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C
C
C
I
think
we
all
express
the
same
sentiments
on
that
terrible
tragic
incident
taking
place,
but
we'll
see
what
we
can
do.
Turning
to
announcements,
I
do
have
one
that
we
want
to
make
at
this
time,
which
is
as
a
kind
of
bittersweet,
but
tonight
is
the
latest
board
meeting
for
mrs
marianne
robold
as
our
board
secretary.
C
You
evidently
had
two
two
two
stints
as
board
secretary,
one
way
back
in
1989
in
93
and
then
came
back
to
serve
the
board
again
in
2015.,
certainly
in
the
two
and
a
half
years
that
I've
been
a
board
member.
I
have
gotten
to
appreciate
mrs
robolt
she's
had
the
referee,
some
things
from
time
to
time
had
some
tricky
things
to
rule
on
with
robert
jewells
of
order
on
amendments
and
motions
and
things
of
that
sort,
I
don't
think
she
ever
missed
a
meeting.
C
While
I
was
here-
and
I
I
know
we
all-
I
think
can
speak
that
we-
we
deeply
appreciate
her
service
to
this
board
and
to
to
this
community,
and
certainly
I
hate
to
see
anyone
retire.
But
on
the
other
hand,
it's
well
deserved,
and
I
wish
I
wish
you
well
for
a
lot
of
things
you
might
want
to
do
and
enjoy
and
certainly
enjoy
your
retirement.
You'll
be
missed.
C
You're
welcome
back
at
any
of
our
meetings
to
come
out
and
criticize
anything
we're
doing
or
any
rulings
we
make
or
anything
of
that
sort.
I
would
appreciate,
but
if
you
come
up
just
for
a
second
on
behalf
of
the
board,
I
think
I
think
this
is
something
we
can
all
agree
on.
Hopefully
I
think
I'm
right.
F
C
G
E
C
C
Colleen
rouch
is
going
to
be
serving
as
our
secretary
she's
well
experienced
in
school
district
matters
and
she'll
have
difficult
shoes
to
fill,
but
I
think
she
will
be
a
very
fine
successor
to
you,
mrs
robolt
said
thank
you,
dr
buddy,
or
anything
you
want
to
add
to
that.
While
we
move
on
later,
oh,
he
has
surprises
later
he's
going
to
get
you
later.
So
I
was
going
to
do
this
at
the
end
of
the
meeting.
C
So
we'd
end
on
a
high
note,
but
I
thought
we'd
get
started
with
it
later,
good
way
to
start
the
meeting.
If,
if
that
is
okay,
that's
really
all
the
a
lot
of
good
things
have
happened,
but
I
think
other
people
can
comment
on
those
if
they
wish
to
in
a
school
district.
So
I
think
that's
sufficient
for
right
now
and
I'll.
Ask
dr
betten
for
his
superintendent
report.
H
H
You
know
we
partnered
with
hanover
research
back
in
2020
when
I
first
arrived,
and
to
conduct
some
curriculum
research
studies,
as
well
as
efforts
for
continuous
improvement
and
again
this
the
abbreviated
version
and
the
full
version
is
on
the
public
site
for
your
review
and
consumption
after
this.
So
we're
not
gonna
go
through
everything
next
part
of
what
we
tried
to
accomplish
with
this
final
deliverable,
that's
one
of
the
things
that
I
was
required
to
do
for
the
board
is
to
really
talk
about
where
we
started.
H
Theme
here
is
at
the
top
in
the
red
that
you
know
what
we
came
to
the
conclusion
when
you
look
at
the
years
and
the
performance
that
has
happened
is
that
there's
been
an
impact
based
on
the
lack
of
alignment,
lack
of
consistency
and
a
pandemic
on
our
student
outcomes
and
that
kind
of
drove
the
work,
a
big
aha
for
me
when
I
got
here
that
was,
and
teachers
shared
it
too.
Thank
you
was
how
many
different
math
programs
we
changed
and
switched
to
or
implemented
during
this
period
of
time.
H
H
I
think
it
only
been
involved
for
a
few
months,
if
I
remember
correct
mr
gabriel,
correct
so
perception
over
about
90
to
120
days,
but
in
the
end
you
know
we
had
to
look
at
what
the
impact
on
our
students
and
then
they
also
came
back
with
recommendations
and
the
right
side.
They
sent
a
wreck
feedback
from
the
teachers
and
and
and
what
they
were
saying.
You
know,
for
example,
teachers
did
not
find
eureka
math
effective
in
raising
math
achievement.
H
A
lot
of
work
went
into
the
workbooks
being
brought
in
providing
spanish
language
versions
for
our
english
language,
learners,
which
we
just
had
an
audit
for
our
eld
program.
That
has
some
significant
work
to
be
done
with
regards
to
doing
more
things,
to
be
more
inclusive
and
address
equity
issues
that
contribute
to
their
lack
of
performance
and
achievement.
H
Information
about
our
pivot
scores
that
we
are
a
lot
of
movement
into
the
the
light
blue
and
the
dark
blue
is
evident.
You'll
see
some
more
positive
news
today,
but
you
know
a
few
teachers
thought
that
it
made
it
made
them
better
practitioners,
the
lack
of
time
needed
to
successfully
implement
it,
and
then
we
also,
they
also
indicated
a
need
for
additional
professional
development.
You
know
we
purchased
more
resources
to
increase
engagement.
You
know
we
also
implemented
a
multi-year
professional
development
plan
for
our
teachers
to
address
those
needs.
H
At
the
end
of
that
survey,
again
you're
talking
about
2020,
you
know
when
you
have
45
percent
of
teachers,
saying
no
something's
wrong.
You
know
and
that's
why
it
was
significant
for
me
and
a
team
to
really
figure
out.
Where
are
we
now
with
regards
to
how
our
teachers
are
feeling
in
moving
a
needle?
So
they
made
a
recommendation
there
about
implementing
responses
to
effectively
implement
the
recommend.
That
really
was
the
crux
of
it.
H
There
was
a
poor
roll
out
of
eureka
math
in
the
end,
you
know
the
main
thing
is
student
achievement
or
student
outcomes.
Sometimes
we
prefer
to
use.
You
know.
We
are
glad
to
know
that
when
we
talk
about
english
language
learners,
that
the
gap
is
starting
to
close,
so
the
work
that
is
happening-
and
this
is
information
from
2020
to
where
we
are
now-
we
can
say
we're
starting
to
see
the
gap.
Close
sat
math
scores
showed
a
narrowing
of
the
gap
that
is
happening.
H
They
made
some
additional
recommendations.
The
spanish-language
versions
were
provided
as
a
response
to
the
recommendations,
we're
doing
a
better
job
with
our
mtss,
which
are
multi-tier
systems
of
supports
educational
technology.
Ixl
was
expanded
and
brought
in
I
ready
for
personalized
learning
and
again
I'm
not
going
to
read
all
of
those.
This
is
a
summary
report.
The
full
report
is
for
the
board
get
to
our
english
language.
Arts
curriculum.
H
You
know
again
a
timeline
of
events
and,
ultimately,
you
know
at
least
reading.
For
the
most
part,
we
were
flat.
Slight
declines.
Math
was
like
huge.
It
dropped
to
like
39
some
37
percent,
which
we
know
was
a
lack
of
alignment.
Curriculum
alignment
was
not
done
when
the
state
changed
the
standards
in
this
case
because
it
was
k-12.
You
had
392
respondents
to
this,
the
feedback
survey
for
perceptual
data
and
the
same
thing.
H
H
H
That
also
was
something
we
worked
on.
If
kids
don't
see
literature
that
represents
them
or
makes
some
connection
they're
not
going
to
read,
we
gotta
foster
the
love
of
reading
first,
so
that
it's
a
balance
between
what
you
like
and
what
we
believe
is
teachers
and
educators
that
you
need
to
know
and
be
able
to
do.
Does
that
make
sense
you
know.
So
there
was
a
lot
of
effort
done
in
that
area.
H
As
you,
you
approved
a
lot
of
changes
that
we
made
in
our
literacy
program
to
address
that
you
know
and
then
ultimately
about
achievement,
and
I
don't
want
to
steal
some
of
the
thunder.
That's
coming
but
you'll.
You
know
some
of
the
things
the
multi-tier
system
of
support
process
has
been
working
on
heavily
this
year.
H
H
You
have
a
building
level
liaisons
that
the
board
has
approved
and
the
work
that
goes
back
for
multiple
years
in
the
history
of
the
district
and
trying
to
support
equity
efforts
within
our
district.
In
fact,
when
I
pull
information
on
board
action,
it
goes
back
to
2017
from
2017
to
roughly
20
the
most
recent
june
2022
every
effort
to
support
it
has
passed
unanimously
by
the
board
and
2017
was
a
year.
H
I
think
miss
lynch
was
last
year
and
then
every
year
after
that,
there
are
at
least
two
to
three
members
who
were
still
on
the
board
at
the
time
that
many
of
the
initiatives
and,
of
course
you
have
as
many
as
I
think,
four
five
who
are
on
the
board
now
for
the
last
initiative.
So
it's
moving
the
needle
it's
working.
H
H
Thus
we
had
to
be
audited
again
this
year.
We
addressed
areas
in
that
original
audit
about
non-public
complaint
procedure
that
was
developed
and
shared
a
non-public
agreement
with
the
bucks
iu,
which
was
updated
title
ix.
Excuse
me,
title
four
were
transferred
monies
into
title
one
and
title
three:
a
building
parent,
family
engagement
policy
and
compact
were
some
examples.
H
H
And
there
were
really
minimal
hiccups.
One
was
a
long-term
sub
teacher
who's
working
in
a
title,
one
building
up
an
emergency
certified,
they
shouldn't
have
been
assigned
that
building
should
have
been
assigned
to
another.
The
other
one
was
our
policy
827
conflict
of
interest,
which,
ironically,
was
never
pointed
out
in
the
last
two
audits.
So
no
one
knew
it
was
a
problem,
so
that
was
corrected
immediately
and
I'm
notified
of
the
board
of
that
and
then
the
third
was
a
title.
H
One
parent
family
engagement
goal
was
missing
from
the
prior
year's
documentation,
but
that
wasn't
pointed
out,
so
it's
kind
of
we
literally
could
have
had
no
findings
this
year.
Pretty
much.
So
that's
the
positive
news
that
I
want
to
celebrate,
and
I
want
to
really
say
to
you
know.
Overall,
the
team
has
done
a
great
job.
It
was
a
collaborative
effort
between
hr
schools
and
student
services,
the
business
office,
the
office
of
teaching
and
learning.
I
will
point
out
that,
unlike
many
other
districts,
we
don't
have
a
dedicated
federal
programs
administrator.
H
So
mr
gabriel
kind
of
was
a
point
person
and
bringing
that
team
together
to
lead
that
effort.
In
conjunction
with
his
normal
duties
and
again,
that
tends
to
be
the
the
mode
of
operation
within
our
school
district
that
people
just
step
up
and
get
it
done,
and
so
I
applaud
them
for
that,
and
then
the
final
one
that
I
promised
the
board
was
an
update
on
the
job
descriptions.
There's
a
memo
there,
the
outlining
where
we
are
in
that
process.
H
H
You
know,
since
the
onset
of
the
project
we've
run
and
taken
a
review
of
additional
jobs
based
on
us
finding
previously
missing
jobs
that
didn't
have
jd's
in
the
system.
Updating
titles,
obviously
not
having
a
chief
human
resource
officer
at
the
time,
so
a
lot
of
that
has
been
moved
into
additional
work
out
of
my
office.
H
H
I
don't
think
the
board
wants
to
review
100
job
descriptions,
but
we
would
ask
that
between
now
in
that
time-
and
I
gave
you
some
examples
of
the
ones
that
have
been
completed-
that
if
there
is
a
particular
job
position
or
question
you
have,
let
us
know
we'll
get
that
to
you,
so
you
can
actually
have
access
to
that.
Rather
than
just
bombarding
you
with
a
bunch
of
papers
and
work
that
you're,
like
I'm,
not
going
to
read
all
these,
and
so
on.
This
memo
you'll
see
a
current
list.
I
H
C
That
was
pretty
good.
We
were
getting
back
to
doing
some
educational
kinds
of
things.
It's
very
good
looks
like
we're
making
progress.
I
guess
the
next
two
items
are
the
reason
most
of
the
people
were
here
tonight.
They're,
not
here,
to
really
see
us
doing
our
duties,
but
the
1.6
on
the
agenda
is
the
fine
arts
purchase
prize
winners.
Mrs
mrdot
would
be
taking
care
of
that
and
then
we'll
have
some
achievement
awards.
So
we're
on
for
the
fine
arts.
H
H
You
know
that
we
have
not
had
this
for
two
years.
I
believe
so
this
year
to
make
up
to
our
students.
We
picked
three
to
try
to
catch
up,
usually
at
minimum,
it's
one,
but
we
had
two
years
missing
and
this
year
and
quite
honestly,
I
spent
more
times
traipsing
back
and
forth,
and
I
will
tell
you
no
one
told
me
what
to
pick.
This
is
truly
things
that
jumped
out
at
me,
and
so
we
have
three
art
displays
that
were
selected.
K
Repeating
what
dr
budden
said
that
was
really
interesting
at
the
art
show
to
see
his
reaction.
I
don't
know
if
it
was
more
priceless
to
see
that
or
when
I
told
michaela
that
her
piece
was
picked,
so
it
was
really.
It
was
really
honestly.
It
was
really
cool
to
to
watch.
My
name
is
tara
herring.
I
am
michaela
nye's
art
teacher.
K
She
is
in
my
art
two
class
and
she
did
the
painting
here
on
the
right
and
it
is
of
peace
valley
park,
but
it
was
nothing
but
peaceful
for
michaela
to
create.
She
really
worked
so
hard
at
blending,
those
colors
and
michaela.
I
said
we
joke
that
she
she's
a
motocross
rider.
I
don't
know
if
you
guys,
if
you
don't
know
her,
but
she
went
from
motocross
to
painting
like
mana.
You
know
she's
very
talented
and
I
hope
she
continues
to
pursue
the
arts.
K
But
this
is
a
chalk,
pastel
piece
and
she
worked
tirelessly
to
get
the
blend
and
the
the
hardest
part.
I
think
for
michaela
was
I'll
speak
for
you.
I
think
it
was
the
crane
if
you
can
see,
there's
a
little
crane
in
the
corner
and
michaela.
We
all
the
whole
class
was
nervous
when
she
had
to
put
that
in
because
if
she
didn't
get
it
quite
right,
she'd
have
to
reblend
the
whole
thing.
I
think
we
all
looked
away
and
gave
her
the
pencil
and
she
was
like.
K
L
Thank
you,
hi,
I'm
alex
montgomery.
I
am
hannah
and
jolie's
ceramics,
one
teacher,
so
hannah's
piece
is
this
bowl
this
fruit
bowl
in
the
middle
here
hannah
worked
really
hard
on
this
piece
for
like
almost
a
month,
she
has
grown
a
lot
this
semester
and
it's
been
really
fun
to
watch
her
grow
and
get
really
excited
about
clay
and
making
these
giant
pieces
she's
got
a
couple.
Other
pieces
she's
made
this
semester
that
are
like
they're
growing
in
size
as
she
continues
to
create
hannah
was
really
excited.
L
L
She
said
thank
you
for
the
honor
of
selecting
my
piece
called
mother
dragon
to
be
displayed
in
the
administration
building.
I
worked
extremely
hard
on
this
piece
for
two
and
a
half
months
and
I
am
grateful
for
the
award
and
the
opportunity
a
little
background
on
the
piece
starts
with
my
culture.
I
was
adopted
from
china
and
I
like
to
incorporate
a
lot
of
elements
of
my
culture
into
my
artwork.
L
I
think
it's
important
to
showcase
where
I
came
from
this
piece
is
a
broad
coil
vessel
that
represents
the
body
of
a
dragon
the
head
around
the
top
and
the
the
tail
are
going
diagonally
around
as
a
continuation
of
the
dragon
in
the
center
of
the
bottom.
There
are
three
dragon
eggs.
The
whole
vase
represents
a
mother
dragon
protecting
her
eggs
from
predators.
L
My
mother
is
very
important
to
me
and
to
my
life,
and
I
love
her
very
dearly
and
she
was
the
inspiration
for
this
piece.
She
helps
me
through
a
lot
and
is
always
there
for
me.
Thank
you
again
so
much
for
the
honor
of
this
year's
purchase
prize
award.
I
look
forward
to
making
more
pieces
and
having
them
displayed
in
the
future.
H
So
we
walked
the
building
today
and
this
the
dragon
piece
will
be.
If
you
see
the
waiting
area
that
we
developed
when
you
first
walk
in
the
building
that
we
created,
this
will
be
displayed,
we're
hoping
no
one
knocks
it
over
in
the
waiting
area
there
once
the
painting
is
framed,
it
will
be
displayed
on
the
wall
right
across
from
there
in
a
waiting
area
for
everyone
to
see
and
the
lovely
bold
gets
to
be
in
the
superintendent's
suite
area.
C
That
was
great
work
and
for
people
peace,
valley
park
lends
itself
to
really
beautiful,
sunsets
and
paintings
and
so
forth.
So
I
was
very
happy
to
see
peace
valley
park
in
that
that
painting
that
was,
that
was
beautiful.
Maybe
you
could
do
one
for
the
county.
They
own
peace
valley
park
they'd
be
happy
to
buy
one
they'll
update,
250
dollars
to
it.
C
H
They
have
been
nominated
by
their
peers
for
this
award,
so
I
actually
don't
find
out
anything
until
they're
selected.
I
do
have
the
pleasure
that
we
started
last
year
during
the
midst
of
covet
to
actually
visit
them
personally
and
recognize
them,
and
then
this
is
the
culminating
aspect
of
it
here
at
the
administration
building.
So
that's
another
enjoyable
opportunity
when
you
get
to
visit
teachers
and
see
the
students
reaction
also
when
you
select
and
tell
them
that
her
teacher
has
been
selected
nominee
number
one.
H
H
She
provides
exciting
opportunities
to
our
students
in
and
out
of,
the
classroom,
builds
collaborative
relationships
with
colleagues
and
brings
pride
to
our
district
as
she's
recognized
as
a
leader
in
her
field.
She
creates
a
caring
atmosphere
in
her
classroom
where
students
feel
safe,
supported
and
challenged
academically
in
2016.
H
H
Additionally,
this
teacher
has
partnered
with
the
center
for
forensic
science,
research
and
education
to
have
her
students
participate
in
scheduled
crime
scenes
in
the
words
of
one
of
her
students.
This
teacher
is
incredibly
hard
working,
not
only
in
her
classroom
but
throughout
our
school
community.
H
H
H
H
Another
contribution
she
made
is
applying
for
a
heart
watch
throughout
children
through
children's
hospital
to
ensure
all
csd.
Buildings
are
hard
safe
by
training,
our
employees
and
cpr.
First
aid
and
aed
use.
She
has
made
csd
a
safer
place
to
learn
and
work.
Health
and
safety
are
our
number
one
priorities.
H
M
Well,
while
doing
that,
I
just
had
to
say
something
you
know,
I
had
to
say
something.
Thank
you
so
much
for
this,
but
I
have
to
thank
my
nurses
as
well,
because
this
is
not
just
for
me.
So
please
take
a
minute.
Let
me
name
my
nurses
at
william
10
high
school.
I
have
sarah
hobensack.
I
have
sarah
colon
and
I
have
leah
yeager
at
klinger
middle
school.
I
have
amanda
paolo
log
college
middle
school.
I
have
ann
curtin
at
archbishop
wood.
I
have
marianne
parker.
M
I
don't
want
to
forget
her
she's
been
with
us
for
a
very
long
time
at
willowdale,
I'm
melissa
salida.
I
have
theresa
kleinschmidt
and
I
have
tina
haggerty,
let's
not
forget
about
mcdonald,
in
the
middle
liz
fleming
and
dana
whitmer
and
last
but
not
least,
over
at
davis,
val
bryner
and
sharon
beyer,
and
I
cannot
forget
my
super
subs,
because
one
is
here
and
that
would
be
wendy
rank
and
jill
farrow.
We
could
not
have
gotten
through
these
past
two
years
without
you
all
and
we
are
forever
grateful.
Thank
you.
H
H
H
H
Nominee
number
four:
this
nominee
has
been
with
centennial
for
25
years.
This
teacher's
ability
to
provide
both
instruction
and
empathy
for
his
students
is
remarkable.
This
person
is
positive
and
has
relentless
optimism
whether
he
is
planning
a
lesson
assisting
a
student
or
a
colleague
or
communicating
with
families.
He
is
a
valued
member
of
the
student
assistance
team
and
a
coach
for
the
boys
basketball
team.
H
H
In
a
positive
direction,
he
inspires
others
around
him
every
day
and
is
always
willing
to
go
the
extra
mile
to
support
his
staff.
Our
nominee
leads
by
example,
has
a
passion
for
the
science
of
reading.
We
all
learn
more
and
continue
to
do
better
for
our
students
as
a
result
of
his
incredible
leadership.
N
I
have
been
really
lucky
and
blessed
to
be
supported
by
such
such
great
family
members.
My
sister-in-law's
here
my
brother-in-law,
I
remember,
being
at
the
the
last
school
board
meeting
at
the
old
johnstown
when
I
was
first
board
approved,
and
they
were
there
with
me
as
well,
but
I
could
not
be
as
successful
as
everyone
believes.
I
am
without
the
amazing
faculty
and
staff
mcdonald
elementary
school.
N
N
N
H
H
she
has
been
described
as
a
bulldog
fighting
for
what
is
best
for
staff
and
students
of
centennial,
as
well
as
the
prime
minister
for
keeping
the
centennial
school
board
on
pace
with
parliamentary
procedure.
I
told
you
I
had
something
she
has
the
tireless
work
ethic,
a
welcoming
personality
and
a
warm
heart.
H
H
That's
the
couch
you
carry
in
the
office.
This
is
why
she
may
be
a
little
upset
that
while
we
do
follow
the
official
process
for
this
award,
we
did
keep
some
of
out
of
her
purview.
Oh
they
work
hard
and
they
did
a
good
job.
Mary
and
robal.
You
leave
behind
an
incredible
legacy
here
at
centennial
and
while
we
will
miss
you,
we
are
excited
for
you
to
begin
the
next
chapter
of
your
life,
we've
already
arranged
for
you
to
come
back
and
sub,
especially
with
those
grandchildren
so
coming
up
behind.
O
O
So
mary,
on
behalf
of
the
entire
office
of
teaching
learning,
we,
I
know
for
me
only
being
here
three
years
having
you
to
help
me
into
the
district.
Let
me
know
what
to
do
what
not
to
do
and
to
make
sure
that
everything
was
smooth
in
a
working
order
has
been
invaluable,
and
I
know
speaking
for
joe
and
the
rest
of
the
team
from
the
admin
down
to
the
coaches,
that
I
know
you
interact
with
on
a
daily
basis,
we're
going
to
miss
you.
D
D
F
F
H
I
would
like
to
close
out
that
one
of
the
things
that
you
will
see
later
in
the
presentations
with
education
committee
is
some
really
good
news
and
positive
results
that
all
those
people
who've
gotten
awards
contributed
to.
So
if
you
have
the
time
at
least
stay
through
that,
and
you
can
see
the
great
work
that
has
been
done
by
those
and
many
other
who
are
sitting
in
here
in
the
audience
the
outcomes
of
our
students.
So
if
you
have
the
time,
please
stay
at
least
through
the
presentations.
If
you
can
thank
you.
C
Shane,
we
can't
start
off
all
our
meetings
like
this.
This
would
be
a
great
way
to
do
it
and,
mrs
lynch,
you
missed
some
really
good
stuff.
I
hate
to
see
that
you
weren't
here
for
that,
but
you
could
see
it
on
tv.
Maybe
it
was
really
really
a
good
ceremony
and
congratulate
all
the
people
that
won
and
the
best
part
is.
You
are
nominated
by
your
peers.
C
R
H
C
Me
a
favor.
You
can
make
your
comment,
but
after
your
comment,
just
for
a
record
sake,
if
you
could
just
put
your
name
on
a
green
card
for
mrs
robolds
minutes,
that'll
work
so
go
ahead.
You're
on
for
your
three
minutes
and
then
just
fill
the
part
out
when
you're
when
you've
concluded.
That
would
be
fine.
S
All
right
I'll
speak
first
yeah
just
kind
of
get
on
with
it
all
right.
I
think
I
have
this
down
to
about
four
minutes.
If
I
can
maybe
have
a
real
thrill,
do
it
three
will
do
it
we'll
make
it
like
that
all
right,
I'm
here
just
to
inform
the
board
of
some
problems.
I've
had
with
my
son
at
school.
We
need
your.
S
We
do
need
your
name,
though
william
simmons,
okay,
anyone
knows
me
and
the
problems
I'm
having
with
the
school
seem
to
be
kind
of
locked
in
at
the
school
level,
within
the
four
walls
of
the
school
and
not
getting
out
to
the
appropriate
people.
My
son
has
special
needs.
He
has
autism
and
he's
not
receiving
an
appropriate
support.
It's
not
an
amount
of
support.
It's
the
type
of
support
that
I
have
some
concerns
about.
There's
been
two
occasions
where
my
son
has
run
from
school
he's
11
years
old
and
they
lost
him
another.
S
Nobody
was
angry.
I
was
kind
of
upset
sure,
but
we
hadn't
reached
a
hostile
level
with
any
of
the
team.
We
wanted
to
work
with
them
all
right
as
we
continued
to
work
with
them.
I
ran
into
some
questions
concerning
policy
versus
what
are
the
rules?
My
son
has
a
special
needs
program.
He
had
an
iep,
he
had
a
504
he's
back
on
an
iep
again
and
I
just
felt
like
the
whole
situation
was
handled
wrong,
so
I
reached
out
to
the
superintendent's
office
and
I
asked
for
some
help.
S
I
invited
a
request
to
please
come
join
us
at
the
upcoming
meeting.
We
need
some
help,
because
the
policies
don't
seem
to
be
making
sense
to
me
as
a
parent
versus
what
they're
saying
to
me,
and
I
was
declined
that
they
were
not
able
to
attend.
In
fact,
the
superintendent's
office
had
made
a
research
phase,
a
conclusion
and
recommendations,
and
they
never
even
spoke
with
me,
and
they
sent
me
that
email
back
in
return
as
more
problems
happened
with
the
school.
S
As
far
as
my
knowledges,
when
we
finally
arrived,
he
told
us
that
he
assures
us.
Everything
is
okay.
There's
nothing
max
is
going
to
pass
with
flying
colors.
He
must
go
through
this
threat
assessment.
In
fact,
I
asked:
can
we
have
it
done
by
a
third
party?
If
this
is
something
that
must
be
done,
and
he
said
no,
my
son
is
suspended
indefinitely
unless
he
undergoes
this
threat
assessment.
S
The
support
team
never
met
with
us
in
the
office
or
afterwards
I've
been
trying
to
get
some
facts.
The
teachers
have
the
principal
told
us
whatever
they
wanted
to
tell
us
in
person
verbally,
but
when
it
comes
to
putting
down
anything
in
writing
for
a
record,
we
get
nothing.
In
fact,
I've
been
ignored
for
almost
a
month.
Now
I
don't
see
why
my
request
in
writing,
to
say
who
was
in
the
room
with
him
should
be
ignored.
I'm
not
asking
for
an
explanation.
S
That
is
why
he
is
running
away.
I
have
tried
to
push
for
the
principal
to
to
report
this
to
the
504
building
administrator
or
to
anybody
who
we
can
maybe
begin
having
a
dialogue
about
a
resolution,
but
we
can't
get
there.
In
fact,
after
all
of
this
was
said
and
done,
I
asked
the
principal
in
writing
if
anything
is
on
his
detention
record
for
that
initial
detention
that
took
place-
and
there
is
nothing
I
also
reached
out
to
the
teacher
who
served
the
administration
to
my
son
and
she
has
no
memory
of
him.
S
That's
45
minutes
that
my
son
was
missing.
That's
45
minutes
of
possibility
for
misconduct
for
anything,
nobody
can
account
for
the
whereabouts
of
him
and
that's
not
him
running
away.
That
was
the
detention
and
everybody
seems
to
say,
as
they
say
in
this
letter,
I
did
bring
with
me
from
the
superintendent's
office
how
everyone
has
known
each
other
for
20
years.
Can
everybody
wrap
up
mr
simmons,
please?
I
can
yes.
So
from
this
point,
I'd
like
to
just
say,
I've
come
I've
taken
this
step.
This
is
not
to
be
argumentative.
S
S
Q
S
I
don't
know
where
the
buck
got
dropped.
If
that
wasn't
referred
out
after
she
had
left
the
office,
I
wasn't
made
aware
that
she
even
had
not
been
working
here
anymore.
So
can
I
accept
this
occurred?
Well,
my
son's
been
at
log
college
for
five
years
now
for
the
first
second,
third,
fourth
and
fifth
grade.
The
events
I
spoke
about
today
are
within
the
last
two
years,
so
leading
from
that
point.
To
now
the
threat
assessment
was
just
a
month
ago.
That
happened.
S
C
S
H
R
H
R
H
R
Moving
on
to
new
business,
we
have
two
items
up
for
approval.
I
think
we
should
take
them
one
at
a
time
which
includes
what
dr
betten
just
mentioned.
You
know.
In
the
first
part,
we
resolved
that
the
centennial
school
district
board
of
school
directors
3.1
approves
the
personnel
agenda,
including
declining
job
offers,
retirements,
resignations
authorization
to
employ
leave
of
absence,
end
of
assignment
and
co-curricular
additions
as
per
attached.
R
R
R
Mbit
general
fund
year
over
year
budget
increases
equals
point,
zero,
five
percent
second
second
by
mrs
carson
and
and
before
we
work.
I
just
want
to
you
know
again
make
clear
that
the
increase
is
a
little
larger
than
expected,
because
we
have
added
a
third
sectional
for
the
cosmetology
program
at
mbit.
R
E
R
C
G
T
T
The
clicker
work
right
well,
that's
think
good.
Alright,
thank
you
good
evening.
Everybody
I'm
here
with
mr
ryan
osnick
house
principal
at
williamson,
high
school,
we're
here
to
present
an
update
and
some
context,
information
regarding
the
atsi
additional
targeted
state
improvement
plan
at
william
tennant
high
school
tonight.
T
This
information
is
taken
from
our
csd,
fast
facts,
but
it's
just
important
to
provide
context
for
the
presentation
tonight
in
that
41
of
our
students
are
considered
economically
disadvantaged
students
receiving
special
education
services
equals
19
percent.
Our
english
language
learners
is
seven
percent
of
our
population.
T
The
number
of
countries
represented
in
the
district-
I
know
mr
dr
ben
has
mentioned
before
we've
43
we're
up
to
43
countries
represented
in
centennial
with
39
languages
spoken.
If
I
could
go
back
to
those
percentages,
the
top
three
I
would
just
want
to
put
numbers.
I
took
some
notes
here.
I
want
to
put
numbers
on
this
when
we're
talking
about
41
of
our
students
economically
disadvantaged,
we're
talking
almost
2
300
students
in
our
school
district
of
those
students
receiving
special
education
services.
19
percent
represents
about
1100
students
and
seven
percent
of
our
students.
H
T
You,
dr
ben,
just
to
recap:
under
pennsylvania's
essa
plan,
tsi
designation
functions
as
an
early
warning
system
for
groups
of
20
or
more
it's
a
two-step
criteria,
two-step
trigger.
If
you
will,
the
state
looks
at
cohorts
of
20
or
more,
who
exhibit
achievement
at
or
below
the
state
average,
and
also
anything
that
falls
within
a
specific
achievement,
academic
growth
profile.
T
That
said,
you
speak
so
basically
what
the
state
looks
at
are
certain
cohorts
of
students
that
hit
two
steps.
Basically
generally
aren't
hitting
achievement
targets
and
then,
underneath
that
growth
targets,
so
you
could
have
a
student
who's
not
hitting
the
achievement
advanced
or
proficient
according
to
the
pssa
or
keystones.
T
Here's
what
I
was
talking
about
a
minute
ago,
growth
in
math
and
era-
so
ela
excuse
me
so
their
achievement
isn't
where
it
needs
to
be
and
also
their
growth,
underneath.
That
is
not
where
it
needs
to
be
in
english.
Language
proficiency.
Growth
on
the
wida
assessment
are
the
areas
that
have
been
designated
by
the
state.
Now
this
goes
back
a
few
years.
T
The
original
designation,
I
think,
was
20
1920,
if
I
remember
correctly,
and
it's
a
basically
a
three-year
window-
that
the
state
provides
funds
or
grant
funds
to
a
district
to
address
these
issues.
So
we've
been
postponed
a
little
bit
because
then
covet
hit
so
we're
kind
of
still
in
that
original
designation,
but
that
has
given
us
another
year
to
take
grant
funds
for
atsi
and
apply
them
to
address
these
needs.
U
U
That's
coming
in
we're
very
excited
about
that,
but
we're
especially
excited
to
be
able
to
have
this
money
and
opportunity
to
support
our
stu.
Our
your
teachers.
Excuse
me
through
professional
development
in
that
way,
and
then
lastly,
I-ready
and
ixl
licenses
and
equipment
facilitate
better
benchmarking,
testing
data
collection
and
standards-based
instruction.
U
This
all
supports
our
atsi
plan
so
to
see
it
within
con.
The
context
of
our
atsi
plan
is
really
important
because,
as
we've
looked
to
address
the
items
that
the
state
has
identified,
we've
really
worked
hard
to
develop
a
plan.
That's
going
to
work
for
our
teachers
and
also
fit
within
the
mission
and
vision
of
the
school
and
centennial
school
district.
U
So
we're
working
towards
providing
job
embedded,
professional
development
through
springboard,
that's
a
college
board
program,
job
embedded,
professional
development
through
cpm,
primarily
through
the
experts
that
we
have
in-house
instructional,
coaches
and
math
experts
in
the
district,
our
9th
to
11th
grade
students
in
ela
and
in
math,
will
be
participating
in
individual
ixl
data
analysis.
So
when
we
purchase
those
licenses,
we're
hoping
that
our
students
are
really
going
to
be
able
to
dig
into
their
own
data,
understand,
set
goals
for
themselves
and
then
drive
their
learning.
U
R
U
Absolutely
absolutely,
I
think,
particularly
with
the
training
that
we've
given
our
teachers
in
the
cpm
and
springboard
training.
You
know
that's
a
long
process
when
you
switch
curriculum
like
that.
That's
not
a
one
year,
one
and
done
process
so
that
ability
for
teachers
to
really
dig
into
that
curriculum
use
that
professional
development.
Well,
I
think,
is
probably
the
number
one
thing
that
we're
moving
forward
with.
Certainly
the
resources
help
the
tools
help,
but
it's
really
the
training
of
our
teachers
and
their
expertise
in
sharpening
their
skills.
It's
really
going
to
drive
student
achievement.
U
U
C
H
That
is
provided,
so
we
don't
determine
it.
That's
determined
at
a
higher
level,
that's
in
they
profile
the
districts.
Just
like
you
also
get
census
data
too,
but
also
like,
if
you
look
at
our
website,
there's
a
section
with
also
educational
statistic
data.
So
it's
collected
by
the
government
agencies
that
identify
that
for
free,
reduced
lunch
applications
and
other
measures
that
are
reported.
So
it's
not
a
local
like
we
determined
that's
our
level.
C
H
That
that
is
actually
factored
in.
They
actually
look
at
how
many
people
in
the
household
too.
So
there
is
a
structure
of
the
family
and
the
income,
so
they
look
at
the
cost
of
living,
for
example,
and
what
it
takes
to
live
in
your
area
and
if
you
make
a
certain
level
and
you
have
x
number
of
people,
your
household,
that
is
a
factor
that
they
look
at.
So
it's
self-reported
also
information
that
they
collect
on
the
the
makeup
of
the
household.
V
T
B
T
G
T
Thank
you,
nate
hi
again,
I'm
here
with
the
team
from
the
k5
literacy
task
force,
to
give
an
update
and
seeking
approval,
an
update
of
our
where
we're
in
the
process
with
the
k5
language
arts
program
and
also
approval
for
a
soft
launch
or
soft
soft
opening.
I
just
want
to
make
sure
I
introduce
the
the
team
members
that
are
here
with
us.
Mr
ortiz
is
here
with
us.
Aaron,
landy
and
kelly
johnson
are
with
us
as
well.
T
W
You,
mr
rutz,
all
right,
so
on
this
slide
we
have
a
we're
going
to
do
a
little
bit
of
a
history
dating
back
to
2018
2019
when
at
the
start
of
that
school
year
we
had
journeys
as
our
main
curricular
resource,
and
the
analogy
I
like
to
use
for
a
lot
of
people
is,
it's
imagine
going
to
the
home
depot
or
lowe's,
and
you
buy
that
125
piece
tool
set.
That
tells
you.
W
It
has
every
piece
of
tool
that
you're
going
to
need
for
whatever
project
you
have
at
your
house
and
that's
what
journeys
was
it
had?
It
had
a
phonics
component,
it
had
a
vocabulary
component
had
a
background
building
component,
but
it
never
had
the
exact
tools
that
you
needed
for
the
one
project
that
you
were
working
on
saturday
morning
that
you
thought
was
gonna,
take
about
five
or
ten
minutes,
and
then
you
had
to
drive
out
to
home
depot
and
buy
the
specific
tool
and
then
watch
a
youtube
video
to
see
how
to
use
it.
W
So
we
started
with
the
knowledge
building
process
in
2019
2020,
where
you
see
the
green,
the
science
of
reading
knowledge
building
for
ourselves
as
administrative
leaders
and
as
well
for
the
teachers
and
the
coaches,
and
then
we
had
some
low-hanging
fruit
where
we
were
able
to
incorporate
the
hegerty
curriculum,
which
identified
the
support
of
the
phonemic
awareness
piece
still
leveraging
journeys,
but
making
improvements
within
that
first
school
year
with
knowledge,
building
and
adding
a
curricular
resource
that
was
low
hanging
fruit
next
slide.
Please.
W
W
All
right
so
and
then
in
terms
of
the
current
alignment,
what
we
have
right
now,
still
working
on
the
knowledge
building
piece,
infuse
another
resource
piece
with
foundations
to
really
address
the
foundational
skill
set
of
our
k-12
students,
and
I
believe,
later
on
tonight,
you're
going
to
see
the
the
the
benefits
over
the
last
school
year.
This
particular
school
year
from
those
knowledge
building
pieces
and
the
foundational
pieces
and
we're
still
using
journeys
for
the
specific
background
vocabulary,
explicit
vocabulary,
obstruction
and
supplementing.
Where
needed.
Now
the
strategic
movement
going
forward.
W
Strategic
alignment
is
bringing
in
a
resource
that,
as
mr
russ
mr
rutz
said,
aligns
with
the
knowledge
base.
The
science
of
reading
aligns
with
our
curricular
resources
and
then
brings
together
where
our
curriculum
instruction
and
assessment
can
coalesce
to
form
a
curriculum
that
our
teachers
can
be
confident
in.
That
are
that
our
community
can
be
confident
in
that
will
yield
results
over
the
next
several
years,
and
so
when
we
are
looking
to
replace
a
curricular
resource,
we
were
thinking
of
all
of
these
things.
W
We
needed
that
explicit
instruction
practice
in
the
foundational
skills
that
was
the
partner
with
what
we
already
have
gives
us
that
the
background
knowledge,
the
content
over
years,
we're
going
to
be
addressing
topics
in
kindergarten
that
you
might
be
thinking.
Wow
they're
going
to
be
learning
about
that
in
kindergarten.
Yes,
because
then
it
gets
compacted
in
first
grade,
build
upon
theme,
the
same
theme
over
and
over
with
the
vocabulary
getting
more
rigorous
over
the
course
of
the
six
years
in
elementary
and
then,
of
course,
having
it
aligned
with
the
pa
grade
level.
W
Standards
and
a
big
piece
is
that
one
of
one
of
the
resources
that
we
we
were
looking
for
had
to
be
something
that
was
current
and
this
will
be
available
past
20,
24
25..
So
who
was
involved
in
this
task
force
in
terms
of
the
from
the
school
district
perspective?
And
you
could
see
here
from
elementary
principles
all
the
way
up
and
through
the
director
of
teaching
learning
all
of
these
stakeholders
had
a
voice
in
the
process.
W
Multiple
opportunities
to
provide
a
voice
to
have
their
opinions
heard
over
the
course
of
several
months,
with
the
primary
lens.
As
we
as
we
stated
already
looking
for
something
that
aligns
with
the
signs
of
reading,
which
there's
current
legislation
being
pushed
through
the
state
of
pennsylvania
for
teacher
training
and
for
districts
to
align
with
the
science
of
reading
there's
legislation
that
is
going
to
be
requiring
that
we
are
three
years
ahead
of
that
legislation
to
make
sure
that
this
resource
is
aligned
with
the
pa
academic
standards.
W
Already
with
our
professional
learning
and
of
the
resources
that
we
had
and
then
also
looking
at
reliable
sites.
Like
ed
reports.
That
gives
us
a
non-biased
perspective
and
rating
of
the
curricular
materials,
something
that
was
within
the
last
five
years
and
also
huge
with
today's
educational
climate,
a
digital
component.
X
Hi
everyone,
the
next
couple,
slides
you're
going
to
see,
are
going
to
take
us
through
the
timeline
of
this
really
well
thought
out.
Process
that
began
back
in
september
of
2021,
with
really
an
initial
collaboration
about
journeys
and
its
disalignment
to
the
shift.
Our
district
is
making
to
the
science
of
reading
and,
as
you
can
see,
and
as
mr
ortiz
said,
we
really
valued
and
sought
out
the
input
of
all
stakeholders
in
maroon.
X
We
wanted
to
see
what
fit
best
with
our
with
our
school
district,
so
we
were
looking
at
a
lot
of
different
programs,
and
we
really
now
are
down
to
four
and
we
were
working
and
consulting
with
those
companies,
as
well
as
our
continued
collaboration
with
other
school
districts
such
as
quakertown,
where
we
actually
got
to
go
and
visit
the
school
visit
a
school
and
solve
some
of
this
work
in
progress,
and
this
collaboration
really
led
through
that
window
of
how
these
districts
were
implementing
their
experience
with
it.
These
different
programs.
X
In
march,
we
brought
in
samples
of
those
three
different
programs,
and
we
had
weeks
where
teachers
were
able
to
come
in
to
their
building.
The
samples
were
at
all
three
elementary
buildings.
Teachers
spent
time
going
through
these
materials
and
erin,
and
I
were
available
for
this
and
mr
rutz
available
for
discussion
and
fielding
questions
that
teachers
had.
We
also
were
continuing
our
collaboration
with
other
school
districts,
as
well
as
meeting
with
the
parents
and
informing
keeping
the
community
informed
and
hearing
their
voice
by
the
end
of
march.
X
We
were
pretty
comfortable
with
just
two
programs
that
fed
the
needs
of
our
centennial
students.
We
were
between
bookworms
and
witten
wisdom
in
march,
after
much
discussion
and
information
gathering,
the
literacy
task
force
was
surveyed
and
overwhelmingly.
The
task
force
decided
that
they
did
not
want
to
pilot
two
programs
in
the
upcoming
school
year.
They
voted
in
favor
of
witten
wisdom
as
the
literacy
curriculum
that
best
fit
our
needs,
as
well
as
the
curriculum
that
aligned
with
the
resources
that
we
already
have
in
place
that
our
students
are
making
great
growth
in.
Y
Hi
everyone
thanks
for
having
us
tonight
so
the
why
of
the
soft
opening
is
pretty
simple.
In
my
opinion,
we
are
going
to
take
the
next
part
of
the
next
school
year
to
test
drive
the
materials
that
witton
wisdom
offers
to
teachers
and
students,
we're
going
to
work
on
preparing
a
core
group
of
teachers
to
build
that
in-house
expertise
so
that,
hopefully,
the
following
year
when
we
go
to
full
implementation,
you
have
that
core
group
of
in-house
in-building
experts
to
go
to
so
it
doesn't
feel
as
new
and
scary
to
the
masses.
Y
Obviously,
we've
been
collecting
feedback
throughout
this
entire
process
as
the
literacy
task
force,
and
that
would
continue
through
the
soft
opening
and
then
also
just
to
refine
those
logistics
in
an
elementary
world.
Things
sometimes
look
good
on
paper
that
don't
necessarily
become
reality.
So
just
refining
those
logistics
will
be
a
really
important
part
of
this
process.
Y
This
next
slide
is
just
the
what
it
gives
you
a
real
brief
synopsis
of
what
you
might
see
in
terms
of
grade
level.
Module
topics,
as
mr
ortiz
alluded
to
these
themes,
really
build
on
each
other
and
one
of
the
current
materials
that
we
have
in
place,
which
is
called
geodes
third
decodable
texts.
They
align
beautifully
with
the
themes
in
winton
wisdom,
so
these
kids
will
be
really
engrossed
in
these
themes
and
just
building
their
background
knowledge
and
their
vocab
around
these
topics
and
then
also
some
of
the
sample
cortex.
Y
T
We
have
to
part
of
the
approval
tonight.
Mr
goddard
sent
is
an
approval
for
funds
to
help
purchase
materials
for
the
cohort
of
teachers.
It'll
be
approximately
20
teachers
who
will
test,
drive
module
one
only
and
trimester
one,
so
we
do
have
to
purchase
the
trade
books
and
some
of
the
teacher
materials
we're
also
supplementally
for
additional
eld
teachers,
special
education
teachers,
especially
the
new
principals,
coming
on
board,
we're
purchasing
what
are
called
dte's
digital
teacher
licenses.
T
So
they
won't
be
test
driving
the
actual
materials
they
will
have
access
to
the
wind
wisdom
or
the
great
minds,
the
wind
wisdom
teacher
edition
platform,
so
they
will
be
able
to
see
digitally
all
the
resources.
The
teachers
editions,
the
modules
and
all
that
so
they'll
at
least
have
exposure
to
that
as
well.
R
T
No,
I
would
say
now
at
this
point,
because
we
are
what
we're
doing
is,
I
guess,
in
a
weird
way,
we're
piloting,
but
with
one
program
with
what
we
feel,
what
the
team
feels.
The
the
k5
literacy
task
force
is
the
primary
curriculum
that
they
would
choose
to
go
with.
This
is
a
step
in
a
good
direction
in
that
we
get
to
kind
of
test,
drive
it
and,
as
miss
landy
said
in
her
slide
to
work
out
some
of
the
kinks.
T
If
you
will,
this
has
risen
to
the
top
wooden
wisdom
as
the
primary
there.
There
could
be
a
circumstance
where,
after
test
driving
it,
we
might
come
to
the
board
again
and
say
after
doing
this
soft
launch,
we
think
about
it
like
opening
up
a
restaurant
when
they
do
the
soft
openings
or
the
soft
launch
to
kind
of
work
out
problems
and
troubleshoot.
T
I
I
don't.
I
don't
rule
out
the
possibility
of
the
task
force
coming
back
to
the
board
to
say
we
tried
this
for
a
trimester
and
a
cohort,
and
it
didn't
work
here
are
some
of
the
negatives
that
we
found,
and
maybe
we
want
to
pursue
a
different
direction.
At
that
point,
we're
trying
to
be
very,
very
proactive
in
in
one
of
mr
ortiz's
slides
that
he
reviewed
the
current
program.
Journeys
from
hmh
is
going
dark,
they're
pulling
the
plug
on
that
at
the
end
of
2324.
T
T
Z
T
Just
like
we
did
a
great
question,
mr
gener.
Thank
you
just
like
we
did
a
parent
thought
exchange
ahead
of
time
in
december.
That
was
one
of
our
key
filters
or
criteria
that
we
looked
at.
We
did
that
in
december
it
was
december
13th
to
the
23rd
of
last
year's.
We
basically
asked
the
question
to
k5
parents.
What
do
you
want
to
see
in
a
k5
reading
language
arts
curriculum
for
your
for
your
children,
and
we
took
the
top
three
responses
and
we
use
that
as
one
of
our
lenses
in
filtering
down.
T
There
are
over
40
programs
on
the
market
for
k5.
We
use
that
as
a
lens.
What
we
will
do
going
forward
is
collect
data
student
data
as
well,
but
we
will
continue
to
solicit
feedback
from
parents.
We
could
continue
to
present
the
parent
advisory
councils
so
that
we
again
part
of
that
feedback
and
test
driving.
This
is
to
make
sure
the
full
picture
and
all
the
voices
have
been
heard.
Thank
you.
Thank
you.
AA
Not
so
much
a
question
just
you
know,
thank
you
for
your
your
diligence
working
on
this.
Obviously,
a
ton
of
work
went
into
it
and
your
dedication
to
our
students.
You
know
the
folks
working
behind
the
scenes
to
address
long-standing
challenges
and
centennial
feels
really
good,
and
you
can
really
feel
the
tide
changing
and
thank
you
so
much
for
the
effort
you
put
into
it.
You're.
T
Welcome,
I
can't
say
enough
about
the
the
task
force
we
have.
I
think
it's
over
38
teachers
grade
level
chairs,
reading
specialists,
admin,
literacy,
coaches.
I
like
to
use
the
analogy
mr
ortiz
getting
on
my
analogy
game
here,
but
I've
said
this
at
the
education
committee
meeting
with
miss
cross
and
miss
lynch,
mr
goddess,
and
that
I
I'm
driving
the
bus,
but
they
hold
the
map
so
to
speak,
so
the
team
has
done
really
great
work
and
another
shout
out
to
mr
ortiz,
because
I
will
personally
miss
him.
T
R
H
Mr
chair
rice,
here,
the
the
interesting
thing
is
the
very
thing
that
he
just
presented
on.
That's
what
he's
going
to
do
on
a
national
level
so
again
to
your
point,
the
talent
and
he
actually
is
working
with
a
company
that
pro
that
is
working
on
the
science
or
reading
that
put
us
ahead
of
the
game
where
the
state
is
going.
That
was
working
with
our
district,
so
he's
actually
going
to
help
more
kids
do
better.
At
reading.
AB
Good
evening,
hello,
everyone,
thank
you
so
much
for
having
me
I'm
grateful
to
be
able
to
be
here
to
share
some
information
tonight.
I
kind
of
laughed
when
I
saw
the
agenda
item,
the
seal
seal
presentation
and
I
feel
like
I
need
to
apologize
for
not
having
like
adorable
aquatic
creatures
with
me,
but
I
am
here.
AB
Thank
you
all
for
being
here,
leaders,
family
members,
community
members,
students
and
staff
to
really
create
and
maintain
the
conditions
for
students
to
feel
safe
and
to
feel
successful
at
school,
and
so
our
team
is
really
looking
forward
to
continued
opportunities
to
engage
with,
especially
community
and
family
members,
as
we
really
want
to
move
forward
as
a
true
partnership
with
this
work.
So
with
that
enjoy
the
video.
AD
AB
So
the
big
question
is
often:
what
does
social,
emotional
and
academic
learning
look
like
like
what
are
those
strategies
and
practices
in
action?
And
there
are
some
really
high
impact
low
maintenance
strategies
that
can
be
implemented
k-12
during
the
academic
day,
so
things
like
providing
a
a
warm
welcome
for
all
students
and
all
staff.
AB
AF
Think
the
biggest
outcome
is
that
students
feel
more
relaxed
and
open
and
willing
to
engage
in
class
they're.
I
try
not
to
set
up
this
dynamic
where
there's
like
a
big
power
imbalance
between
myself
as
a
teacher
and
them
as
a
student,
because
that's
uncomfortable
for
them.
I
want
them
to
be
able
to
approach
me
with
questions
and
problems,
and
so
I
am
intentional
in
trying
to
talk
with
them.
Laugh
with
them
greet
them,
ask
them
about
their
interests
in
their
day,
so
that
they
feel
comfortable
coming
to
me
with
the
academic
stuff
as
well.
AF
AB
AG
AG
AB
Talking
about
academic
practices
that
have
students
in
all
ages
and
grade
levels
engaging
in
discussions
with
one
another
around
content,
how
do
we,
how
do
we
navigate
those
kind
of
interactions
at
different
age
levels?
Students
need
skill
building
in
the
classroom
around
how
to
have
those
academic
conversations,
how
to
agree
and
disagree
respectfully
how
to
share
your
opinion
and
back
it
up
with
evidence.
So.
AH
Over
the
past
few
years,
we've
worked
really
hard
to
make
sure
that
each
student
has
a
person,
and
we've
worked
as
a
team
here
to
make
connections
with
kids,
and
that
has
really
helped
us
make
sure
that
our
students
feel
a
part
of
our
school.
We
have
seen
that
the
kids
take
a
more
active
role
in
their
learning,
and
some
of
these
students
might
not
be
straight
a
students.
AJ
V
AK
AI
AL
AM
We
don't
have
a
ton
of
time
in
the
years
we
have
here.
It
goes
like
that
we
have
to
make
sure
that
kids
see
the
value
of
everything
we
do
here
in
centennial
and
it
begins
by
them
feeling
a
sense
of
belonging.
It
begins
by
them
feeling
that
we
are
invested
in
them
and
that
they're
not
just
a
passive
person
in
this
whole
educational
process.
AM
Anything
that
we
can
do
in
the
dei
department
to
make
everyone
feel
heard
to
make
everyone
see
themselves
and
their
neighbor
and
value
their
neighbor's
story
as
much
as
they
value
their
own
story.
I
think
we're
going
to
be
on
the
path
to
making
a
better
community
and
a
better
prepared
student
for
for
the
world.
AB
As
an
added
benefit,
there
is
an
extensive
research
base
that
shows
beyond
creating
the
types
of
climates
and
cultures
where
students,
staff
and
families
feel
successful
and
connected
students.
Experience
increased
academic
gains
when
they
are
part
of
schools
and
classrooms
that
integrate
social,
emotional
learning
into
their
academic
program.
AB
AB
Collaboration
and
a
way
to
say
you
know
here's
what
this
is
it's
it's.
You
know
the
practices
that
I
named
on
that
one
shot
and
then
really
tried
to
highlight
throughout
are
happening
in
places
and
in
pockets
throughout
the
district
k-12,
but
we
want
to
make
sure
that
we're
moving
forward
in
a
consistent
way
so
that
students
are
experiencing
that
that
success
and
that
feeling
of
safety
that
impacts
their
learning
and
their.
You
know
other
outcomes
consistently
across
the
district
so
more
to
come.
AE
AE
I'm
not
sure,
okay,
that's!
What's
prompting
my
question
yeah
I
mean
as
a
parent,
it's
something
that
I
I
think
is
a
difficult
balance
yeah
and
so,
when
I
think
about
the
classroom,
environment
and
what
the
teachers
have
to
navigate
on
a
daily
basis,
I
just
wonder
what
that
looks
like
for
them
trying
to
incorporate
this
and,
at
the
same
time,
understanding
when
we
get
into
as
an
adult
when
we
get
into
a
work
environment,
our
bosses
aren't
always
going
to
sit
down
with
us
and
go.
AE
How
are
you
feeling
that's
right,
but
I
also
understand
that
part
of
this
process
is
giving
them
the
tools
to
be
able
to
navigate
their
own
feelings,
to
keep
themselves
in
check
and
be
productive
and
successful
yep.
So
I
guess
that
that
piece
of
grit
is
is
important,
yeah
and
I
and
it's
just
something
that
I
wondered
if
you
had
sure
yeah
ideas
about
that.
AB
I
can
say
a
few
things:
it
can
be
approached
in
a
few
different
ways,
but
if
you
think
about
a
classroom,
you
might
think
of
the
first
grade,
one
that
we
saw
doing
a
morning
meeting
or
the
classroom
where
the
student
said
like
in
here.
It's
you
know
it's
open,
so
maybe
they
start
with
some
sort
of
an
opening
activity
where
the
students
are
greeting
one
another,
maybe
sharing
something
that
they're
grateful
for
sharing
something
you
know
going
on
in
their
lives.
AB
It
takes
two
minutes,
maybe
in
that
morning
meeting
they
are
greeting
one
another
by
name
and
then
doing
an
activity
together
to
have
a
little
fun.
That's
that
idea
of
feeling
seen
you're
coming
into
your
classroom,
the
teacher
that
was
drinking
coffee,
that's
saying
hello,
as
students
are
coming
in,
hopefully
by
name,
you
know,
saying
hello
to
each
student.
That's
kind
of
the
idea
of
someone
noticed
me
today.
My
name
was
said
in
a
positive
way
before
I
got
in
trouble
for
something
before
I
forgot
to
do
something.
AB
Someone
looked
at
me
and
said
hello
right
that
feels
nice
at
the
same
time
that
same
morning,
meeting
activity
that
they
did,
that
could
have
been
maybe
a
fun
math
activity
that
was
hard
too
teachers
who
build
skills
like
grit
throughout
those
types
of
like
a
morning
meeting
or
an
activity.
A
group
activity
might
be
saying
so.
This
activity
that
we're
going
to
do
could
be
really
challenging.
AB
What
are
some
of
the
things
that
we've
learned
that
we
can
do
for
ourselves
or
with
one
another
when
we
find
out
that
something's
hard
when
we
hit
a
bump
in
the
road,
and
maybe
they
have
an
anchor
chart
about
that
already
they've
read
books
about
it,
and
so
it's
that
cycle
of
you
know
help
educators,
helping
students
to
link
back
to
those
experiences
and
remember
like
yeah,
it's
okay,
things
are
gonna,
be
hard.
What
do
we
do?
What
resources
can
we
draw
on
and
then
later
maybe
they're
having
a
math
lesson?
AB
And
it's
like
remember
earlier,
when
we
did
that
activity
together,
that
was
tricky
yeah
that
helped
us
build
grit
that
same
thing's
going
to
help
today
during
this
math
lesson.
That's
going
to
be
a
little
bit
tricky
because
sometimes,
with
my
you
know,
7th
graders.
This
has
been
a
tricky
topic,
so
you
keep
coming
back
to
it.
AB
Z
AB
In
terms
of
their
social
emotion,
yeah,
we
don't
currently
use
any
kind
of
school-wide
or
district-wide
screening
tool
that
addresses
there's
certain
tools
used
in
different
schools
that
can
kind
of
address
where
students
are
with
behaviors.
That
might
indicate
struggles
that
they're
having
and
might
require
you
know
connecting
with
parents
and
and
working
on
some
additional
interventions,
but
we
don't
currently
use
a
screener
that
assesses
for
that
and
can
kind
of
help
us
in
that's
something
that
we
want
to
talk
about
in
the
future.
AB
Is
whether
or
not
we
can
look
to
see
you
know
as
a
group,
where
are
our
students
what's
what's
needed?
There
are
a
lot
of
things
in
place
and
conversations
happening
at
school
levels,
there's
certainly
indicators
in
some
behavior
trends
and
things
that
we're
seeing
that
indicate.
There
are
students
that
are
struggling
so,
hence
the
there's.
Definitely
a
lot
of
work
to
do
and
remember
too,
and
something
to
clarify
that
I
always
like
to
come
back
to
in
any
of
the
conversations
we've
had,
that
social,
emotional
learning
and
building
these
skills.
AB
These
are
not.
This
is
not
the
same
as
like
a
mental
health
or
some
mental
dealing
with
mental
illness
that
might
come
up.
This
creates
the
the
context
for
students
to
feel
more
successful
and
the
research
has
shown
that
it
can
help
improve
outcomes
for
students
and
maybe
help
them
to
avoid
some
of
the
issues
down
the
road
with
mental
illness,
but
it's
not
the
same
kind
of
lives
in
the
same
world,
yeah.
Okay,
thank
you.
G
Sure
I
just
like
the
idea
that
someone,
you
might
not
have
someone
at
home-
or
we
don't
know
what's
going
on,
but
they
have
a
chance
to
have
a
positive
impact
when
they
come
in
and
they
can
have
someone
speak
to
them
positively.
It's
it's
just.
I
mean
everyone
needs
that
you
know
during
their
day
and
I
think
it's
a
wonderful
way
to
start
their
day.
It's
just
we
don't
know
what
they
have.
Mr
sadowski.
AN
AA
Just
reactive
to
something
that
you
know
a
a
behavioral
problem,
so
modeling
that
mature
behavior
is
huge
plus
and
community
is
such
an
important
factor
in
school.
You
know
how
many
people
do
you
know
who
look
back
on
high
school
or
any
point
in
their
youth
and
go
god
that
was
a
nightmare.
I'd,
never
relive
it
again
and
building
a
culture
where
people
do
feel
like
they
belong,
and
maybe
it's
you
know
a
little
more.
Accepting
is
a
good
thing
and
that's
you
know
we
talked
a
bit
about
tonight
about
mr
ortiz.
AA
AB
F
G
G
5.2
c
approves
the
submission
of
the
william
tennant
high
school
additional
targeted
state
improvement
plan
for
the
2022-2023
school
year.
5.2
d
approves
the
purchase
of
pilot
materials
from
great
minds
for
the
elementary
wit,
wisdom,
english
language,
art
program,
district
cost
not
to
exceed
28
355
dollars
and
13
cents.
G
E
G
F
P
C
AO
AO
AN
AO
AO
AO
The
average,
which
is
shown
by
that
line
across
the
across
the
screen,
is
at
16.5
percent.
Centennial
school
balance
is
at
8.7
percent.
As
of
this.
As
of
this
chart
and
as
we
can
see
by
the
box
in
terms
of
real
dollars,
centennial
is
in
third
third
from
the
bottom,
with
a
fund
balance
of
10
million
724
compared
to
new
hope,
solebury
and
to
bristol
borough.
C
AO
C
AO
What
the
averages
do
right,
so
it
shows
that
it
shows
these
as
a
percentage
of
revenue
is.
The
bar
chart
is
showing
that
so
yes
in
in
real
dollars,
new
hope
solebury
is
a
much
smaller
school
district
than
centennial
and
and
is,
is
you
know,
as
a
near
near
a
pretty
similar
fund
balance?
But
yes,
that
is.
That
is
true,
and
that's
why
it's
shown
as
a
percentage
of
district
revenue.
AO
This
slide,
which
we've
shared
previously
as
well
and
and
dr
bennett
and
our
conversation
shared
it
again
and,
and
I
really
think
we
brought
it
back
because
it
points
to
the
problem
in
pennsylvania
and
it's
it's.
It's
been
a
problem
for
a
long
time
that,
despite
the
mandates
by
and
requirements
placed
on
public
schools
by
harrisburg
in
washington
in
pennsylvania,
local
edu
public
education
is
funded
locally.
AO
Our
current
budget
shows
a
has
a
budget
rate
increase
of
2.9
percent.
This
increase
would
mark
the
third
year
in
a
row
and
and
really
the
third
time
in
the
past
12
years
that
we
have
proposed
a
a
act.
One
increase
below
the
act,
one,
the
prior
nine
years.
We
twice
met
the
act,
one
in
in
the
other
years.
We
exceeded
the
act
one,
so
it
is
a
good
work
by
all
of
you.
AO
AO
And
over
the
past
two
weeks,
we've
we've
made
updates
to
the
plan.
We've
added
the
proposed
new
support
staff
agreement
and
we've
revised
the
mbit
budget
accordingly,
and
we
have
sort
of
this
share
share
with
the
following
to
share
while
discussed
earlier
in
the
year.
The
budget
does
not
allocate
any
money
to
fund
capital
project
capital
projects
reserve
that
was
discussed
earlier
in
january.
AO
AO
AO
We
have
eliminated
the
bus
replenishment
and
instead
we
are
going
to
look
at
picking
up
two
vans
for
use
in
our
transportation
center
that
had
a
deficit
reduction
of
hundred
thousand
dollars.
As
we
mentioned,
there
is
no
capital
contribution,
it
wasn't
in
the
plan,
it's
not
in
there.
Now
we
reduced
the
contingency,
as
we
talked
about
that
before
I
had
raised
it,
trying
to
offset
the
inflationary
pressures
as
an
opportunity.
AO
We
brought
that
back
to
five
hundred
thousand,
which
is
point
three
percent
of
our
expenses,
that
added
it
was
a
deficit
reduction
of
two
hundred
and
fifty
thousand
dollars
and
use
the
use
of
our
retirement
rate.
Stabilization
fund
to
reduce
the
impact
of
the
peaser
increases
that
we
will
do
and
that
had
a
deficit
reduction
of
152
000.
AO
AO
Originally,
that
was
a
really
a
work
of
about
a
million
dollars
and-
and
that
was
that
was
our.
That
was
where
we
got
our
start
right.
We've
added!
If
we
add
to
that
the
the
budget
reductions
that
were
just
shared,
that
brings
the
total
savings
to
just
under
two
million
dollars.
1.8
million
dollars,
as
shown
on
this
slide,
and
it
and
at
the
bottom
you'll
see
for
the
median
home
value.
What
that
2.9
percent
increase
is
it
affects.
You
know
it's
a
hundred
and
ten
thousand
dollars
annually.
AO
What's
that
110?
Sorry,
pardon
me
yikes
110
and
that's
if
you
didn't
have
the
homestead
rebate.
If
you
applied
to
home,
if
you
applied
and
were
had
your
homestead,
that
increase
would
be
seventy
dollars
and
that's
you
know
roughly
nine
dollars
a
month
or
or
five
dollars
again.
If
you
have
the
homestead
rebate,.
AO
AO
AO
The
the
seal
presentation
was
was
fantastic
and
I
think,
as
we
look
at
what
we're
doing
the
achievements
that
we're
making.
I
just
want
us
to
keep
those
in
context
as
we
plan
our
budget
process
accordingly,
as
shared
last
week,
you
can,
as
you
shared
last
week.
This
slide
demonstrates
the
improvements
made
between
2019,
pre-pandemic
and
2021
on
our
pivas
growth
right
and
has
shared
our
move
toward
consistent
aligned,
programming,
matched
with
proper
supports,
appears
to
be
making
a
difference.
You
can
see
you
know
two
grade
levels
there.
AO
Our
students
moving
from
well
below
to
well
above
in
both
math
and
in
english
language
arts,
is,
is
really
phenomenal.
We
didn't
cherry
pick
them.
We
just
took
those
two
because
they're
the
only
two
groups
in
that
line
that
were
here
two
years
ago
that
took
the
same
test.
So
it
was
really
exciting.
Exciting
work
to
be
done
there
and
another
report
we
got.
This
is
a
work,
truly
a
work
in
progress
report.
AO
I
had
the
opportunity
and
the
pleasure
to
discuss
with
our
outstanding
achievement
winner,
ernie
ortez
jr.
Today
these
results,
and
so
we
wanted
to
put
them
up
they're,
not
done.
We
are
still
tabulating
scores
from
us
throughout
the
schools
throughout
our
elementary
schools.
This
report,
this
looks
at
kindergarten
and
second
grade,
and
it's
really
been
fantastic,
as
dr
bedden
had
shared
a
little
bit.
AO
The
dynamic
indicators
of
basic
literary
skills,
also
known
as
dibbles,
show
these
results,
and
while
we're
still
collecting
these
you'll
see
that
you
know
we,
those
classes
that
have
compiled
we've
had
26
increases
in
children,
moving
out
of
risk
and
some
risk
to
minimal
or
negligible
risk
right.
That
is
incredible
work
that
is
really
incredible
work.
If
we
look
at
the
beginning
of
this
year,
we
had
54
in
that
bottom
category.
AO
We
now
have
29
in
that
bottom
category
right.
That
is
really
incredible
work
and
we're
grateful
to
our
our
kindergarten.
First
second
grade
teachers,
as
well
as
our
building
administrators
and
our
teaching
learning
staff
and
the
professor
rutz
for
really
making
these
changes.
So
I
think
there's
a
lot
to
celebrate
and
a
lot
to
be
to
be
grateful.
AO
C
You
not
quite
9
30..
That
last
issue
is
the
first
time
I've
ever
seen
it
and
I
think
it
will
deserve
more
discussion
after
the
budget
is
done
not
right.
Now.
Okay,
I
mean
I
they
all
see
that
before
I.
I
have
not
seen
that
before
as
a
proposal,
so
you're
guaranteed
the
first
time
at
9
15
at
night.
So
no.
AO
Understood,
but
I
think
I
think
that
position
is
a
position
that
we
have.
The
the
dei
position
is
a
position
we
have
it,
it
is
currently
filled,
it
will
be
vacant
as
we
shared
and
we're
looking
at
an
opportunity
to
to
meet
a
need
and
and
and
in
context,
save
the
district.
Some
some
salary
money
as
well.
You.
H
H
Out
there
we
are
making
significant
progress
by
strategically
deploying
the
resources,
and
this
has
come
up
in
three
different
reports.
The
district
is
woefully
and
adequately
addressing
the
english
language
development
that
population
is
growing
they're.
Now,
the
third
largest
you
go
from
caucasian
at
seven
to
seventy
percent,
to
his
18
percent
hispanic
latino
and
then
your
english
language,
learners,
outpace.
H
We
won't
make
progress
in
ati's
to
state
the
state
findings
without
addressing
that
population,
so
you're
just
getting
it,
because
we've
looked
at
the
recent
summary
report
from
the
bucks
iu,
which
the
final
one
hasn't
come.
So
that's.
Why
and
looking
at
the
final
needs
of
the
atsi
findings,
so
we're
strategically
trying
to
address
the
main
thing
which
is
teaching
and
learning.
C
Thank
you
for
your
report,
we'll
take
that
up
at
a
later
date
and
keep
up
your
good
work
over
the
next
three
weeks
and
see
what
you
could
whittle
away
and
we'll
have
at
it
on
the
14th.
Anybody
has
any
good
ideas,
let
mr
greenwood
know
and
we'll
see
what
we
can
do.
Thank
you.
Thank
you
very
much.
Thank
you.
Okay,
any
board
comments
that
anyone
has
before
we
want.
R
R
AL
P
P
P
So
I
don't
really
think
that
that's
fair.
I
don't.
I
don't
think
it's
fair
for
a
superintendent
to
admonish
me
when
I
was
making
a
joke
and
everybody
knew
it
was
a
joke
and
it
wasn't
a
fresh
joke
and
then,
when
I
say
something,
they
just
walk
and
look
through
me,
and
you
would
like
to
believe
that
I'm
irrelevant
that
I'm
not
here
and
I
was
voted
in
just
like
everyone
else.
P
I
don't
need
to
be
disrespectful
to
you,
but
I
don't
expect
for
you
to
be
disrespectful
to
me
and
you
are
you're
you're,
you
bully
that's
what
you
do
and
I
don't
like
it
and
I'm
not
somebody
who
is
going
to
sit
back
and
be
quiet
now.
I
have
asked
for
help
from
other
school
board
members.
They
have
chosen
not
to
speak
up
and
that's
their
prerogative.
P
G
P
G
Do
you
think
that
they're
not
supporting
you
in
this?
How
do
you
know
they're?
Not
you?
Do
you
not
think
that
maybe
you
might
be
the
bully?
No,
I'm
not
a
bully
paddy.
You
absolutely
are
disrespectful
to
almost
90
percent
of
this
board.
No,
I'm
not!
You
do
not
know
how
to
speak
early.
I
don't
want
to
talk
to
you
regardless,
so
you
think
this
is
the
the
the
spot
that
you
need
to
grandstand.
You
know
what
I'm
not
grandstanding.
G
P
It
is
absolutely
teddy,
I'm
not
naming
the
person
because
I
don't
feel
like
I
need
to
put
them
on
black.
I
saw
your
behavior
at
the
last
meeting.
Did
you
you
are
completely
disrespectful,
patty,
you
scream
at
me
and
every
you
when
I
say
something
to
somebody
else.
You
think
it's
your
your
cue
to
scream
at
me.
No,
you
need.
P
C
Me
all
the
time
they
you
brought,
they
didn't
bring
it
up.
You
did
so,
let's
see
if
we
can't
adjourn
this
meeting
and
the
way
it
started
was
wonderful.
The
way
it
ending
is
a
little
disappointing,
but
that's
a
shame.
Next
video
will
be
june,
14th
june
28th.
Anything
else
before
we
adjourn
your
motion.