the
independent
Auditors
report
and
then
finally,
at
the
bottom
of
this
page
and
the
top
of
the
next
page.
Here
it
talks
about
the
different
sections
of
the
audit
report
and
what
responsibility
we're
you
know
we're
taking
for
each
section
of
the
odd
report.
Q
There
are
certain
sections
that
we
don't
audit
in
particular
that
Management's
discussion
analysis,
which
is
put
together
by
management
which
is
kind
of
a
synopsis
of
the
financial
highlights
for
the
year-ended
June
30th
2022.
So
if
you
aren't
going
to
read
the
whole
report,
I
really
encourage
everybody
to
read
the
first.
You
know,
you
know,
I
think
it's
about
pages
4
through
15
or
so
because
you
know
without
having
to
go
through
the
whole
audit
report.
I'll
give
you
an
idea
of
how
the
district
did
financially
for
the
year
ended:
June,
30th,
2022.,.
Q
Foreign,
so
the
first
page
I'm
going
to
go
over
I.
Think
it's
the
most
important
page-
and
this
was
a
part
of
a
discussion
during
our
finance
committee-
I-
think
we're
going
to
look
into.
Maybe
expanding
this.
You
know
schedule
in
the
future.
To
kind
of
you
know
more
delineate,
the
different
programs
or
the
different
offices
that
are
within
some
of
these
functions
some
of
these
functions.
Q
You
know,
people
support
services
were
some
of
the
ones
instructional
staff
services,
so
I
think
during
our
finance
committee
meeting
you
know
we're
going
to
look
into
ways,
and
you
know
you
know
blowing
them
out
a
little
bit
in
terms
of
being
more
detailed
in
terms
of
in
accordance
with
the
pde
chart
of
accounts.
Q
This
is
the
requirements
that
need
to
buy
pde,
but
you
know
just
for
you
know,
people
that
are
using
the
financial
statements
would
be
useful
to
have
additional
information
related
to
what
are
the
different
Services
being
provided
within
each
function,
but
to
start
up
at
the
top,
you
have
total
revenues.
When
you
put
your
budget
together,
they
were
about
126
million
dollars
final
revenues.
You
had
some
budget
amendments
made
during
the
year
for
the
coveted
money.
So
when
you
made
the
budget
amendments,
your
total
revenues
were
129
million
dollars.
Q
But
then
your
actual
revenues
came
in
at
134
million
dollars,
almost
5
million
dollars
more
than
anticipated,
as
you
can
see,
most
of
that
has
to
do
with
your
local
Source
revenues
and
I'm,
seeing
this
across
you'll.
You
would
see
this
across
all
the
school
districts
I
think
in
terms
of
local
Source
revenues
as
it
pertains
to
earned
income
taxes,
Realty
transfer
taxes,
your
collection
rates
under
regular,
real
estate
taxes
all
came
in
better
than
anticipated.
Q
When
you
look
at
expenditures-
and
you
have
that
125
million
dollars
of
expenditures-
and
then
you
add
the
monies
that
were
for
the
budget
amendments
related
to
the
coveted
money,
your
budget
expenditures
are
129
million
dollars
to
kind
of
show
that
balanced
budget.
You
know
129
million
dollars,
Revenue
129
million
dollars
expenditures
and
the
expenditures
is
the
piece
that
you
can
control
and,
as
you
can
see,
on
the
right
hand
side
there.
Your
actual
revenues
came
in
our
expenditures,
came
in
127.9
million
dollars
and
that's
within
one
million
dollars.
Q
So
when
you
look
at
one
million
dollars
of
your
expenditures
to
the
positive
and
you
compare
that
to
130
million
dollars,
that's
pretty
good.
You
know
less
than
a
percent.
So,
but
at
the
end
of
the
day
you
had
a
balanced
budget
put
together,
but
then
you
have
the
other
financing
sources
uses
so
because
of
the
you
know
good
year
in
terms
of
the
revenues,
these
are
kind
of
one-time
revenues
that
you
wouldn't
expect
to
occur
just
because
of
the
economy.
Q
During
the
current
year,
a
transfer
was
made
over
to
The
Debt
Service
fund
to
put
money
aside
for
future
Debt
Service
maturity.
So
if
you
have
a
year
in
which
your
budget
and
you
can't
balance
the
budget,
you
can
use
those
Monies
to
kind
of
offset
and
help
out
with
Debt
Service
maturities
and
current
Years.
Also,
there's
some
flexibility
with
The
Debt
Service
fund,
if
you
needed
to
move
the
money
around
back
to
the
general
fund,
if
that
was
the
case,
but
you
know
it
makes
sense.
Q
One-Time
revenues
wouldn't
fall
one
time
to
Debt
Service
fund
for
one-time
expenditures.
So
when
we
take
into
account
the
better
the
anticipated
revenues,
the
less
than
anticipated
expenditures,
the
net
actual
net
change
in
your
fund
balance
was
about
338
thousand
dollars.
Your
general
fund
fund
balance
12.4
million
dollars
and
then
12.7
at
the
end
of
the
year
and
we'll
kind
of
go
over
some
of
the
details
of
what
makes
up
the
12.7
and
the
various
commitments
Etc.
Anybody
have
any
questions
concerns.
Q
The
next
page
I'm
going
to
go
over
it's
the
same
information
that
we
just
went
over
related
to
the
general
fund,
but
I
just
wanted
to
highlight.
We
do
spend
a
you
know
as
much
this
year
as
we
have
in
the
past,
but
we
do
spend
a
fair
amount
of
time
related
to
your
Capital
products
fund,
the
capital
projects
funder
in
the
current
year.
Q
Q
As
you
see
down
below,
then
you
also
have
the
insurance
recoveries
that
came
in
related
to
the
Hans
project
come
down
below.
There
was
a
transfer
in
from
the
general
fund
But.
Ultimately,
at
the
end
of
the
day,
you
expended
monies
in
your
capital
projects
fund
and
we'll
go
over
the.
What
makes
up
the
capital
projects
fun
on
a
different
slide,
but
the
beginning
of
the
year
you
had
6.5
million
dollars.
Q
You
used
1.2
million
dollars,
which
is
the
net
of
the
effects
of
the
expenditures
and
the
various
revenues
that
came
in,
and
you
still
have
5.3
million
dollars
in
your
capital
projects
fund.
And
then
your
debt
service
fund
didn't
have
much
of
a
balance
in
it
previously,
but
there's
that
six
million
dollars
that
was
moved
over
now.
You
have
7.3
million
dollars
sitting
in
reserve
in
The
Debt
Service
fund.
Q
So
that's
the
revenues,
the
expenditures
for
the
year-
and
this
is
as
of
June
30th
2022.
This
is
your
balance
sheet
at
the
point
in
time,
as
of
June
30,
a
specific
time
where
your
assets
and
your
liabilities,
your
current
assets
over
your
current
liabilities,
being
your
fund
balance.
So,
as
you
can
see
your
total
assets
at
June,
30th
2022,
which
are
predominantly
made
up
of
cash
and
Investments
with
38.7
million
dollars,
total
liabilities,
24.9
million
dollars.
Q
Most
of
your
liabilities
are
related
to
accrued
salaries,
payable,
withholdings
and
benefits
and,
like
I
said
in
in
the
past
and
in
the
finance
committee,
there's
just
a
timing
issue
in
terms
of
the
teachers
work
through
June
30th
they're
paid
through
August
31st.
So
we
wanted
to
accrue
back
those
salaries
and
benefits
in
the
period
in
which
the
teachers
provided
those
services.
Q
So
when
we
take
the
excess
of
the
assets
over
the
liabilities,
there's
that
12.7
million
dollars
of
fund
balance
of
which
2.5
million
dollars
has
been
reserved
for
employer
rate,
employer
retirement
rate
stabilization.
So
the
rate's
been
increasing
every
year
and
you
put
money
aside
to
kind
of
smooth
out
those
rate
increases.
I
mean
you
haven't
had
to
use
it
recently.
We
are
going
to
have
a
decrease
going
into
next
year,
related
to
the
timer
rate,
but
I
would
anticipate
that
would
start
to
tick
up.
Q
I
think
it's
just
kind
of
like
a
one-year
reprieve
in
terms
of
the
rate
being
reduced
a
little
bit,
and
you
know,
given
current
investment
income
and
the
piezers
I
would
anticipate
that.
You
know
once
it's
that
one
year
reprieve
for
the
rate
going
down.
I
anticipate
should
go
up,
so
you
do
have
money
there.
If
you
need
to
smooth
in
any
kind
of
rate
increases
in
the
future,
and
then
they
have
the
capital
projects
fund
and
that
service
monies
that
are
sitting
committed
and
restricted
for
their
intended
purposes.
Q
The
next
one
I'm
going
to
touch
base
on
is
the
Food
Service
fund.
I,
just
wanted
to
you
know,
touch
base
on
the
Food
Service
fund
because
of
the
really
good
year
that
the
food
service
fund
had
I
went
over
this
in
the
finance
committee.
Q
So
at
the
end
of
2022,
you
could
see
you
had
a
positive
change
in
your
net
position,
almost
2.2
million
dollars
and
in
fact,
I've
had
the
balance
sheet
here
too,
see
that
your
cash
position
was
extremely
strong
within
the
Food
Service
fund
it.
Now
you
have
a
good
net
position
as
well
related
to
the
Food
Service
fund
at
year.
End.
Q
The
next
slide
I
just
want
to
point
out.
This
is
just
the
detail
of
all
the
debt
of
the
school
district
and
the
various
maturities.
Q
You
know
the
district
works
with
a
financial
advisor
to
ensure
that
the
maturities
of
the
school
district's
debt
is
consistent
year
over
year.
So
in
the
case
of
Centennial,
the
annual
Debt
Service
budget
is
approximately
11
million
dollars
and
I
know
that
the
board
of
management
works
with
your
financial
advisors
to
identify
any
kind
of
future
refundings
that
may
be
available
in
terms
of
saving
money.
I,
don't
know
how
many
opportunities
there
will
there
will
be
in
the
future.
Q
A
lot
of
your
bond
issuances
are,
you
know,
relatively
new,
but
there
could
be
opportunities
in
the
future
to
also
look
for
future
refunding
opportunities
and
save
related
to
your
interest
rates
and
then,
finally,
the
second
most
important
part
of
the
audit
report.
We
had
the
first
three
pages,
which
were
the
clean,
unmodified
audit
opinion
and
then
also
the
summary
of
the
Otters
results
indicating
that
you
know
number
one.
There
was
that
unmodified
report.
There
were
no
significant
deficiencies
or
material
weaknesses.
Q
That
would
need
to
be
reported
to
the
board
no
instances
of
non-compliance
also
as
part
of
our
audit.
We
need
to
audit
your
federal,
Awards
and
report
that
back
to
pde
and
also
to
the
federal
government
and
in
the
case,
during
the
current
year,
we
audited
two
programs
number
one.
Q
So
we
had
no
issues
related
to
either
of
those
Pro
programs,
and
the
good
news
is
both
of
those
programs
have
easy
compliance
requirements
so
in
in
addition
that
we,
we
know
to
no
issues
as
part
of
our
audit
and
then
finally,
we
can
see
down
at
the
bottom
we're
identifying
that
we
didn't
have
any
findings
related
to
not
only
the
financial
statement
audit,
but
also
the
federal
award
program
audit.
So
the
school
district
also
has
filing
deadlines
that
they
need
to
meet
with
the
state
of
Pennsylvania
and
all
those
were
met.
Q
Regarding
the
annual
financial
report
that
was
filed
with
the
state
priority
year
prior
to
the
calendar
year,
end
of
December,
that's
it.
D
It's
questions
that
I'm
going
to
ask
are
meant
to
highlight
some
key
things.
You
pointed
out
for
the
listening
audience.
One
is
you
said
multiple
times
the
one-time
dollars
relative
to
this
past
year,
which
we
highlighted
to
the
board,
but
that
significant
five
million
dollar
windfall
you
saw
that
across
multiple
districts
across
the
state.
So
that's
not
unique.
Q
I
mean
even
it
was,
you
know,
even
the
school
districts
that
don't
necessarily
have
great
EIT
or
real
estate
transfer
tax
collections.
We're
seeing
these
types
of
increases
year
over
year.
So
but
those
are
the
kind
of
revenues
that
could
fluctuate
On
Any
Given
year
and
they
could
go
easily
go
back
the
other
way
as
well.
So
so.
D
Highlight
it
because
our
budgetary
planning
we
have
approached
it
is
just
that
and
not
to
count
that
as
a
recurring
opportunity.
The
other
question
I
like
on
the
record,
is
the
importance
of
fund
balance
to
a
bond
rating,
because
later
you
got
to
the
part
about,
we
have
some
newer
bonds.
But
if
the
opportunity
comes
to
save
money
which
I
have
done
in
other
districts
by
refinancing,
our
bond
rating
plays
a
factor
in
that.
D
Q
I'm
sure
Tom
knows
this
and
anybody
else
that's
sitting
so
regularly.
There's
those
s,
p
s,
p
ratings
and
there's
a
and
there's
a
phone
call,
and
you
know
there's
two
main
questions
that
the
bond
rating
people
ask.
They
ask
you
know
how
much
is
your
fund
balance
and
are
you
raising
taxes
every
year?
I
know
that
raising
taxes
is
a
very
popular,
but
they
like
to
see
that
you're,
raising
or
trying
or
you're
moving
forward
with
your
taxes,
but
fund
balance
is
primarily
the
number
one.
Q
D
One
on
the
record
you
mentioned
The
Debt,
Service
Reserve
funds,
which
we
move,
that
one
fall
one
time
windfall
in
it.
It
you
pointed
out
something
that
we
have
recently
added
to
the
March
13th
budget
presentation
for
the
board
is
a
combination
of
potentially
lower
tax
increase,
but
they
could
tap
into
that
one-time
money
which
I
have
always
termed
in
my
20
years
as
a
superintendent,
technically
a
structurally
imbalanced
budget.
But
you
could
do
that.
Yes
to.
C
Q
That
is,
that
is
correct,
I
mean
it's
only
one
time
so
I
mean
you
only
could
do
it.
So
if
you
keep
on
tapping
into
it
say
you
tap
into
it
for
three
or
four
years,
you
only
then
that's
gone.
Then
you
have
to
build
that
back
into
your
regular
general
fund
budget.
So
it's
you
know
kind
of
like
an
emergency
one-time
kind
of
thing.
H
If
able
to
answer
this,
I
see
that
for
the
the
Food
Service
fund,
that
the
the
jump
from
the
20
2021
to
2022
is
that
the
normal
I
mean
that's
a
huge
jump.
Q
22
page
22,
so
the
oh,
the
2.2
million
dollars,
so
there
there's
a
there's
two
pieces
to
that.
That's
kind
of
skewing
that,
as
you
can
see,
oh
so
within
your
food
service
fund,
we
have
to
account
for
your
food
service
fund,
like
as
if
it's
a
business,
and
because
of
that
we
need
to
record
the
Actuarial
liabilities
the
proportionate
share,
because
your
food
service
workers
are
in-house
workers.
So
there's
liabilities
that
you
could
see
on
page
number,
21
related
to
opeb.
Q
So
we
have
to
float
that
through
that
positive
adjustment
through
your
food
service
financial
statement,
so
that
2.2
million
dollars
in
part
is
not
only
because
of
the
great
reimbursement
rates,
but
also
because
of
the
fact
of
the
positive
adjustment
within
the
net
pension
and
the
net
opeb
liability
for
pisers
they're
running
through
these
financial
statements.
So
it
could
easily
go
back
the
other
way
now
because
the
investment
income
is
going
to
be,
as
you
know,
not
as
good
as
it
was
in
previous
years.
Q
So
that's
what
I
was
kind
of
talking
about
with
the
users
rate.
It's
going
it's
going
to
decrease
slightly
for
one
year
and
then
I
don't
know
if
it's
going
to
decrease
again,
but
it's
anticipate
it'll.
Probably
go
up
and
with
the
break
going
up,
the
liability
related
to
the
actual
evaluation
will
go
up
as
well.
D
Thank
you,
Miss
Carlson.
The
reimbursement
issue
from
a
practical
administrative
standpoint
is
something
that
our
state
and
National
associations
have
been
trying
to
get
the
feds
to
hold
on
to,
because
we
actually
had
more
children
eat
who
needed
it
when
they
did
it,
and
that's
been
a
fight
that
we
may
lose
so
that
reimbursement
may
drop
again.
R
Yeah
all
right
good
evening,
everyone
hit
this
up
on
the
so
a
lot
of
a
lot
of
great
information
tonight,
we're
hoping
to
keep
the
the
interest
up
and
the
the
ball
rolling.
We
are
going
to
talk
a
little
bit
about
the
district
calendar
committee
for
next
year.
This
is
our
third
year
going
through
this
process
in
terms
of
engaging
a
committee
to
help
build
out
the
district
calendar.
So
there
are
a
lot
more
slides
here
than
we're
actually
going
to
hit,
because
this
is
the
third
time
we're
seeing
this.
R
Many
of
you
in
the
room
were
on
the
committee
and
part
of
the
process
is
to
get
shared
through
weekly
updates,
as
well
as
at
the
Education
meeting
to
start
with
the
Mission
Vision.
You
know,
as
we
said,
one
of
the
the
major
shifts
we
tried
to
make
with
the
calendar
was
to
really
build
this
around
as
a
system
to
help
improve
student
outcomes
and
really
get
to
that.
C
R
We
go
back
it
up
a
little
bit
real,
quick.
We
followed
actually
I'll
start
with
the
with
the
with
the
why
we
wanted
to
maintain
a
continuity
of
student
learning.
If
you
remember
in
the
past,
the
calendar
was
very
choppy
where
there
was
a
lot
of
sort
of
half
days
and
two
hour
delays
over
the
past
going
into
our
third
year
now,
we've
been
trying
to
create
a
sense
of
stability
in
terms
of
learning
for
our
students,
as
well
as
professional
learning
for
our
staff.
R
As
always,
we
want
to
make
sure
that
we're
staying
compliant
with
the
cea
collective
bargain
agreement,
as
well
as
being
compliant
with
local
state
and
federal
requirements.
We
really
did
start
with
the
current
calendar,
mirror
that
into
next
year's
schedule
and
then,
with
the
committee
go
through
and
poke
holes
in
anything
that
seemed
a
little
bit
a
little
bit
off
out
of
kilter,
so
to
speak,
followed
a
little
bit
later
of
a
timeline
this
year
than
we
have
in
the
past.
R
Typically,
we
would
have
started
this
in
the
fall,
but
we
started
this
in
January
and
went
pretty
intensely
right
through
until
tonight,
where
we're
asking
for
approval
of
next
year's
calendar,
as
we
do
with
all
of
our
big
decision
making
processes
in
the
district,
we
follow
the
Stanford
design,
thinking
process
I
went
through
those
different
phases.
R
In
order
to
get
to
the
point
where
we
are
tonight,
we
did
send
out
a
thought
exchange
to
selective
groups
in
the
district
again
parent
committee,
parent
advisory
student
advisory
leadership,
faculty
staff
got
some
results
there
and
really
want
to
just
focus
on
the
highlights
for
this
calendar.
Because
again,
this
really
mirrors
a
lot
of
the
current
calendar
this
year,
as
well
as
last
year
with
minor
tweaks
along
the
way.
As
we've
done
for
the
past
three
years,
we've
been
able
to
have
a
set
date
for
graduation.
R
What's
that
yay,
that's
right
with
with
a
nice
little
window,
built
in
in
case
there's
rain.
Let
me
knock
on
wood,
hope,
I
didn't
just
jinx
it,
but
that
is
that
is
in
place,
as
we've
done
in
the
past,
that
full
week
off
for
winter
break.
Similar
to
previous
years
is
still,
in
this
calendar
a
full
week
off
for
spring
break
similar
to
the
past
two
years.
R
This
year
and
last
year
we
did
again
start
with
an
earlier
Academic
Year
prior
to
Labor
Day
again
under
the
the
the
why,
behind
more
instructional
days
earlier
in
the
year
where
students
are
more
engaged
in
the
learning,
I
can
tell
you
days
in
August
days
and
September
are
much
more
productive
than
days
in
June.
It
really.
R
It
gives
us
more
time
to
get
kids
while
they're
more
engaged
in
the
learning
and
gives
us
more
time
before
the
the
big
state
Assessments
in
the
spring
and
as
you'll
see
in
the
next
presentation,
we're
seeing
really
really
good
returns
on
getting
I
think
when
we
shared
the
first
year.
R
We
we
added
about
12
12,
full
instructional
days
to
the
calendar,
by
getting
rid
of
a
lot
of
the
half
days
and
two-hour
delays,
and
starting
earlier,
we
we
put
about
I,
think
it
was
10
to
12
more
robust,
really
focused
instructional
days
in
into
the
day
for
our
students.
We
did
build
into
snow
days
this
year,
as
we
did
the
past
two
years.
That
way
again,
if
there
is
inclement
weather
we're,
not
you
know
trying
to
move
a
bunch
of
stuff
around
at
the
end
of
the
year.
R
In
a
panic,
we
do
still
have
the
five
flexible
instructional
days
for
snow
and
inclement
weather
for
at
least
one
more
year,
and
then
we'll
have
to
reapply
for
those
as
long
as
the
state
is
still
offering
that
we
did
start
our
professional
learning
earlier
in
the
year
spread
it
out
throughout
the
year,
we've
offered
those
flexible
options
for
our
teachers,
with
some
of
the
asynchronous
virtual
work,
which
is
very
popular
as
a
part
of
the
phone
exchange
and
then
one
of
the
big
additions.
We
were
really
excited
about
this
year.
R
R
We
heard
from
parents
that
that
sometimes
created
a
little
bit
of
a
challenge
for
Child
Care
during
that
time,
so
the
why
came
through
and
is
offering
a
very
low
cost
option
for
camp
that
that
immediate
week
after
and
we
have
connected
to
this
in
board,
docs
is
the
flyer
from
the
YMCA.
So
we're
really
thankful
for
that
partnership
with
the
YMCA
and
really
excited
that
we
were
able
to
to
work
that
out
with
them
to
help.
R
You
know,
support
our
families
as
we
we
move
forward
and
that's
the
front
of
the
camp.
But
again
it's
connected
to
the
presentation
and
board
docs
at
the
end.
Two
things
were
board
has
to
consider.
R
You
know
one
the
179
days
for
seniors.
We
will
have
the
board,
considering
an
exception
of
policy
803
to
come
in
under
the
one
the
180
required
days
as
it
has
in
the
past.
Well,
the
past.
It
was
a
100.
You
know
fee
to
do
that.
This
board
has
done
that
each
year.
So
that's
coming
back
to
the
table.
Jane's
got
her
money
out
on
the
table
right
now
and
then
just
something
that
just
to
put
on
your
radar.
R
We
don't
know
if
this
is
happening
yet,
but
there
was
an
article
that
we
included
in
here
that,
because
2024,
the
presidential
primary
election
is,
is
that
spring
the
April
23rd
day,
which
currently
is
set
as
the
primary
day.
We
have
a
snow
makeup
day
with
schools,
closing
offices
open
that
could
move
to
March
19th.
R
So
if
that
happens
only
if
we
will
be
bringing
this
back
to
the
board
for
a
slight
tweak
and
a
slight
adjustment
to
move
that
snow
makeup
day
with
the
all
schools,
closed
offices
open
to
the
March
date.
If
it
happens,
there
is
and
there's
an
article
there
from
H
WHYY
that
kind
of
says
that
right
now,
they're
considering
moving
the
primary
up
a
bit.
So
we'll
keep
you
posted.
If
you
don't
hear
from
us,
then
it'll
stay
April
23rd.
R
But
if
that
changes,
we
will
be
bringing
the
calendar
back
next
year
to
make
that
once
we
find
that
out,
we'll
bring
it
back
for
that
that
slight
modification,
thanks
to
the
committee
that
was
involved,
everybody
that
you
know
participated
in
the
fall
exchange
again
went
very
smoothly
this
year.
R
You
know
we
got
to
meet
not
as
many
times
as
we
have
in
the
past,
but
the
meetings
have
been
really
productive
and,
and
we
do
believe
that
all
the
voices
were
brought
to
the
table
and
considered
as
we
made
decisions
moving
forward.
Any
questions.
F
Yes,
ma'am
decades,
if
not
longer,
school
started
after
Labor
Day
yeah
Philadelphia
school
system,
which
I
seldom
praise
has
opted
to
go
back
to
starting
school
after
Labor
Day.
F
F
F
What
is
the
possible
rationale
to
going
two
weeks
before
Labor
Day,
rather
than
one
to
say
nothing
of
starting
after
Labor
Day,
which
has
been
been
done
by
evidently,
people
who
didn't
know
anything
for
all
those
years
who
started
school
after
Labor,
Day
and
I?
Certainly
don't
understand
why
we're
shortening
by
even
one
day
for
seniors.
It
seems
that
we
could
have
them
go
to
account
for
180
if
they
even
showed
up
for
two
hours
and
played
Checkers
or
something
but
I
just
I.
F
Just
don't
understand
why
kids
can
learn
can't
learn
in
June,
but
they
can
learn
in
August.
That's
that's
just
something
I
don't
understand,
but
your
committee
was
almost
as
big
as
a
one
to
figure
out
how
to
write
report
cards,
but
that's
okay,
I
probably
will
get
out
voted
but
I
traditionalist
sure
I
like
to
start
school
after
Labor,
Day
and
Philadelphia
has
been
smart
enough
to
go
back
to
do
that.
Thank
you.
Okay,.
H
Can
we
move
on
to
the
status
of
the
student
academic
performance.
R
So
good
evening,
again,
obviously
joining
with
joining
me
tonight
is
Mr
Joe
rutz,
our
director
of
teaching
and
learning
we're
going
to
be
presenting
on
the
status
of
student
academic
performance
as
we
do
every
February
I'll
do
a
couple.
Opening
slides,
provide
some
context
and
turn
it
over
to
Mr
rutz
for
the
meat
of
the
presentation.
Just
to
give
you
an
idea
as
well
just
to
try
to
keep
things
condensed
we're
just
going
to
hit
an
executive
summary
of
the
achievement
and
the
growth
here
there
is.
R
There
are
a
lot
more
slides
following
the
presentation
that
we're
gonna
publicly
present
that,
if
you're
interested
to
go
into
a
deeper
dive
with
the
data,
you
may
so
again,
Centennial
School,
District,
Mission
Vision
belief
really
trying
to
tie
everything
we're
doing
the
decisions
we're
making
to
helping
our
students
be
prepared
for
post-secondary
Education
career
and
life
Readiness.
Tonight.
R
You've
seen
so,
we
did
want
to
to
give
a
nod
back
to
the
presentation
we
did
with
Mr
Greenwood
around
the
budget
back
in
early
February,
because
the
message
we
hope
that
we're
we
hope
we're
trying
to
articulate
is
that
you
know
the
decisions
we
make
around.
R
You
know
budget
and
what
we
spend
should
have
a
direct
impact
on
the
outcomes
for
our
students
and,
as
we
said
back
in
February,
and
we're
trying
to
show
tonight
is
that
the
money
we're
spending
on
educating
our
students
is
actually
having
a
really
positive
impact
on
their
outcomes,
both
at
the
district
level
and
at
the
state
level.
R
In
terms
of
the
data
we
shared
that
there
are
five
Trends
in
K-12
education
right
now
that
really
lead
to
how
districts
are
trying
to
shape
their
Futures,
and
we
are
going
to
highlight
all
five
of
these
tonight
in
our
presentation.
So
you'll
see
these
on
each
of
the
slides
that
we
present
around
the
data
that
we
have.
R
You
know
leaders
transforming
strategic
plans
to
meaningful
action,
really
getting
a
return
on
both
the
investment
you're
making
into
the
district,
as
well
as
on
our
instruction
for
our
students,
and
we
keep
going
back
to
this
idea
that
we
believe
with
the
plan
we
have
in
place
now
and
the
decisions
we're
making
as
a
team
and
as
a
district,
we
are
really
living
centennial's
Mission
and
that
the
Strategic
investment
of
our
funds
is
causing
an
increase
in
student
performance
and
you'll
see
evidence
of
that
in
a
little
bit.
R
Just
another
reminder
of
what
we
were
trying
to
recover
from
was
twofold
one.
We
had
about
a
10-year
lapse
in
alignment
with
most
of
our
our
major
academic
programs.
The
standards
and
assessments
changed
between
2010
and
2014.
R
We
had
had
attempts
in
alignment
in
some
cases
and
and
then
had
just
waited
some
time
to
align
in
others
which
led
to
a
drop
and-
and
you
know,
some
decrease
in
student
performance
over
the
years
and
then
on
top
of
that
the
pandemic
hit.
And
so
what
we've
been
trying
to
do
since
then
is
really
correct.
R
Two
areas
of
challenge,
one
getting
ourselves
aligned
and
and
the
professional
development
for
our
teachers
done
around
the
shifts
that
have
been
expected
since
2010,
but
also
then
recovering
from
the
pandemic.
Where,
for
about
a
year
and
a
half,
there
was
a
lot
of
Unfinished
learning
that
took
place,
and
this
is
just
a
list
of
a
lot
of
the
the
exact
times
and
dates
of
when
we
did
get
aligned
or
attempted
to
align.
R
Since
2010-11
I
would
like
to
point
out
the
green
stars
and
give
a
shout
out
to
now
Dr
Ernie
Ortiz,
who
was
here
at
the
time,
but
a
couple
years
ago,
when
we
started
back
in
2019-20
when
we
started
talking
about
you
know
our
reading
English
language
arts
program
and
the
struggles
we
were
facing
in
the
elementary
schools
really
had
encouraged
us
to
take
a
hard
look
at
the
science
of
reading
and
structure
literacy
as
a
framework
and
as
thanks
to
the
board,
we
partnered
with
the
aim
Institute
for
all
that
time
and
have
been
doing
forward
year.
R
Four
of
really
high
level
professional
development
around
that
and
the
state
last
year
adopted
legislation
that
now
requires
that
professional
development
to
begin
starting
in
the
fall.
So
we
were
two
years
ahead
of
the
state
legislation
in
three
years
ahead
of
implementation
when
it
came
to
our
our
science
of
reading,
and
so
that's
a
big
shout
out
to
Dr
T's
and
him
really
pushing
that
that
new
knowledge
he
was
learning
at
the
time
into
our
conversation
as
a
district
and
as
an
office.
R
The
other
thing
we
want
to
remind
you
again.
It
was
just
the
pandemic,
while
the
actual
shutdown
is
over.
We
have
a
lot
of
students
for
the
next
number
of
years,
still
coming
through
our
school
system.
Who
had
you
know
two
years
of
interrupted.
Learning
that
we're
trying
to
you
know
do
the
best
we
can
and
put
supports
in
place
to
help
them.
R
You
know
recover
both
social
emotionally
and
academically
to
get
back
to
where
they
need
to
be
so,
as
I
mentioned
before,
and
about
to
turn
it
over
to
Mr
rutz,
the
executive
summary
we're
going
to
hit
state
level
data
on
slides
11
to
16,
which
are
pssas
and
keystones
will
hit
District
level
data
on
17-24
and
then
Dr
best
will
come
up
and
and
share
some
of
the
climate
and
culture
data
that
we've
collected,
because
these
are
the
the
you
know.
R
Three
main
buckets
we've
been
looking
at
recently
to
help
Drive
our
programming
moving
forward.
You
can
see
there's
a
second
set
of
slide
numbers
37
to
43
44
to
57
52-65.,
we're
not
going
to
go
through
those
tonight,
but
that's
a
more
specific,
broken
out.
Look
at
all
the
data
we're
about
to
share
we're
going
to
give
you
the
Highlight
summaries,
celebrate
a
lot
of
the
positive
growth
a
couple
areas.
S
Thank
you,
Mr
Gabriel,
welcome
good
evening.
Everyone,
as
Mr
Gabriel,
said
we're
going
to
look
at
two
kind
of
buckets
of
data
once
would
be
state
level,
data
and
PCs
and
keystones,
and
it's
going
to
be
internal
data.
Local
data
that
we
are
have
been
collecting.
S
First,
we
want
to
share
with
you
we're
going
to
share
three
subject
areas
with
you:
pssa
English
language,
arts
and
the
Keystone
literature
algebra,
one
PSA,
math
and
algebra,
and
also
pssa
science
and
the
Keystone
biology
test
for
last
year.
This
is
how
our
student
data
broke
down
for
both
the
pssa
ELA
and
Keystone
literature.
S
Most
of
this
data
student
achievement
data
is
in
line
with
previous
achievement.
Previous
years
last
year
was
the
first
year
we
went
fully
online
grades
three
through
eight
with
the
pssa.
The
state
has
offered
that
to
districts
since
2014
last
year
was
the
first
year
that
we
went
fully
digital
with
the
pssa.
S
S
For
mathematics
and
algebra
same
thing,
our
student
data
for
grades,
three
through
eight
and
math
and
Algebra
1
at
the
excuse
me
the
Keystone
exams.
We
also
were
fully
online
for
the
first
time
for
the
psccs
in
math
last
year,
CPM
math.
We
brought
that
in
fully
aligned
grades
6
through
12.
again
the
pandemic
interrupted
the
first
year
of
implementation
on
that.
If
we
were
in
our
first
year
in
1920
of
implementation
of
the
new
standards
line
program,
when
the
pandemic
hit.
S
Last
slide
for
state
level.
Data
is
the
pssa
science
which
is
given
at
only
fourth
and
eighth
grade.
Again,
it
was
our
first
year
online,
fully
online
for
the
pssa
are
grades.
Six
through
eight
curriculum
is
aligned
to
ngss
standards.
It's
called
amplify
science
they're
a
little
bit
different
than
pssa
standards.
Pa
standards
excuse
me
and
we
have
new
Pennsylvania
science
standards
as
of
July
of
2022.
S
We
are
already
working
being
proactive
to
get
ready
for
that,
for
the
state
requirements
must
be
implemented
by
25
to
20,
25
26
and
we'll
have
a
new
fourth
and
eighth
grade
pssa
and
Keystone
biology
exam
again.
Most
of
this
data
was
in
line
with
some
previous
years.
I'll
talk
about
some
of
the
regression
due
to
the
pandemic.
In
a
moment
that
was
achievement.
This
is
pvos
growth,
value-added
growth,
where
our
students
grew
in
light
of
the
achievement
on
the
test,
and
you
can
see
for
2022
in
the
top
left.
S
The
real
I
read
English
language
arts,
where
we
were
with
growth,
math
top
right
and
Science
in
the
center
again.
I
want
to
reiterate
that
last
year
was
our
first
fully
online
pssa.
Some
highlights
we're
starting
to
see
some
positive
student
growth,
especially
in
grades
five
through
eight
math,
because
we
are
settled
finally
in
the
last
couple
years
on
a
standards
aligned,
curriculum,
Eureka
Math
at
the
elementary
level
and
CPM
math
at
the
secondary
level.
S
S
An
interesting
note
is
that
we
have
one
extra
fully
extra
year
called
a
full
year
of
instruction
prior
to
students
taking
the
Keystone
literature,
because
they
take
that
at
the
end
of
a
10th
grade,
and
we
saw
a
drop
off
some
regression
in
our
grade.
8,
pssa
science
and
the
biology
keystones.
Those
two
test
scores
traditionally
here
in
Centennial
have
great
year-over-year
growth.
S
The
pandemic
really
hit
them
hard.
If
you
can
imagine
the
difficulty
in
trying
to
do
science
labs,
which
really
can
occur
when
you're
virtual.
S
Again,
just
a
couple:
takeaways
are
state
level
state
level.
Achievement
is
consistent
with
past
Year's
results.
We
continue
to
be
in
this
kind
of
the
60
40
window,
with
Ela
and
3070
with
math.
We're
continue
to
see
positive
growth
in
our
secondary
English
language
arts
and
into
our
secondary
mathematics
again
because
of
Standards
aligned,
curriculum
professional
development
around
that
attention
is
being
paid
to
both
grades
four
and
eight
and
the
high
school
science
test
scores
on
the
state
level
and
high
school
mathematics
as
well
as
Mr
Gabriel
said.
S
We
continue
to
deal
with
and
address
unfinished
learning
recovery
that
continues
we're
going
to
you
can
see
the
needs
here.
The
initiatives
we're
gonna
a
lot
is
ongoing.
We're
going
to
continue
the
good
work
that
we're
doing
being
proactive,
ongoing,
PD,
maintaining
sustaining
or
consistency
with,
aligning
our
curriculum
and
our
instruction
to
state
standards.
S
One
challenge
with
pcc's
and
keystones:
they
are
a
data
point,
but
they
are
a
data
point
one
of
many
it's
just
a
snapshot
of
where
students
are
at
One,
Moment,
In,
Time
and
that's
important,
especially
when
we
look
at
internal
data
District
level
data,
because,
unlike
the
pccs
and
the
keystones
when
it
comes
to
our
internal
assessments,
we're
assessing
students
multiple
times
per
year-
and
this
is
where
we
start
to
see
some
growth
internally.
S
Just
a
quick
review-
I
know:
we've
discussed
this
before,
but
the
in
education
of
three
tiers
tier
one
is
when
students
in
green
at
the
bottom
are
at
or
above
grade
level
tier
two,
when
students
are
one
great
level
below
and
tier
three,
when
a
student
is
two
or
more
grade
levels
below
and
you'll,
see
that
represented
here
in
our
iready
data.
S
This
again,
I'm
working
from
left
to
right
here
left
was
our
fall
assessment.
Data
on
the
right
is
your
winter
assessment
data.
This
is
K8
in
Reading.
We
use
I
ready
as
our
assessment
a
diagnostic
assessment
tool.
Three
times
per
year
fall
was
at
the
beginning
of
the
year
in
September,
a
winner
just
wrapped
up
in
January
and
we'll
have
a
third
assessment
again
in
May,
and
you
can
see
movement
from
tier
three
into
tier
one,
which
is
exactly
what
we
want
to
see
from
our
students.
That's
in
Reading
K-8
math.
S
S
S
S
S
We
continue
to
focus
on
teaching
and
learning
the
main
thing
being
the
main
thing:
having
strategic
and
multi-year
professional
development
plans
and
a
team
approach,
admin
team
building
leadership,
teachers,
coaches
specialists
for
Aries
Improvement.
We
continue
to
align
our
district
needs
to
evidence-based
practices,
we're
going
to
continue
to
resolve
redundancies
in
platforms
that
we
may
have
in
the
district,
we're
anticipating
the
adoption
of
wit
and
wisdom
as
a
K-5
literacy
program
starting
in
2023-24
school
year,
and
continue
unfinished
learning
recovery.
R
R
The
district
level
data
there's
a
lot
of
green
arrows
pointing
up
on
those
slides,
that's
all
indicative
of
growth
and
then,
obviously
the
opposite
of
that
with
the
triangles
is
the
more
that
we
see
decreases
in
red
and
yellow
it
increases
in
green,
the
better
meaning
kids
are
moving
out
of
intensive
support
into
the
the
tier
one
general
education
curriculum.
Why
did
this
happen?
And
again
I'm
going
to
go
back
to
the
February
7th
board
budget
meeting
that
we
talked
about?
R
You
know
we
were
able
to
very
strategically,
as
a
team
repurpose
a
lot
of
Esther
funding
to
put
resources
in
place
to
help
support
teachers
in
doing
what
they
need
to
do.
Fundations
kits
classroom
resources
to
match
those
kits
geodes
intervention
tools
for
technology,
manipulative
kits
in
the
math
classes,
continuing
with
our
Panther
Cubs
summer
programming,
so
really
establishing
not
only
resources
but
programs
to
help
support
students
beyond
that.
And
then
this
will
take
us
into
our
our
next.
R
Our
next
set
of
slides
around
climate
and
culture
is
also,
as
we've
talked,
about,
adding
people
adding
Specialists,
adding
coaches,
adding
teachers
and
power
professionals
to
to
the
team
to
help
support
the
the
big
swaths
of
need
that
were
left
behind
from
both
again
the
lack
of
alignment,
as
well
as
the
pandemic,
and
really
turning
our
eye
towards
the
coordinator
of
student
services
for
social,
emotional,
academic
learning,
really
making
sure
that
we
do
put
a
priority
and
put
resources
and
or
put
resources
towards
helping
our
students
recover
from
from
the
pandemic
in
a
lot
of
different
ways
and
that'll
bring
us
next
to
Dr
best
I'll
come
up
and
talk
a
little
bit
about
the
climate
culture
survey
data
that
they
collected
this
year,
which
really
ties
into
that
that
social,
emotional
academic
learning
piece.
R
T
Good
evening
this
year,
the
the
school
district
launched
our
our
first
climate
culture
survey
in
a
few
years.
The
purpose
of
this
was
to
to
collect
perception:
data
from
stakeholders
around
the
district
on
school
and
building
environment,
the
academic
environment,
the
social
environment
as
well
as
stakeholder
inclusiveness.
This
is
something
that
is
not
only
good
practice,
but
also
required
by
the
state
which
came
out
in
in
one
of
our
previous
performance
audits.
T
Our
plan
is
to
conduct
this
annually,
so
in
the
future
years
we'll
be
able
to
not
only
have
individual
year
data
but
comparative
data,
so
we
can
chart
growth,
an
improvement
in
different
areas.
I
just
want
to
share
a
little
bit
about
the
survey
this
evening
and
as
Mr
Gabriel
mentioned,
there's
a
deeper
dive
available
later
in
the
slide
deck.
As
you
can
see,
we
had
just
over
2500
respondents
to
the
survey.
T
Our
largest
respondent
group
were
students
because
we
have
them
in
school
as
a
captive
audience,
so
we
can,
we
can
have
them
complete
the
survey
for
us
ten
percent
of
our
our
responses
came
from
staff
members
as
well
as
13
from
parents.
One
thing
to
note:
Hanover's
instrument
recommends
that
only
students
in
grades
7
through
12
complete
the
survey.
T
So
when
you're
looking
at
this
chart-
and
you
see
people
identifying
as
Elementary
or
middle
those
could
be
seventh
or
8th
grade
students
at
the
middle
level
or
they
could
be
staff
members
or
parents.
Elementary
is
all
staff,
member
and
parents
identifying
there
just
for
clarity,
some
strengths
that
I
wanted
to
share
this
evening
that
really
shine
through
during
the
perception
survey.
Analysis.
90
of
our
respondents
believe
that
the
technology
we
have
supports
student
learning,
84
percent
of
respondents
agree
that
their
child
or
their
child's
School
wants
their
child
to
succeed.
T
87
percent
of
the
respondents
agree
that
teachers
expect
students
to
do
their
best
in
school
and
99
percent
of
Staff
members
report.
They
have
positive
relationships
with
students
at
the
school
and
I.
Think
it's
really
important
to
highlight.
Each
of
these
areas
of
strength,
because
they're
they're,
critical
to
the
success
and
and
the
growth
that
you
just
saw
shared
earlier,
a
few
areas
of
that
we
view
as
opportunities
for
improvement,
we'd
really
like
to
get
a
larger
parent
response
on
a
survey
tool
like
this.
T
So,
for
example,
here
this
screenshot
shows
that,
while
our
our
staff
members
and
our
parents
and
Guardians
feel
that
children
are
very
engaged
in
school,
our
students
are
reporting
that
they're,
not
necessarily
as
engaged
as
adults,
believe
they
are
so
a
result
like
this
can
can
help
us
and
in
knowing
to
focus
on
student
engagement
as
an
area
for
improvement,
but
it
also
gives
us
some
wonderings
that
we're
going
to
address
through
focus
groups
about
why
there's
a
disconnect
between
what
the
adults
believe
and
what
the
students
believe
as
well.
T
T
Parents,
30
48
percent
of
parents,
believe
that
we
are
transparent
in
decision
making
as
a
district,
with
a
really
large
percentage
that
24
percent
in
the
middle
saying
they
don't
agree
or
disagree,
whereas
our
staff
believe
we're
much
more
transparent
than
the
parents
did
so
we're
interested
in
finding
out
why
that
is
much
of
the
communications
are
the
same
that
are
shared
with
both
groups
and
what
we
also
really
want
to
learn
a
lot
about
is
that
middle
chunk
of
respondents
for
each
group,
24
for
parents
and
23
percent
for
staff,
who
kind
of
punted
on
the
item
and
didn't
indicate
whether
they
agreed
or
not.
T
U
Well,
we
saw
testing
being
done
in
the
fall.
We
saw
a
great
testing
coming
back
in
in
the
winter
time
and
I
guess
we'll
be
looking
at
State
Testing.
You
know
and
a
new
testing
in
the
springtime
as
well.
What
are
the
likelihood
of
some
of
them?
A
good
group
of
those
basic
students
moving
into
proficient.
S
Growth
always
comes
before
achievement.
Growth
always
comes
before
achievement,
so
we're
going
on
a
good
year
here,
Mr
godickson,
of
seeing
internal
growth
that
should
translate,
there's
no
guarantees,
but
that
should
translate
into
an
increase
of
achievement.
Scores
on
tests
like
the
piece
of
cities
and
key
stands.
S
It
is
difficult
and
I
don't
make
light
of
it,
and
it's
I
want
to
clarify
what
I'm
saying
it
is
saying
that
Keystone
are
a
data
point
and
they're
important,
but
they're,
not
the
data
point
they're
a
data
point
and
it
is
challenging
because,
as
many
of
you
now
we
don't,
we
don't
receive
student
achievement,
scores
back
from
the
pieces,
PCS
and
keystones
by
the
time
we
do
the
students
from
the
next
grade.
S
It's
very
hard
to
have
actionable
data.
That's
why
the
internal
data
tends
to
be
a
bit
more
productive
for
us
as
teachers,
I
I
assess
you
in
math.
I
still
have
you
in
my
classroom.
You
can
use
your
data.
I
can
use
your
data
to
help
intervene,
extend
enrich
your
education,
so
I
don't
have
a
clean
answer
for
you
test
wise
assessment
wise.
We
should
start
seeing
an
increase
in
achievement
scores
on
tests
like
the
pieces
in
keystones.
S
S
We
were
literally
that
was
the
first
year
of
amplify
science
in
grades,
six
through
eight,
that
was
the
first
year
of
CPM
math
and
six
through
12..
So
here
we
are
trying
to
implement
well
standards
line
curriculum
and
we
we
miss
out,
come
March
1st
much
of
the
much
of
the
educational
research
from
that
time,
states
that
students
basically
walked
out
of
2019-2020,
with
only
Having
learned
about
70
percent
of
their
reading
content
and
only
about
50
percent
of
their
math
content.
S
So
imagine
you're
in
third
grade
and
you're.
Basically,
the
pandemic
shuts
down
you're
at
grade
three
and
a
half
and
the
world
shuts
down
and
that
don't
even
started
on
summer
slide
and
all
that
good
stuff.
So
you're
coming
back
to
fourth
grade
months
behind
instructionally
and
we
are
still
in
that
chart
that
you
put
up-
is
very
powerful,
we're
going
to
deal
with
learning
recovery
for
years.
But
what
you
see
in
the
internal
data?
Yes,.
S
S
My
Mantra
is
always
growth
comes
before
achievement.
We're
seeing
great
growth,
the
the
PSN
keystones
are
an
achievement
test,
but
even
on
the
pivas
Michigan,
you
know
the
pivas,
which
is
the
value-added
system.
Pa
is
telling
us
that
our
students
are
growing
and
that
that's
the
main
thing
we
want
to
grow
kids
from
September
to
June.
U
Is
it
your
feeling,
too,
that
we
had
some
missteps
back
in
2014,
and
this
is
why
we're
now
aligning
hopefully
with
a
much
better?
You
know
curriculum
system
that
would,
you
know,
hopefully
move
everything
forward
and
in
a
more
efficient
system,
yeah.
S
I
mean
again
going
back
to
that.
It
was
tough
with
the
state
basically
going
to
adopting
Common
Core
in
2010
and
then
having
the
new
psses
in
2014.
When
the
state
went
to
the
new
psses
I'll
use
math
an
example,
Statewide
I
think
the
drop
off
in
scores
was
about
32
to
35
percent
across
the
state
of
PA.
Our
scores
dropped
about
44
43
44
and
that
lack
of
alignment
that
you're
always
playing
catch
up
like
I
said
teachers
have
been
great
admin
team
has
been
great,
we're
reducing
redundancies
or
getting
curriculum
aligned.
S
We've
got
multi-year
PD
plans
and
a
darn
pandemic.
You
know
when
you're
trying
to
implement
the
right
things,
and
do
you
have
two
subject
areas
in
the
first
year
of
implementation
that
goes
awry
because
of
the
pandemic.
One
of
the
last
legs
items
that
we're
looking
at.
If
we
move
forward
with
a
K5
literacy
program
with
wisdom,
for
example,
that
will
fully
align
the
two
cores:
K-12
and
Ela
English
language
arts
and
will
be
fully
aligned.
K-12
math.
S
I
hope
so
when
I
again,
I
don't
have
a
crystal
ball,
but
when
I
see
growth
like
this,
when
anyone
sees
growth
like
this
in
full
to
Winter
and
I'm,
just
picking
on
I-Ready
when
you
see
that
the
national
norm
and
I
ready
is
that
students
generally
are
going
to
earn
grow,
gain
68
percent
of
their
yearly
growth
from
September
to
June.
68
of
that
bucket
of
growth,
like
we
talked
about
at
the
education
committee
meeting
by
mid-year
and
our
students
are
at
about
80
80
or
higher
82
percent
85
percent.
S
That's
a
good
sign.
I
mean
it's!
It's
not
this!
It's
better
than
regressing.
We
are.
We
are
gaining
growing
in
great
swaths
here
with
our
students,
because
a
lot
of
things
are
coming
in
alignment
and
it's
been
with
great
support
from
all
of
you.
Mr
Gabriel
looked
at
that
reviewed
that
slide
of
some
of
the
things
we've
done.
I
mean
the
people
matter,
the
Specialists
matter,
the
coaches
matter,
the
coordinators
matter,
because
they
are
front
facing
with
teachers
with
professional
development,
with
improving
instruction
and
they're.
S
S
And
but
Mr
geanhart,
what
I
feel
good
about
if
I
can
just
link
it
back
to
the
piece,
the
pssas
and
keystones
while
the
achievement
is
not
where
we
want
it
to
be
yet
yet
we're
seeing
similar
growth
so
that
pivot's
growth
is
still
going
up
and
that
mimics
what
we're
seeing
with
I-Ready.
So
what
the
state's
telling
us
is
that,
on
the
state
level,
pieces,
States
and
keystones,
we
store
growing
students
and
we
see
that
in
our
internal
data
with
Devils,
with
iready
with
IXL.
S
H
H
Okay,
be
it
resolved
it's
Centennial,
School,
District,
Board
of
school
directors,
5.2
a
approves
an
exception
to
policy
803
school
calendar
to
allow
graduating
seniors
to
attend
school
for
179
days
in
the
2023-2024
school
year.
Second,
5.2
B
approves
The
District
academic
calendar
for
the
2023-2024
school
year,
setting
for
the
first
day
of
school
for
students
as
August
24,
2023
graduation
as
June
5th
2024
and
the
last
day
of
school
as
June
6
2024.
H
H
I
will
vote
no
any
abstentions,
so
that
will
be
so
that's
going
to
be
eight
one.
Seven
one
yes,
Mrs
broncato
has
excuse.
A
F
You
very
much
Finance
query.
We
have
items
presented
for
information
and
there's
items
presented
for
approval
for
information.
F
We
have
6.1
a
b
and
c
6.1,
a
I
think
we've
already
covered
the
the
bond
rating
and
you
have
a
significantly
appropriate
Bond
rating.
It's
going
up
a
little
bit
then
we're
in
good
shape.
I,
don't
know
if
we're
going
to
be
borrowing
any
money,
but
their
bod
rating
is
fine.
6.1
B
is
the
monthly
Pennsylvania
School
District
liquid
asset
fund
report.
F
If
anybody
has
any
questions
about
that
on
6.1,
C
I
will
call
I
guess
on
Mr
Greenwood,
who
hopefully
will
give
us
a
brief
rundown
on
where
we
are
with
that
or
Dr
Breton
or
somebody.
It
was
a
Saka.
Be
me
acceptors
questions
need
to
be
answered
regarding
the
preliminary
budget,
with
some
decisions
and
direction
from
the
board
so
that
Mr
Greenwood
knows
how
to
proceed
with
his
budget.
Mr.
D
F
Point
one
is
concluded:
if
anybody
has
any
comment
with
any
of
those
items,
we
can
move
to
approval,
which
is
6.2
A
and
B
same
if
I
have
a
question
or
one
any
of
those
changed.
If
not
6.2
a
is
to
accept
the
audit
and
financial
report.
F
Ending
June
30th,
which
we
heard
from
the
auditor
at
the
beginning
of
our
meeting
and
6.2
B,
is
to
approve
the
Bucks
County
IU
programs
and
services,
instructional
materials
and
Research
Services
budget
in
the
amount
of
2
million
262
841
dollars,
which
is
an
increase
to
our
district
of
841
dollars
or
point
zero,
four
percent.
So
is
there
a
second
for
those
two
items.
P
You,
madam
president,
7.1
items
presented
for
information
tonight
include
7.1
a
the
capital
project.
Summary
February
2023
I,
definitely
invite
everybody
to
give
it
a
look.
It
is
a
brief
I
promise
summary
of
some
completed
projects,
and
it
is
an
impressive
list.
So
there
are
photos
for
visual
Learners
like
me,
which
is
great
so
when,
when
Mr
Greenwood
shares
in
his
financial
reports,
the
quote
by
Jack
Lew,
the
budgets
are
an
expression
of
our
values.
Here's
what
that
looks
like.
P
So
it's
on
us
to
be
responsible
stewards
of
taxpayer
dollars
in
terms
of
educational
outcomes
and
the
upkeep
of
our
buildings
and
our
resources.
So
we
do
what
we
can
within
our
means,
but
the
goal
is
to
maintain
safe,
up-to-date
facilities
and
equipment
that
meet
the
needs
of
students
and
teachers,
and
this
is
just
a
bit
of
a
taste
of
what
that
investment
looks
like
in
practice.
So
give
it
a
look.
P
A
I
wanted
to
comment
on
7.2,
a
very
good
I
think
I
might
have
made
a
little
ER
okay,
because
we
approved
7.2
B.
So
my
point
was
this:
we
received
this
grant,
which
is
very
large
and
we,
as
a
board,
have
talked
about
issues
that
we
have
with
security.
V
Two
Personnel
requests
so
it
might.
They
give
us
flexibility
where
the
physical
security
requests,
the
estimates
might
be
different
when
the
actual
numbers,
but
the
reality
of
the
actual
submission,
whether
it
be
construction,
Consul
consultation,
you
know
other
physical,
technical
versus.
You
know
that
kind
of
other
thing.
If
we
were
to
change
that,
we
would
have
to
at
least
seek
guidance
from
them
to
see
if
that
was
allowable.
At
this
time,
I'm.
A
A
G
Think
is
Mr
Shepard
said
right
there
we
can
revise
the
budget,
but
I
think
it's
important
to
know
right
and,
as
we've
shared,
the
380
thousand
dollar
Grant
right.
Half
of
that
must
go
to
mental
health,
supports
I'm,
not
off
of
that
amount,
and
it
is
one-time
money
right.
So
this
money,
if
we're
going
to
fund
monitors
or
we
begin
to
fund
people,
that
money
get
money,
goes
away
as
soon
as
it's
spent.
A
I
appreciate
your
acknowledgment
of
some
of
the
answers.
I
already
know
that
half
of
it
was
for
I
already
know
that
it's
a
one-time
thing
you
have
to
begin
somewhere.
Is
there
a
possibility?
I,
don't
know
how
the
board
feels
that
we
could
substitute
just
use
an
example.
Badges
for
security
is,
that
is
that
possible.
A
I
would
like
you
to
find
out
not
using
badges,
but
just
looking
at
Phase
One.
If
there's
flexibility,
even
though
we've
gotten
the
grit,
the
great
and
we've
accepted
the
grit
is
locked
into
exactly
what
you
put
down.
P
P
We
broke
those
up,
so
we
still
have
another.
Sorry,
oh
guess
what
I
jumped
the
gun?
It's
all
good,
7.2,
big
bad
girl,
approves
the
software,
slash
maintenance
of
services,
renewals
for
the
2023-24
school
year
for
CDI,
classlink
Gaggle
and
incident
IQ,
effective,
January
or
July
1st
2023
District
cost
not
to
exceed
four
hundred
twenty
thousand.
Ninety
four
dollars
and
three
cents
do
I,
have
a
motion
to
approve?
Second,
all
in
favor,
aye,
aye,
aye,
all
post
any
abstentions,
ado.