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A
B
A
A
A
D
E
E
F
G
G
G
F
D
D
D
D
I'd
like
to
thank
Mr
Ross
for
putting
together
that
wonderful
video
for
us
and
very
proud
principal
this
year,
I
got
to
experience
a
lot
of
successes
this
year
at
McDonald,
and
that
was
just
a
wonderful
capture
of
our
end-of-year
events
and
we
really
had
a
great
time
at
McDonald
this
year.
Didn't
we
so
what
I
wanted
to
do
today
was
recognize
our
first
ever
Bulldog
ambassadors.
D
D
So
over
the
summer,
what
we
did
was
we
held
a
district-wide
Ambassador
leadership,
training
at
McDonald
Elementary,
along
with
Davis
and
Willowdale
elementary
students,
and
we
held
a
leadership
camp
where
we
learned
all
about
what
does
it
mean
of
being
a
bulldog
Ambassador?
What
does
that
role
mean?
What
will
it
look
like
for
us
as
students,
our
first
time
going
into
it,
and
our
students
are
going
to
tell
you
a
little
bit
about
what
they
did
is
where
our
ambassadors
this
year?
D
So
the
rest
of
our
ambassadors
couldn't
be
here,
but
we
will
be
presenting
them
with
some
certificates
and
just
giving
them
our
gratitude
for
some
of
the
things
they
did.
What
was
wonderful
about
our
ambassadors?
Is
they
helped
us
with
many
many
important
events
at
our
school,
starting
with
our
kindergarten
orientation,
so
our
ambassadors
came
in
during
our
kindergarten
orientation.
They
helped
guide
our
brand
new
kindergartners
to
their
new
classrooms.
They
help
parents
to
give
building
tours.
They
helped
get
our
kindergartners
on
the
buses
every
day,
but
also
at
the
orientation.
D
They
were
a
critical
part
of
our
building.
So
anytime
we
had
new
students
which
we
have
new
students
very
often
at
McDonald.
Some
of
them
speak
different
languages.
Many
of
our
ambassadors
are
multilingual,
so
they
were
able
to
help
us
give
tours
to
new
students
and
make
our
families
feel
more
comfortable
and
welcome
in
our
building.
In
addition
to
that,
they
were
at
some
of
our
Title
One
events,
where
they
also
assisted
with
giving
parents
building
tours
or
just
to
guide
people
in
the
right
direction.
H
B
D
Yes,
our
teachers
definitely
had
the
confidence
in
you
of
being
responsible
students
and
to
demonstrate
the
Four
B's
plus
one
to
all
of
our
younger
students.
You
were
excellent
leaders
and
I.
We
thank
you.
Mr
Van,
Buren
and
I
have
some
certificates
to
present
to
you
and
we'd
like
to
thank
you
for
what
you've
done
so
Emily
Sophie
McCullough.
D
J
To
me,
when
I
became
principal
and
I'd
pass
it
to
Mr
Ortiz,
then
Mr
Ortiz
pass
it
to
Dr
G.
As
you
can
also
tell
from
the
picture.
We
also
use
the
Baton
when
we
retired
the
old
Spike
and
moved
to
the
newsplex,
so
literally
in
that
picture,
old
spike
is
giving
the
Baton
to
new
Spike
and
obviously
they're
giving
them
each
other
a
warm-up
race.
So
we're
gonna
do
the
same
thing
with
our
ambassadors.
D
So
this
is
Mackenzie
reinheimer
in
fourth
grade
and
Jason
Avalos
barahona
in
fifth
grade.
They
are
now
among
40
of
our
new
Bulldog
ambassadors,
who
have
been
selected
in
both
fourth
and
fifth
grade.
So
now
we
have
more
than
doubled
our
ambassadors
because
it's
been
such
an
effective
leadership
role
and
very
a
huge
asset
to
our
building.
So
we
congratulate
you
for
also
being
nominated
by
your
teachers
and
we
look
forward
to
having
you
help
us
out
this
year
as
ambassadors.
K
E
A
A
L
Good
evening
we
are
back
again
for
the
second
round
at
the
talking
about
the
McDonald
Elementary
School
Spanish
language
program,
at
the
board's
request,
we're
going
to
jump
right
to
the
presentation
and
get
into
some
context
and
Clarity,
and
when
we
start
with
this
quote
by
Carl
Sagan,
you
have
to
know
the
past
to
understand
the
president.
This
is
especially
true
as
we
look
at
the
timeline
of
history
and
its
effects
on
today's
world,
in
the
World
of
Tomorrow
and
after
the
last
meeting
at
the
board's
request
and
at
the
parents
request.
L
We're
here
tonight
for
some
additional
information,
add
some
clarity
to
the
presentation
that
we
gave.
Two
weeks
ago
we
had
attempted
to
summarize
a
lot
of
the
information
we
included
links
in
the
prior
presentation,
but
I
think
after
a
lot
of
the
conversation
last
week,
it's
worth
sort
of
bringing
that
to
light
to
make
sure
that
the
board
has
everything
at
their
disposal
to
make
a
decision.
L
So,
oh
and
let
me
let
me
just
point
out
as
well
in
between
last
meeting
in
this
meeting,
we
did
have
a
meeting
with
the
parents.
We
did
a
thought
exchange
had
another
information
like
with
the
parents
last
week
to
kind
of
discuss
the
results
of
the
thought
exchange
we'll
be
sharing
that
later
on
in
the
presentation.
L
So
what
we
hope
we're
hoping
to
do
tonight
was
to
clarify
the
purpose
is
stated
in
the
original
proposal
for
this
program
at
McDonald
presented
to
and
approved
by
the
board
of
school
directors.
One
of
the
challenges
with
the
current
Administration
is
we
weren't
here
when
this
was
rolled
out,
so
we
can
go
back
to
what
was
written,
presented
and
board
approved
in
order
to
move
forward,
and
so
we're
going
to
do
that
tonight
again,
it
was
all
in
the
in
the
prior
presentation,
but
it
was
linked
out.
L
Our
attempt
tonight
was
to
bring
that
information
into
the
slide
deck.
We
want
to
outline
information.
This
was
a
question
pertaining
to
oversight
of
the
building-based
program
at
McDonald,
share
data
on
the
program
at
McDonald,
review,
the
inconsistencies
and
what
was
said
to
be
promised
for
the
program.
What
we
found
especially
meeting
further
with
the
parents
was
there
was
a
lot
of
different
interpretations
of
what
was
presented
versus
what
they
had
shared.
L
They
were
told
over
the
years,
providing
them
provide
the
board
with
options
for
consideration
the
way
that
was
a
big
ask
of
yours.
So
we
have
a
couple
different
options
of
what
we
can
do
of
what
you
can
do
and
deciding
on
the
program
moving
forward,
and
we
want
to
share
those
options
through
three
lenses:
the
impact
of
those
options
on
class
size,
the
impact
of
those
options
on
resources
and
the
impact
of
those
options
on
Equitable
opportunity
for
access
to
the
program.
You
guys
have
seen
this
slide
already.
L
You
know
we
just
really
want
to
point
out
that,
looking
at
the
research
having
a
solid
commitment
to
long-term
Financial
Resources
in
a
two
to
three
year,
planning
process
is
what's
recommended,
as
we've
mentioned
before,
we
try
to
do
a
lot
in
six
months
and
actually,
when
we
went
further
into
the
meetings,
the
recommendation
really
didn't
come
until
May
with
a
start
date
of
September.
So
really
you
were
talking
to
two
and
a
half
month
span
when
a
lot
of
the
stuff.
L
L
What
was
the
actual
outline
of
the
program
we've
struggled
with
and
I
think
a
lot
of
that
can
go
back
to
you
know,
trying
to
do
a
whole
lot
in
a
very
short
amount
of
time,
the
timeline
again
from
idea,
first
being
shared
with
the
building
principal
of
McDonald
in
January
of
2018
to
a
few
months
later,
the
board
approving
the
May
22nd
the
pilot
and
then
it
being
implemented
in
September.
So
very
short,
very
short
time
and
turn
around
which
we'll
get
into
in
a
little
bit.
L
So
again,
in
the
spirit
of
clarity,
we
really
wanted
to
kind
of
share
with
the
board
what
was
formally
presented.
We
can
go
back
to
what
was
presented.
What
was
approved.
What
is
part
of
our
board?
Docs
emotion
was
made
in
February
of
2018
to
approve
an
overnight
trip
for
principal
teacher
and
board
member
to
visit
Bridgeport
Elementary
School
in
Oregon
to
help
get
a
look
at
their
two-way
Spanish
Immersion
program.
L
You
can
see
the
minutes
up
there
on
the
slide,
as
well
as
who
voted
and
what
the
final
resolution
was
emotion,
carrying
8-1
with
Mrs
Mercado
posed
to
the
trip
March
27th.
There
was
an
informational
presentation
as
a
follow-up
to
the
trip
where
Mr
Ortiz
spoke
about
the
visit
to
Oregon
and
those
were
the
minutes
there.
L
There
was
a
rationale
in
terms
of
Bridgeport
serving
a
similar
demographic
and
having
the
two-way
immersion
program,
helping
to
close
the
achievement,
Gap
and
then
there's
a
little
bit
about
Bridgeport
on
the
right
that
they
were
K-5
Elementary,
a
title:
one
school
very
diverse
student
body
serving
just
under
500
students
with
the
program
next
meeting,
May
22nd
2018,
a
larger
presentation
by
Mr
Ortiz,
the
McDowell
Elementary
School
principal,
proposing
a
dual
language
program
pilot
for
the
2018-19
school
year.
The
pilot
would
begin
with
one
kindergarten
class
in
the
school.
L
The
students
involved
in
the
pilot
will
learn
the
curriculum
in
both
English
and
Spanish.
The
composition
of
the
class
will
include
native
English
speakers
and
Native
Spanish
speakers
balanced
to
50
percent
that,
as
per
the
Pennsylvania
Department
of
Education
certification
requirement,
the
teacher
of
record
will
need
to
be
certified
in
both
Elementary
Pre-K
4
and
Rural
languages.
Pre-K
12,
with
a
concentration
in
Spanish.
The
teacher
will
be
employed
by
the
districts
as
per
the
Staffing
policies
and
within
the
regular
Staffing
process.
The
cost
of
the
teacher's
salary
is
not
an
additional
cost.
L
Rather,
it
is
a
reallocation
of
existing
staffing
needs
for
the
2018-19
school
year.
The
motion
was
to
approve
the
program
with
The
Upfront
cost
not
to
exceed
thirty
five
hundred
dollars.
Mr
Ortiz
principal
McDonald
emergency
School,
spoke
about
the
program,
summarized
the
benefits
and
outline
what
needed
to
happen
before
the
start
of
the
next
school
year
in
September.
Again
we're
talking
a
two
to
three
year
planning
process.
That
was
at
this
point
at
about
two
and
a
half
months.
The
motion
did
carry
900.
L
now,
I
highlighted
a
few
areas
in
red,
because
this
is
what
came
up
on
conversation
at
the
last
meeting,
whether
it
was
one
teacher,
one
classroom
or
two
classrooms.
What
did
the
50
balance
mean
that
that
means
student
to
student
ratio
in
terms
of
native
Spanish
speakers
native
English
speakers,
or
did
that
mean
the
amount
or
percentage
of
language
spoken
in
that
particular
class?
So
this
slide
is
still
the
same
board
meeting
and
as
I
mentioned
before,
we
had
this
linked
last
time.
L
However,
we
brought
screenshots
from
the
slide
deck
out
of
the
original
slide
deck
to
the
four
funds,
so
we
didn't
have
to
jump
back
and
forth.
This
was
a
slide
presented
at
that
May
22nd
meeting
with
a
Five-Year
Plan
to
add
and
grow
the
program
from
2018-19
to
2223,
with
the
plan
ending
this
year
in
cohort
A's.
What
turns
out
to
be
fourth
grade
year?
I
know
there
was
conversation
last
week
about.
We
thought
it
was
going
to
go
through
fifth
grade.
It
was
supposed
to
go
through
next
year.
L
L
number
in
talking
with
the
administration
going
through.
Our
our
assumption
is
that
should
be
percentage
of
language
spoken
in
year,
one
year,
two
year,
three
English
to
Spanish.
If
you
think
about
it,
putting
a
bunch
of
students
in
a
classroom
with
both
languages
being
spoken
to
jump
right
to
50
50
off
the
bat
would
be
a
little
bit
tough
for
students
that
have
no
background.
In
that
other
language.
We
did
share
this
with
the
two
teachers
in
the
program.
L
We
didn't
know
the
first
two
years
because
the
teacher
wasn't
here,
but
then
it
was
about
70
30,
80,
20,
90
10.,
so
it
kind
of
went
in
the
opposite
direction
of
what
was
recommended
and
board
approved
from
the
get-go
cohort
B.
It
started
at
about
50
50
and
then
slowly
declined
as
well.
Over
the
years
and
again,
I
think
we
had
pointed
out
that
covet
had
a
pretty
animal
show
later
on.
Cove
had
a
pretty
big
impact
on
that.
L
The
one
piece
that
we
wanted
to
add
to
this
was
Clarity
for
the
board
in
terms
of
actual
true
cost
of
a
program
like
this.
We
could
say
that
reallocation
of
Staffing
is
a
is
a
want,
but
we
also
believe
that
laying
out
a
true
picture
of
what
a
program
like
this
would
have
cost
or
could
have
cost,
because
one
of
the
recommendations
based
off
the
parent
feedback
was
let's
go
back
to
the
program
that
was
promised
was
really
what
could
have
happened
in
terms
of
cost
for
teachers.
L
Give
me
a
second,
so
at
minimum
each
year
we
add
a
classroom.
We
want
to
look
to
add
a
dual
certified
teacher,
one
teacher.
If
that
teacher
is
dual
certified,
if
we
don't
have
a
dual
certified
t-shirt,
then
you're
looking
at
two
teachers,
one
with
an
elementary
background,
one
with
a
Spanish
language
background
to
teach
those
classes
so
in
reality,
depending
on
the
size
and
scope
of
the
number,
while
the
reallocation
at
no
cost
is
a
a
hope
right.
L
L
I'm,
the
from
the
same
slide
deck
for
the
May
22nd
meeting
again,
you
know
this
is
just
outlining
what
had
to
happen
between
May
22nd
and
September,
forming
the
Dual
language
committee,
identifying
and
hiring
bilingual
and
biliterate
teaching
professionals
determining
student
selection
processes,
selecting
materials,
etc,
etc.
They
have
to
have
a
parent
information,
let
her
go
out
of
meeting
odds
and
procedures
and
Communications
regarding
students,
progress.
The
other
thing
to
note
here
is
yeah
again.
L
So
a
total
of
twelve
thousand
nine
hundred
dollars
was
presented
up
front
on
that
same
slide,
deck
as
a
potential
cost.
So
we
have
a
3
500
option.
We
have
a
9
400
option
and
speaking
with
the
parents
as
well,
you
know
they
actually
did
have
two
classrooms
that
first
year,
so
while
one
classroom
was
presented
forgot
to
mention
that
they
actually
did
have
two
classrooms,
at
least
for
the
first
year.
L
It
just
kind
of
worked
out
with
Staffing,
just
as
a
side
note,
but
actually
the
board
then
approved
in
June
and
August
were
totals
of
the
over
the
3500
budget,
89
29
51..
So
right
off
the
bat
we
had
budgeted,
3
500,
then
maybe
12,
but
it
already
spent
almost
all
that
up
front.
We
went
through
a
series
of
purchases
sendera's
textbook
for
the
pilot,
another
Symposium
conference
in
DC,
and
then
there
was
an
informational
presentation
in
April
of
2019.
L
So
you
know
we're
working
our
way
into
now,
wanting
to
move
the
recommendation
and
to
integrate
once
is
a
year
later
now.
So
this
is
the
actual
presentation
for
May
28th.
A
year
later,
the
pilot
started.
It
was
implemented.
We're
now
here
in
May,
the
Dual
language
program.
Pilot
recommendation
was
to
continue
to
Pilot
in
grade
one
and
fill
the
positions
through
repurposing.
L
An
attrition
continuation
with
dual
language
program
pilot
require
the
district
to
recruit
and
hire
a
teacher
with
both
PA
elementary
and
Pa
Spanish
and
again
absorbing
the
additional
position
by
repurposing
development
position
through
attrition.
The
motion
was
to
approve
the
continuation,
the
motion
past
seven:
zero
zero.
As
you
can
see,
the
minutes,
Mr
or
t
shared
the
information
about
the
first
year
of
the
program,
explain
the
data
on
English
literacy,
Spanish
literacy,
as
well
as
parent
survey
results
which
we're
going
to
share
with
you
all
the
data
that
was
collected
again.
L
This
is
taken
straight
out
of
that
presentation
from
the
28th
on
board
Docs.
We
have
esgi
educational
software
for
guiding
instruction.
The
first
slide
shows
a
comparison
of
our
dual
language
program:
English
students
in
the
yellow
to
the
percentage
of
students
showing
80
or
Mastery
compared
to
the
English,
only
classrooms
in
five
skill
areas,
English
letter,
name,
recognition,
letter,
sound
recognition,
site
and
word
recognition,
content
about
consonant
words
and
nonsense.
Words.
L
If
you
look
at
the
comparison
in
English
letter
recognition,
English
nonsense,
the
classes
were
about
even
the
Dual
language
classes
were
a
little
lower
in
terms
of
the
percentage
showing
80
Main
Street
than
the
non
and
then
were
exceeding
the
english-only
classrooms
in
the
English,
constant
about
constant
words
you're
one
of
a
program
like
this,
you
would
expect
a
little
bit
of
a
drop
most
likely,
but
we're
looking
at
you
know
really
growth
in
that
performance
in
only
one-fifth.
Twenty
percent
of
the
overall
success
we
don't
know,
is
a
Baseline.
L
The
only
data
that
we
were
given
is
what
was
on
the
slide
deck,
so
we
don't
know
where
they
started
compared
to
where
they
were.
At
the
Timeless
day,
it
was
shared,
May,
29th
same
meeting.
The
Spanish
data
shows
the
number
of
students
showing
80
Mastery,
we're
at
about
an
average
of
48
of
the
students
in
the
class
were
showing
about
80
Mastery
in
Spanish.
L
So
that
was
the
data
that
we
shared
again,
we
don't
have
a
baseline,
and
this
is
a
snapshot
in
time
of
where
the
Dual
language
students
perform
in
terms
of
Mastery
in
Spanish.
So
we
had
10
ESL.
This
is
again
from
the
slide
deck
TS
10
ESL
Spanish
students,
speaking
in
the
program,
eight
of
whom
have
shown
growth.
L
So
we
have
a
program
that
has
helped
support
a
10
of
our
native
Spanish
speakers,
8-10
of
our
native
Spanish
speakers,
and
showing
growth
in
the
program
in
Spanish.
So
you
know
we
have.
We
do
have
a
an
ELD
program
that
supports
our
students
coming
over
with
an
ESL
background,
and
we
were
reported
out
in
this
slide
on.
Only
20
of
our
total
student
population
is
something
considering
the
data
same
meeting.
L
We
did
poll
parents
at
that
time
of
the
47
sets
of
parents,
I
think
it
was
21
responded,
which
was
about
45
of
the
total
number
of
parents,
which
is
actually
a
pretty
good
number.
When
you
consider
percentages
in
terms
of
surveys,
45
is
high
out
of
the
45.
70
percent
of
them
reported
that
the
program
has
benefited
their
child
has
improved.
The
child's
attitude
regarding
cultural
diversity
helped
help.
My
child
develop
language
Proficiency
in
Spanish
enjoys
the
program
and
is
overall
satisfied
with
the
program
same
group
that
responded.
L
L
Having
my
daughter,
come
home
and
sing
different
songs
in
Spanish
or
when
I
say
something
or
in
English
and
gets
excited,
because
she
knows
the
Spanish
version,
so
there's
a
lot
of
positive
feedback
from
parents
in
that
sense,
from
the
21
or
so
about
45
percent
that
responded.
There
was
definitely
some
positive
outcomes
that
were
shared
with
with
the
administration
at
the
time.
L
So
the
next
steps
in
that
same
meeting
is
to
extend
the
pilot
into
a
second
year,
so
keep
it
in
kindergarten
and
then
add
a
classroom
in
first
grade
again,
the
plan
was
attrition,
I
think
they're.
You
know
our
hope.
Our
goal
is
to
provide
full
transparency
of.
You
could
be
talking
about
adding
one
to
two
teachers
right
if
you
can't
find
it
to
a
certified
person
versus
if
you
can't
do
it
through
attrition
and
reallocation
and
you're,
adding
a
position
that
way
a
dual
certified
person
would
be
plus
1
and
114.
L
If
it's
two,
because
you'd
have
to
hire
both
a
Spanish
and
a
general
ad
that
you're
talking
double
that
here.
We
are
a
year
later
so
the
end
of
year,
two
of
the
program
May
of
2020,
there's
a
presentation
given
dual
language
program,
update
with
the
recommendation
at
that
time
to
remain
in
grades
K
and
one
for
the
2021-20
2020
2021
school
year.
There
was
no
formal
motion
to
continue
the
program
made
nor
approved
the
minutes.
L
Read
that
Mr
Ernesto
Ortiz
provided
the
board
with
an
updated
on
Dual
language
programming,
Elementary
School
explained
the
literacy
of
math
data
and
recommendation
for
the
school
year.
Now,
please
keep
in
mind
at
this
time
we
were
in
May
of
covid.
We
were
starting
to.
We
had
been
fully
out
of
school
for
a
few
months.
To
this
point,
we
had
a
lot
of
District
leadership
changes
happening.
Dr
ball
was
leaving,
Dr
palinchak
was
leaving.
We
have
Mr
seidenberger
transitioning
in
over
the
next
month.
L
There
was
just
there
was
a
lot
of
movement,
a
lot
going
on
from
about
May
through
August
at
this
point
and
a
lot
of
our
Focus
over
the
summer.
Those
of
us
that
were
here
was
trying
to
get
the
schools
reopened
in
a
way
that
was
safe
and
helped
to
get
kids
back
in
a
manner
that
would
continue
their
education
in
the
best
way
possible.
L
So
some
of
the
data
that
we
shared
I'm
not
going
to
walk
you
through
all
of
it,
because
there's
a
lot
of
slides
of
it
that
we
share,
but
now
we're
looking
at
map
data.
So
it's
a
different
assessment
than
what
we
saw
last
year.
It's
doing
a
lot
of
comparisons
between
our
percentage
of
regular
red
kids
and
how
they're
performing
in
these
different
areas.
L
But
we
have
summarized
for
the
board
sort
of
how
this
looks
and
in
most
cases,
the
non-dual
language
students
have
higher
percentages
of
media
exceeding
expected
growth
on
map
on
the
reading
map
scores
at
each
grade
level
than
the
then
the
Dual
language
students,
so
I'm
just
going
to
kind
of,
because
a
reason
again.
This
was
just
an
initial
recommendation.
Keeping
the
program
in
K1
not
moving
it
into
second
grade
with
no
real,
no
formal
motion
made
nor
approved.
L
Chanel
at
the
time
was,
you
know
you
had
a
cohort
that
was
losing
students.
Retention
in
cohort
a
had
been
a
concern.
You
know
we
had
some
questions
last
time
about.
Well,
you
know.
No
one
told
us
why
students
were
leaving.
So
you
know
when
looking
into
things
there
was
transcendency
going
on.
There
was
programming
changes
happening.
L
The
administration
at
one
point
had
made
a
recommendation
for
about
seven
of
the
students
just
to
go
back
to
English,
because
their
academics
had
been
suffering
so
hard
that
they
actually,
the
recommendation
from
the
administration
team
at
the
time
was
to
move
the
students
out
of
the
programs.
There
was
a
lot
of
different
factors
playing
into
this,
so
then
June
9th
there
was
not
a
planned
update
or
presentation.
So
this
is
the
board
meeting
after
the
recommendation
to
keep
the
program
in
K1.
L
Please
keep
in
mind
the
challenge
of
doing
this
was
that
that
first
grade
cohort
that
year,
the
cohort
a
would
then
lose
the
program
moving
in
the
second
if
they
were
going
to
keep
it
in
K1,
because
at
the
time
the
building
Administration
was
concerned
and
with
the
the
drop
of
the
numbers
and
keeping
it
going
in
first
grade
or
into
second
grade
with
that
cohort.
Excuse
me
so
there's
no
update
or
motion
planned,
the
May
26
presentation
was
still
on
the
table.
L
These
were
minutes
from
the
parent
comments
and
this
was
all
over
Zoom.
If
you
remember
that
they
really
wanted
the
program
to
continue
integrate
too
Mr
Ross,
with
an
email
from
Jen
kocher
Community
member
regarding
the
language
immersion
program
at
McDonald,
Elementary,
School
she's,
concerned
about
the
program
ending
for
the
students
who
will
be
entering
grade
two
in
September,
and
they
asked
why
this
opportunity
is
being
taken
away
from
the
pilot
class.
L
I'm
sorry,
Mr
Pellegrino
said
the
board
should
consume
the
financial
commitment
required
to
provide
a
high
quality
dual
language
program,
Advance
the
board,
to
speak
to
the
business
manager
to
see
if
it
was
feasible.
Mr
Ross
wrote
an
email
from
Denise
Stanley
Community
member.
Regarding
the
Dual
language
immersion
program.
She
said
the
decision
to
end
the
program
for
students
entering
second
grade
should
be
reconsidered.
L
She
has
concerned
about
what
the
class
lost
this
year
due
to
the
teacher
changes
in
closing
the
school
due
to
covid-19,
and
then
he
read
an
email,
Mr
Ross
read
an
email
from
Randy
Smith
Community
member
who
said
he
did
not
want
to
do
a
language
program
to
be
discontinued.
Dr,
Paul
and
Chuck
responded.
Mr
Ortiz
will
provide
an
update
to
this
program
at
the
June
23rd
board
meeting.
So
we
had
a
recommendation
to
keep
it
in
K1.
L
Right
and
then
we
had
the
parent
response
to
the
next
meeting.
The
next
meeting
the
Dual
language
update,
came
back
around
with
the
recommendation.
Is
the
remaining
grade
one
and
continue
into
grade
twos.
The
original
recommendation
was
the
remaining
K1.
Now
that
has
changed
to
remain
in
grade
one
and
continue
to
grade
two.
The
minutes
read
that
Mr
Ernest
Ortiz
provide
an
updated
with
the
language
program.
He
gave
a
short
recap
of
what
was
presented
at
the
May
26
meeting.
L
He
said
the
long-term
recommendation
now
would
be
to
have
the
Dual
language
program
remain
in
first
and
second
grade.
He
explained
the
program
enrollment.
The
long-term
recommendations
had
to
be
considered.
The
Mr
Ortiz
responded
to
questions
from
Mr
Dixon
Mr
Miller,
Mr
pollenchak
responded,
Mr,
Brown,
Cotton's
question
about
hiring
another
teacher
and
the
impact
on
the
budget
and
to
Mr
Miller's
question
about
the
Dual
language
program,
continuing
bond
to
Pilot.
Now
again,
the
administration
was
not
coming
to
this
particular
meeting
with
any
motion
to
continue
the
program.
L
Formally,
nothing
was
put
on
the
table
for
board
approval.
However,
Mr
Miller
made
a
motion
seconded
by
Mr
Dixon
to
as
the
administration
to
take
a
look
at
the
Dual
language
program
for
the
next
30
days
and
to
consider
the
need
to
make
this
a
full-fledged
program
of
the
district
beginning
September.
One
I
would
like
to
share
and
they're
linked
here
for
the
folks
that
are
going
to
access
this
from
home,
but
I'd
like
Mr
Ross
to
play.
This
is
audio
of
the
meeting.
L
L
C
N
To
bring
on
a
a
new
teacher
is,
in
you
know
is
is
is,
is
an
effort,
unfortunately,
in
these
presentations
right
right,
the
the
business
office
wasn't
consulted,
so
I
can't
offer
my
best
homework
on
on
the
subject
to
adequately
share
with
the
board
what
it'll
cost
this
year,
as
well
as
what
it'll
cost.
If
this
goes
from
a
pilot
to
a
full
program
and
and
would
would
advise
against
making
that
sort
of
motion,
because
it
it
is
it
is,
it
hasn't
been
believed,
well
thought
out.
L
L
With
the
new
recommendation,
the
remain
in
first
grade
and
continue
in
the
second
34
students
at
cohort
a
but
reduced
to
27
students.
What
happened
to
the
students,
seven
students?
No
longer
there,
one
moved
and
the
team
decision
involving
parents,
teacher
and
building
leaders
tell
the
other
six
students
focus
on
English
instructions,
so
some
of
the
attrition
was
due
to
academic
need.
L
Again,
you
know.
A
lot
of
this
is
coming
out
of
the
pandemic
to
address
those
retention,
concerns.
Recommendations
from
the
building
were
to
open
up
enrollment
to
will
Dale
and
Davis
families
interested
in
dual
language
programs
are
going
to
continue
starting
in
kindergarten
and
the
commitment
to
hiring
a
Spanish
teacher.
Again.
L
These
were
taken
straight
from
the
slide
deck
and,
as
Mr
Greenwood
pointed
out,
there
was
no
real
picture
of
cost
of
the
motion
that
was
made
and
put
forward
by
Mr
Miller
was
to
come
back
in
30
days
of
what
it
would
be
to
make
a
full-fledged
program.
That
did
not
happen
again.
The
transition
of
leadership
and
administration
and
the
opening
of
schools
in
the
middle
of
the
pandemic
took
precedence.
L
June
23rd
there
was
also
in
conversation
that
fall
talking
with
the
teachers
at
email.
Again,
this
was
the
struggle
we
all
faced.
That
spring
was
what
do
we
or
that
fall?
Excuse
me
coming
off
of
the
pandemic.
This
was
an
email
from
Mr
Ortiz
that
one
of
the
teachers
about
what
do
I
do.
Kids
are
just
getting
back
off
of
being
out
for
this
many
months,
We're
Half
on
zoom,
we're
half
in
person
and
at
the
time
collectively
it
was
let's
focus
on
the
health
and
wellness
standpoint.
L
L
So
that
brings
us
to
tonight
and
and
the
most
recent
timeline
we
had
a
parent
information
night
again
timing
wasn't
great.
We
we
owned
up
to
that.
We
made
the
the
motion.
The
recommendation
led
the
last
meeting
to
curtail
the
program
before
it
asks
us
to
bring
back
more
information
to
be
able
to
vote.
We
did
meet
with
Dr,
G
and
adult
language
teachers
to
discuss
potential
formats
moving
forward
and
got
their
input.
We
sent
out
a
solid
exchange
to
parents
to
Garner
their
input,
we'll
be
sharing
those
results.
L
In
a
minute
we
did
administer
and
I
ready,
Spanish
reading
assessment
that
week
to
the
students
just
to
gauge
a
baseline
again,
you
know,
and
we
don't
you
know,
trying
to
keep
going
back
to
the
The
Upfront
planning
is
why
we're
where
we
are
we're.
Now
in
our
third
different
assessment,
that's
been
rolled
out
of
the
SGI
was
rolled
out.
L
Out
again,
this
is
the
danger
of
not
having
a
clear
plan
for
long-term
consistent
assessment
with
a
new
program
in
the
district
which
you
now
is,
is
why
it
was
part
of
the
struggle
with
where
we
are
now.
We
did
have
a
follow-up
with
the
parents
on
June
6
to
share
out
and
discuss
the
results
of
the
thought,
exchange
and
the
different
options
that
we
were
bringing
forward.
We
didn't
have
everything
tight
tight,
but
we
did
discuss
some
with
them
based
off
their
feedback.
L
Some
of
the
options
we
were
going
to
be
bringing
forward
and
then
we're
here
tonight
with
our
updated
recommendations.
So
quick,
quick
little
look
at
the
parent
feedback
from
the
phone
exchange
from
the
past
two
weeks,
we
asked
the
questions
of
inform
our
decision
making
for
continuing
the
program
for
your
child's
cohort.
What
would
you
like
to
see
happen?
We
had
26
people
participate
with
43
thoughts
and
569
ratings,
which,
as
we
we've
talked
before,
with
the
board
about
thought
exchange.
L
L
If
I
can
see
behind
everybody's
heads,
we're
cohort
B,
I'm,
sorry
I
should
say
cohort
B
grade
three
moving
into
grade
four
out
of
those
that
responded.
16
said
they
would
be
moving
forward.
Three
did
not
five
said
other.
We
did
a
follow-up
survey
specifically
through
Google
to
the
families.
This
doesn't
capture
actual
names,
but
the
Google
survey
did
to
really
try
to
get
a
feel
for
out
of
the
16.
Yes,
three,
no
and
five
other.
L
What
are
the
real
numbers
for
each
cohort
so
that
we
could
project
out
class
sizes
of
impact
and
our
options
we're
going
to
be
sharing
with
you?
The
other
really
came
down
to
the
feedback
generally
from
parents
was
we
want
to
wait
and
see
what
the
program
is
going
to
look
like
to
decide
if
we're
going
to
move
forward
or
not
so
that
that
was
a
pretty
loud
response
for
the
other,
the
top
three
thoughts
and
we
all
know
a
thought,
exchange
kind
of
ranks.
L
The
top
three
takes
everything
based
off
of
rankings
and
the
top
three
were
transparent.
Communication
established
a
clear
and
shared
vision
for
what
the
program
will
look
like
for
next
year
have
an
understanding
about
what
options
of
the
future
could
be
in
continuous
Spanish
lessons
during
school
hours.
So
we've
been
trying
to
be
better
with
our
trans
communication
and
I.
Think
we
having
the
meeting
night
before
the
board
meeting,
we
didn't.
We
didn't.
We
failed
in
that
originally,
but
we're
trying
to
do
better.
L
We
had
the
meeting
had
the
thought
exchange
since
then
I
think
tonight's
conversation
is
really
about
number
two
trying
to
figure
out
where
the
board
wants
to
go
with
the
program
and
what
the
options
would
be
and
what
that's
going
to
look
like
moving
forward,
and
then
we
heard
loud
and
clear
that
the
Spanish
lessons
during
school
hours
was
a
big
want
over
our
idea
and
talking
with
the
teacher
about
doing
after-hour,
Spanish
club,
four
and
five
so
are
of
the
thoughts.
So
those
are
your
top
three.
This
is
the
top
five.
L
The
way
that
it
was
presented
to
the
board
was
one
class
one
teacher
per
year
and
talking
with
the
parents,
they
did
have
two
teachers
for
a
short
time
and
then
that
kind
of
changed
after
coven,
so
just
I
want
to
make
it
clear
that
there
was
different
opinions
on
how
many
and
what
the
presentation
called
for
one
I
think
the
reality
played
out
in
two,
at
least
for
the
first
year
or
two.
But
some
of
that
came
down
the
Staffing
in
numbers
and
and
we're
having
staff
that
were
dual
certified.
L
L
The
vision,
the
opportunity
and
helping
parents
understand
the
limitations
of
the
program
and
discuss
Solutions
and
then
hiring
more
staff.
If
it's
made
a
special,
it
should
be
a
daily
class.
So
we
did.
We
will
provide
an
option
for
it
being
a
special,
not
a
daily
special,
because
that
would
have
to
replace
something
in
place,
but
a
special
to
the
rotation
and
then
running
the
program
in
a
way
was
intended
to
presented
to
us
with
half
the
day
in
Spanish
and
half
in
English
again,
I
think
we
want
to
go
back
to.
L
There
should
be
a
progression
from
90
10
to
50
50
over
time.
So
we
did
pull
recent
data
from
this
particular
cohort
in
May
and
June
and
did
a
class
comparison
so
for
the
Dual
language
versus
non-dual
language
classes.
In
reading
for
grade
three,
the
Dual
language
students
were
74
above
grade
level,
early
on
or
mid
or
above
and
non-delaying
students
were
49
above
and
then
one
grade
level
to
multiple
below
26
percent
of
the
languages
below
50
of
the
non-do-language
students
were
below.
L
We
see
the
similar
pattern.
16
of
the
Dual
language
students
are
above
early
on
Mid
or
above
grade
level.
23
of
the
non-dolls
are
above,
so
this
is
sort
of
the
reverse
and
then
eighty
percent
of
the
Dual
language
students
is
a
class
overall
are
below
in
grade
three
in
mathematics
versus
7
for
non-dual
language
students
for
grade
four,
it's
about
even
it's
about
45,
44
and
55
57.
L
We
also
have
the
assessment
of
Spanish
reading
for
a
baseline
placement.
At
this
point
again,
having
inconsistent
data
over
the
years
really
speaks
to
that.
So
if
we
take
a
look
at
this,
we
have
out
of
the
12
students
that
partially
met
or
met
grade
level
expectations
in
reading
in
Spanish,
nine
or
native
Spanish
speakers
three-year
native
English
speakers
and
on
the
reverse,
not
meeting
grade
level
expectations
only
one.
It
was
a
native
Spanish
speaker
and
nine
native
English
speakers.
L
Similarly
out
of
the
16,
it's
a
little
bit
closer,
but
it's
also
a
smaller
class
six
native
Spanish
speakers
are
partially
meeting
or
meeting
great
level
expectations
and
four
native
English
speakers
are,
whereas
this
is
for
grade
four.
So
this
is
the
cohort.
That's
been
an
extra
year
so
to
speak,
and
then
two
native
Spanish
speakers
were
not
met,
grade
level
expectations
and
four
native
English
speakers
were
not
in
reading
and
Spanish
in
grade
four.
L
So
here
are
the
options
so
option:
one
is
still
to
curtail
the
program.
It
is
still
the
recommendation
of
the
administration.
One
of
the
things
we
wanted
to
present
to
the
board
was
that
you
know
there
are
roughly
43
students
in
this
program.
We
also
want
to
share
with
you
the
impact
on
the
other
846
McDonald
students
that
these
options
would
have,
as
well
as
the
1490
other
elementary
students
across
all
three
buildings,
which
is
why
we're
approaching
this
from
the
lenses
of
class
size,
Equity
of
access
and
resources.
L
So
if
we
were
to
keep
so
if
we
were
to
tell
the
program
based
off
the
numbers
as
of
the
19th
of
May
grade
four
at
McDonald
at
that
time,
at
153
students,
we
would
have
six
general
education
classes,
averaging
25.5
students
per
class
with
a
cap
of
29..
That
means
to
add
a
new
teacher.
It
would
take
21
new
students
to
enter
fourth
grade
to
trigger
a
teacher,
but
we
would
have
average
class
size
is
25.5
across
evenly
across
six
sections.
L
In
grade
five,
we
have
123
students,
so
five
sections
averaging
24.6
with
22
new
students
triggering
an
FDA.
Also,
the
current
teachers
would
stay
in
their
respective
grade,
which
would
provide
Equitable
opportunities
for
programming
for
all
students
across
both
all
General
ed
students
period.
Allow
for
continuity
of
Staffing
curriculum
assessment
instruction,
PD
and
student
learning
would
remain
cost
neutral
because
we
wouldn't
be
adding
any
different
curriculum
materials
from
this
look.
Unless
we
get
a
huge
influx
of
students,
doesn't
look
like
any
staffing
implications.
L
On
average
over
the
past
few
years,
we're
only
we've
only
been
adding
about
four
to
five
new
students
in
each
grade
level.
So
you
know
we're
not
concerned
about
that
triggering
a
teacher
necessarily.
Basically,
if
you
look
back
over
the
past
two
years,
I
would
decrease
the
likelihood
of
teacher
attrition
and
then
it
would
allow
all
students
moving
into
grade
five
to
take
advantage
of
the
departmentalized
structure.
That's
built
into
the
schedule.
L
We
did
keep
grade
five
departmentalized
so
that
students
can
experience
different
teachers
throughout
their
fifth
grade
year
and
not
be
self-contained
with
one
teacher
that
gives
them
that
little
bit
of
a
stepping
stone
into
what
they'll
experience
in
middle
school,
where
they're
not
only
changing
teachers
but
but
classes
as
students.
So
not
moving
forward
the
program.
Every
student
would
get
access
to
that
that
experience.
L
If
we
maintain
the
current
program
again
thinking
about
not
just
the
43
students
in
the
program,
but
all
the
students
across
the
board,
the
fourth
grade,
we
would
have
one
dual
language
class
of
23
students
and
then
five
non-dual
language
sections
of
26
students.
It
would
take
16
new
students
to
trigger
a
new
FTE
if
necessary,
if
we
lose
or
if
we,
if
we
gain
a
number
of
students
again
only
gaining
four
to
five
a
year
is
not
a
huge
concern,
but
we
wanted
it
up
there.
L
As
a
you
know,
a
potential
cost
grade
five.
It
would
be
one
section
of
16
and
then
four
sections
of
26.5,
so
the
fifth
grade
cohort
would
be
a
bit
more
unbalanced
about
a
10
student
difference
between
the
four
sections
of
26
and
the
one
section
of
16,
assuming
all
16
of
those
commit
to
stay.
We
still
don't
have
a
clear
picture
of
that.
Based
off
of
the
the
survey
and
feedback
we,
the
parents
did
ask
them.
L
So
we
are
going
to
present
that
the
decisions
could
be
made
on
each
cohort
separately,
so
to
move
the
program
forward,
you
could
make
you
could
decide
to
keep
both
cohorts
together
and
move
them
from
third
and
the
fourth
and
fourth
and
the
fifth,
or
only
move
one
cohort
over
the
other.
That
parents
had
asked
that
we
shared
that
so
we're
sharing
that
the
current
teachers
would
each
move
to
a
new
grade
level,
which
would
impact
130
kids
in
grade
4107
students
in
grade
five
general
education,
non-to-language
students
pow.
L
This
would
limit
opportunity
for
Access
for
all
students
to
take
part
in
the
program.
It
would
require
a
current
grade,
five
gen
ed
teacher
to
get
bumped
to
grade
three
right.
We
have
to
create
space
for
the
teacher
coming
up
who's
certified
to
teach,
so
it
would
impact
the
students
in
so
fifth
grade.
L
Teachers
could
be
experienced,
maybe
not
either
way
against
moved
to
grade
three
and
then
students
coming
into
grade
three,
we
get
a
teacher
potentially
brand
new
to
grade
three
would
require
two
teachers
to
learn
a
new
math
new
science,
new
social
studies,
new
reading
language
arts
program
for
the
fourth
or
fifth
straight
year
in
a
row,
one
of
the
teachers.
Our
grade
four
teacher
was
one
of
our
wisdom
pilot
teachers
in
grade
four
I
think
hoping
that
she
would
stay
in
grade.
Four.
L
Our
hope
is
with
the
pilot
teachers
to
use
them
as
the
experts
in
that
grade
level.
To
then
help
to
turn
around
training.
We
would
lose
that
ability
as
a
district,
to
leverage
her
expertise
in
wisdom,
and
it
would
deny
the
cohort
a
grade
five
to
language
students
for
moving
into
their
ability
to
take
advantage
of
departmentalization
right.
So
they
would
stay
self-contained
without
the
experience
without
the
experience
of
meeting
and
experiencing
other
teachers
across
grade
five,
and
we
also
were
struggling
with
classroom
space
issues
at
McDonald.
O
Good
evening
as
Mr
Gabriel
shared
there,
there
are
different
options
we
wanted
to
highlight
tonight,
as
well
as
as
potential
concerns
on
the
slide
you're.
Looking
at
right
now
to
the
left,
the
potential
for
staff
attrition.
We
want
the
board
to
understand
that
if
there
is
attrition
from
staff,
there's
no
guarantee
that
we're
able
to
hire
a
replacement
that
is
dual
certified,
which
could
mean
that
each
staff,
member
that
leaves
one
FTE
goes
out.
O
It
could
require
two
fdes
coming
in
to
replace
one
person,
one
certified
appropriately
to
teach
at
the
elementary
level,
the
other
certified
to
teach
Spanish.
The
other
piece
is
we'd
be
concerned
with
regarding
attrition.
Are
summertime
cut
off
dates?
There
is
a
turnaround
time
to
hiring
staff
when
staff
members
leave
we're
required
to
post
all
positions
for
10
days.
O
Following
that,
the
the
the
interview
you
and
recruitment
process
runs
and
then
the
onboarding
process,
We
Believe,
July
10th,
would
be
you
know,
probably
on
the
later
end
of
a
cut
off
that
we
could
sustain
and
still
try
to
turn
around
Staffing.
However,
if
we
were
not
able
to
in
the
event
of
attrition,
if
we
were
not
able
to
find
people
certified
to
teach
this
program,
we
would
need
to
curtail
the
program
because
we
wouldn't,
we
simply
wouldn't
have
a
Spanish-speaking
teacher
and
a
Spanish
certified
teacher.
O
In
that
case,
the
students
would
be
redistributed
over
this.
The
existing
sections
on
the
right
hand,
side
we
wanted
to
share
with
the
board
what
expansion
would
look
like
across
the
elementary
schools
is.
That
was
one
of
the
recommendations
made
back
on
June
23rd
of
2020..
We
would
recommend
a
planning
period,
a
pause
and
a
two
to
three
year
planning
period.
O
O
If
we
were
to
HUB
the
program
or
have
it
in
all
three
schools,
what
would
what
would
we
cap
the
program
at
if
there
were
an
explosion
of
interest
you
know,
would
there
be
a
lottery?
How
would
we
would
be
first
come
first
served.
Those
are
things
we'd
have
to
work
out
if
we
were
to
expand
the
program
in
the
future.
O
Today,
thank
you,
the
other
two
pieces-
and
this
is
based
on
feedback
that
we
received
from
the
parents
and
and
the
want
to
have
the
program
to
have
Spanish
instruction
remain
within
the
school
day.
There
are
two
different
options
we
feel
like
could
be,
provided
one
would
be
to
add
exploratory
Spanish
as
a
specials
class,
which
would
take.
Currently
we
have
a
six
day
rotation
at
the
elementary
level
for
their
specials
art,
gym,
music
and
so
forth.
O
We
could
add
a
seven
special
which
would
offer
Spanish
instruction
to
all
students
K
to
five.
That
would
require
us
to
add
an
FTE
in
each
building
certified
in
Spanish.
It
would
also
lessen
the
amount,
the
frequency
with
which
the
other
classes
are
seen,
so
students
would
have
art
less
frequently
they
would
have
phys
Ed
less
frequently
they
would
have
music,
less
frequently
library
and
so
forth,
and
each
student
in
the
building
would
then
receive
approximately
40
minutes
of
Spanish
instruction
once
every
seven
days.
O
The
other
option
that
we
we
thought
about
was
the
win
period,
which
is
built
into
the
new
Elementary
schedule
that
we'll
be
implementing
next
year.
Currently
has
a
six
day:
rotation
three
of
the
days
are
dedicated
towards
reading
and
language
arts,
two
of
the
days
towards
math
and
the
sixth
day
is
dedicated
towards
social
and
emotional
and
academic
learning.
We
could
make
one
of
the
days
in
that
cycle
for
Spanish
instruction,
which
would
provide
30
minutes
of
Spanish
instruction
once
every
six
days
for
the
students
currently
in
the
Dual
language
program.
O
L
So
if
you
remember
from
the
thought,
exchange
one
of
the
other
feedback
components,
a
very
highly
ranked
one
was
running
the
program.
The
way
it
was
intended
to
presented
to
us
with
half
day
in
Spanish
and
English,
and
this
goes
back
to
I-
think
where
we
started
today,
which
was
a
two
year.
Three
two
three
recommendation
for
planning
for
long-term
sustainability,
materials
Staffing
and
we
have.
We
have
costs
I'm,
not
going
to
read
them
to
you,
but
annual
materials,
the
cost,
professional
learning
additional
staff
Transportation.
L
L
You
know.
None
of
us
believe
that
a
dual
language
program,
if
done
well,
is
invaluable.
I
I,
don't
think
that's
being
disputed
here.
I
think
what
we're
trying
to
share
is
what
was
set
out
to
be
put
in
place,
hasn't
happened
and
I
think
trying
to
go
back
to
the
the
lack
of
clarity
around
what
was
presented
to
you
and
approved
it
in
the
board
minutes
versus
what
we
were
told.
L
Based
for
the
majority
of
of
the
program
we
shared
the
data
I
think
the
data
shows
that
the
program
hasn't
gotten
our
students
to
where
we
had
hoped
or
whatever
this
got
put
in
place.
Originally,
it
hoped
to
be
review
the
inconsistencies
and
what
was
said
to
be
promised
versus
what
we
know
is
board,
approved
and
presented
and
moved
forward
and
then
provide
the
board
with
options
for
all
three.
L
So
again,
our
recommendation
is
still
what
it
was
two
weeks
ago
is
to
curtail
the
program
and
offer
some
out
of
school
Spanish
clubs.
We
know
that
doesn't
Meet
the
Parents
ask
to
keep
it
in
hours.
We
offered
options
for
the
board
to
consider
during
the
day,
which
would
be
maintain
the
current
program,
its
impact
on
class
size
and
cost,
and
potential
Domino
effects
of
what
this
will
do
in
terms
of
all
the
other
students
in
the
buildings.
What
happens
if
we
lose
staff?
M
So
this
program
started
in
2018.
We
have
updates
up
till
2020.
Has
everybody
been
asleep
since
2020?
Why
are
we
just
being
updated?
Three
years
later,
none
of
this
was
told
to
us
that
the
program
was
failing
right.
So
three
years
we
hear
nothing
who's
in
charge
of
that
there
has
to
be
somebody
that's
in
charge
of
that
now.
M
I'm,
not
saying
you
got
to
give
me
a
name
I'm.
Just
saying
for
three
years
was
everybody
sleeping?
If
I
were
these
parents
I
would
be
furious
because
we
promised
these
kids.
We
promised
these
families
and
we
let
them
down.
So
somebody
dropped
the
ball
and
I.
Don't
know
what
everybody
else
does.
If
you're
wrong,
you
say:
I'm
wrong.
I
I
dropped
the
ball,
whoever
did,
but
this
is
ridiculous
that
we're
doing
these
to
these
families
like
I
I.
Just
can't
even
imagine
somebody
not
we
really.
We
had
no
use.
You
saw.
P
I
got
it
Anthony
I
got
it
Anthony.
One
is
I'm
ashamed
that
we're
gonna
go
to
gaslighting
here
and
that's
my
humble
opinion.
The
answer
is:
it's
only
been
really
two
years.
The
presentation
said
that
we
went
into
covet
and
the
focus
was
on
trying
to
deal
with
covert
and
recover
from
covet.
That
was
all
in
Focus
you've
gotten
presentations
about
our
lack
of
alignment,
our
curricular
issues,
all
kinds
of
things
over
and
over
again.
So
that
is
the
answer
to
the
question.
P
P
In
I
would
tell
you,
I
would
be
taking
one
of
my
administrators
to
task
over
the
way
this
was
done.
Misinformation
was
given
to
the
board
the
way
data
was
given
that
jumped
out
at
me,
inconsistencies
with
information
shared
with
parents
and
presented
here
emotional
reaction
to
change.
When
something
was
presented,
heeded
the
moment
changing
a
recommendation.
P
There
was
no
transparent
from
the
get-go.
There
was
no
keeping
informed
with
accurate
information
from
the
get-go.
There
was
no
real-time
information.
It
was
flawed
from
the
start,
based
on
the
cost
presentation.
The
Staffing
Staffing,
based
on
attrition
for
a
dual
certified
person,
which
is
a
unicorn
to
find
the
100
certificates,
are
given
to
Spanish
teachers
in
the
Commonwealth
or
year
500
districts,
but
a
lot
of
those
go
to
secondary.
P
Let's
add
that
in
there
the
instructional
model
was
never
consistently
rolled
out
and
implemented.
There
is
two
parts
of
dual
language:
the
student
population
make
up
an
instructional
model.
It
was
clear
from
that
slide.
It
was
starting
as
a
9010
working
its
way
up
to
50
50.
the
idea
that
the
class
was
supposed
to
be
50
50
split
of
English
speaking,
students
is
native
Spanish-speaking
students.
P
P
P
M
Wait
a
second,
so
I,
don't
know
what
the
gaslighting
was
about
if
that,
but
if
that
was
directed
at
me,
that's
not
what
I'm
doing
I'm
asking
a
direct
question.
So
it
is
three
years
and
yes,
you
can
blame
previous
previous
administration.
That's
that's!
Normally
what
people
do
not
believe
me
just
answering
your
question.
A
M
Know
yes,
I'm
trying
to
I'm
just
trying
to
get
the
words
out:
okay,
good,
so
2020,
you're,
saying
2020.
We
were
recovering
you're,
saying
it
rests
at
the
building
level
and
Dr
bettin
I
I
agree
that
it's
not
that
it
comes
from
the
building
level
but
you're
the
you're,
the
top
of
the
food
chain.
How
come
you
didn't
know?
M
P
A
A
A
This
program
went
through
two
principles
at
McDonald,
Mr,
Gabriel
I
think
it's
grossly
unfair,
that
you're
taking
the
blame
for
three
superintendents,
two
principals
and
Two
school
boards.
Your
presentation
was
very,
very
good.
The
information
that
we
received
online
for
this
agenda
went
through
the
whole
process
of
this
program.
A
K
L
Yes,
we
had
a
parent
meeting
on
June
6th,
shared
the
thought,
exchange
data
and,
at
that
time,
as
much
as
we
could
about
the
rough
drafts
of
the
recommendations
we
had
moving
forward.
Thank
you
and
actually
out
of
the
win
recommendation
back
in.
We
hadn't
had
that
originally
in
our
presentation
for
tonight,
but
after
we're
talking
with
the
parents,
the
win
recommendation
back
yet
thank
you.
Miss
allenberg.
A
Q
There
were
a
lot
of
variables
that
came
into
play.
That
did
not
happen,
and
here
we
are
I,
do
appreciate
the
transparency
that
you've
given
in
this
presentation,
trying
to
remind
us
of
what
has
taken
place
over
several
years,
so
I
want
to
I
want
to
thank
you
for
that,
and
thank
you
for
your
courage
to
stand
up
and
and
bring
this
to
us.
Thank
you
are.
R
R
A
L
L
So
what
is
a
data
warehouse,
theater
Warehouse
is
a
type
of
data
management
system
that
helps
schools,
facilitate
the
seamless
exchange
of
data,
helps
integrate
relevant
applications
and
stores.
All
data
prepared
for
research
reporting
and
advanced
Analytics
brilliant
helps
us
make
decisions
for
our
students
for
placement
for
programming
for
instructional
tools.
Budget.
A
lot
of
what
we
do
is
based
off
of
the
types
of
analysts
we
can
run
again.
L
It
takes
out
the
emotion
of
decision
making
sometimes
and
gets
right
at
it,
or
are
we
getting
return
on
investment
and
return
on
instruction
on
what
we're
using
and
putting
in
place
for
students,
whether
that's
helping
students
grow
and
improve
and
or
whether
we
purchase
materials
moving
forward?
So
where
have
we
been
in
May
2020?
The
board
approved
the
purchase
of
who
knew
it,
which
has
been
our
data
warehouse
system
over
the
past
three
years.
L
It
was
going
well
for
about
the
first
year
and
then
PowerSchool,
which
is
a
large
Ed
tech
company
acquired,
who
knew
it
and
almost
immediately,
we
started
to
experience
delays
in
support
implementation
and
performance
issues,
so
decrease
in
Effectiveness
in
the
platforms
features
customer
service.
Pd
functionality
so
our
three-year
contract.
When
we
fought,
we
fought
for
two
years
to
help
get
things
up
in
writing.
It
was
functional,
but
not
to
the
level
that
again
it
was
promised
we
were
promised.
So
our
three
year
contract
was
up.
L
This
year
we
had
a
conversation
administratively
and
with
Mr
shinsky
here
now
who's
helping
to
run
our
mtss
process
for
interventions
with
students.
She
worked
very
closely
with
Miss
Jennings,
our
data
assessment
specialist
to
put
on
an
RFP,
bring
in
a
number
of
warehouses
to
vet,
get
a
committee
together
and
really
take
a
look
at
the
different
programs
that
are
out
there
and
tonight
we
are
bringing
Panorama
to
the
board
for
approval,
explain
the
timeline
good.
S
Evening,
I'm
going
to
walk
you
a
little
bit
through
what
our
timeline
timeline
looked
like
for
deciding
up
our
recommendation.
This
process
actually
started
prior
to
me
being
hired
when
the
RFP
was
posted
in
January.
I
came
on
the
last
week
of
February,
and
so
my
first
task
was
to
help
put
this
committee
together
to
look
at
a
data
warehouse
as
a
team.
S
What
we
did
is
really
compiled
the
list
of
questions
that
everybody
had
and
rather
than
taking
that
back
to
the
data
warehouses
I
spent
the
month
of
the
months
of
April
and
May,
reaching
out
to
local
districts
in
Bucks
County
and
in
the
surrounding
counties,
who
actually
use
the
top
two
data
warehouses
that
we
had
landed
on.
We
had
meetings
with
them.
We
walked
through
our
teachers,
questions
and
something
that
we
found.
That
we
thought
was
very
interesting
is
the
data
warehouse
that
was
being
utilized.
S
So
that
kind
of
brings
us
to
tonight
which
is
bringing
Panorama
to
you.
Guys
for
approval
some
quick
facts
about
panorama
that
were
identified
by
the
committee
as
major
benefits
is
that
there
is
an
automatic
attendance,
behavior
and
academic
sink
from
Skyward.
So
anytime
we
enter
information
about
students
into
Skyward.
It
will
automatically
sync
that
night
if
anything's
changed,
whether
it's
contact
information
address
anything
that's
entered
into.
S
What
that
looks
like
it
helps
us
to
identify
at-risk
students
who
might
need
support
in
real
time,
and
that's
a
really
big
benefit
to
us
to
have
that
early
warning
system
and
there's
features
in
the
warehouse
that
help
us
plan
interventions
and
monitor
supports
for
students.
The
most
heavily
desired
feature
of
a
data
warehouse
and
the
one
thing
that
we
really
loved
about
panorama
is
that
there
is
a
immediate
and
easy
to
read
data
for
teachers.
So
this
is
a
platform
that
teachers
can
use
daily.
S
They
can
click
buttons
and
see
real-time
data
on
students
and
it's
immediate
at
their
fingertips.
They
don't
have
to
search
in
multiple
places,
to
look
for
information
on
students
and
to
share
information
with
parents,
and
then
it
gives
us
a
tiered
access
to
reports.
So
there
is
Administrative
District
access,
principal
access
on
the
school
level
and
teacher
access,
so
there's
a
lot
of
different
tiers
to
the
data
that
it
would
provide.
For
us.
S
This
is
the
plus
Delta
list
that
our
committee
had
identified.
These
are
the
positives
that
the
committee
really
loved
about
panorama.
A
lot
of
this
I
just
went
over
in
the
last
slide,
but
some
of
the
other
things
that
you
can
see
are
that
there
are
links
to
outside
resources.
We
can
add
to
the
platform,
there's
a
big
mtss
feature
and
it
does
help
us
group
students
for
those
win
times
and
those
intervention
supports
the
Delta
list.
S
There
were
only
three
things
that
teachers
were
concerned
about
with
this
platform,
and
what
we
did
here
is
in
blue.
We
actually
took
these
concerns
back
to
Panorama
and
asked
what
can
we
do
about
these?
Because
these
are
the
three
things
we
need,
that
use
are
not
providing
right
now
and
so
in
blue.
These
were
their
responses.
So
in
our
opinion,
this
turns
these
possible
negatives
into
that
plus
side
for
us.
So
one
is
that
we
weren't
able
to
view
the
reports
in
spreadsheets.
S
It
looked
like
during
their
demo
that
we
could
only
see
a
PDF
and
we
wanted
our
our
principals
and
our
teachers
to
be
able
to
disaggregate
and
play
with
the
data
a
little
bit.
They
provide
that
option.
So
it
was
just
something
we
didn't
see
in
the
demos.
The
biggest
piece
that
we
were
looking
for
is
a
parent
access
portion
for
t
for
parents
to
be
able
to
see
the
data
that
this
that
we
have
on
their
students
this
year
this
coming
school
year,
Panorama
is
actually
providing
a
parent
access
portion
to
their
platform.
S
So
anytime,
a
student
is
put
into
an
intervention
plan.
A
secure
link
can
be
shared
with
the
parent,
so
parents
can
see
any
data
that
we
are
entering
about
their
students,
whether
it
be
anecdotal
or
progress,
monitoring
data
for
an
intervention
that
we're
providing
and
then
they
are
working
on
a
feature
for
us
to
be
able
to
batch
print
reports
so
that
we
can
attach
them
to
report
cards.
So
parents
can
see
all
of
the
student
data
that
we
are
collecting
during
those
those
meetings
and
those
report
card
conferences.
S
Sample
student
report
would
look
we
wanted
to
show
for
you,
so
you
can
see
what
the
platform
would
actually
look
like
and
how
easy
to
use
it
is
for
our
teachers
and
our
staff
at
the
top.
You
see
the
student
view.
All
of
that
demographic
information
is
pulled
directly
from
Skyward,
so
that
can
change
as
we
enter
new
information
that
demographic
information
will
change
on
the
right
hand,
side
you
see
those
colored
boxes,
academics,
attendance,
behavior
and
SEL.
S
Every
student
will
have
these
indicators
and
it
will
show
the
progression
of
the
student
throughout
the
school
year
so
that
we
can
easily
identify
areas
where
students
might
be
struggling
or
might
need
extra
support
and
that
automatically
changes
based
on
the
data.
That's
put
into
the
platform
on
the
left
that
helps
us
to
log
parent
communication
that
helps
us
to
log
meetings
so
that
there
is
never
really
a
time
where
I'm
looking
at
a
student's
profile.
I
can
see
if
a
teacher
called
yesterday
so
that
I'm
not
we're
not
overloading
parents
with
information.
S
We
can
see
what
kind
of
information
has
been
entered
on
students
and
then
in
the
bottom,
you'll
see
that
intervention
plan
section.
That's
just
a
snapshot
of
what
it
would
look
like
when
a
student
is
placed
in
an
intervention
plan
and
how
easy
to
read
that
data
is
so
we'll
see
over
time
as
progress.
Monitoring
data
is
put
in
how
the
student
is
progressing
towards
their
goals,
and
all
of
these
are
collapsible
and
expandable.
S
So
as
students
have
data
that
is
entered
into
I-Ready
and
all
these
other
platforms
that
we
are
using,
it
will
automatically
show
up
on
the
student
page,
the
main
goal
being
that
when
we
open
a
student
page,
it's
a
whole
child
picture
and
we're
not
just
looking
at
one
number
to
define
a
decision
that
we
might
be
making
or
a
conversation.
And
when
we're
having
conversations
with
parents,
we're
able
to
show
them
a
whole
snapshot
on
how
their
student
is
performing,
not
just
a
grade
or
a
test
score.
L
L
So
if
you
look
as
well,
we
did
some
comparisons
and
we
did
include
this
in
the
board
updates
the
weekly
updates
to
the
board.
This
would
save.
By
moving
to
this
platform,
it's
a
better
functioning
platform
than
what
we
have
currently.
It
gives
us
more
options.
It
also
comes
at
a
savings
for
reallocation.
Not
only
are
we
adding,
but
we're
also
paying
less
over
time.
S
That's
a
great
question:
I
can
just
answer
that
based
off
it
can
really
be
any
indicator
that
we
put
into
the
platform.
So
as
a
district,
we
can
decide
what
those
at-risk
scores
might
look
like
in
high
school.
It
can
be
at
risk
for
not
graduating
or
at
risk
for
failing
a
course
working
towards
graduation
in
elementary
school
and
middle
school.
It
could
be
at
risk
for
failing
a
course
at
risk
for
dropping
below
an
average
score
within
reading
or
math
based
on
I-Ready.
So
there's
multiple
indicators.
S
S
Q
And
you
talked
about
reports,
so
my
question
regarding
this:
knowing
that
this
is
basically
is
software.
Okay,
is
there
a
mechanism
in
place
when
you
come
across
a
situation
where
you
have
a
report,
that's
needed,
but
it
isn't
presented
it's
not
available,
but
it's
something
that
the
district
would
benefit
from.
Is
there
a
package
already
in
place
in
this
pricing
that
allows
for
those
expansions,
or
is
that
something
that's
a
one
and
done
kind
of
thing
where
you
have
to
pay
additional
for
that,
so.
S
Every
everything
we
can
pull
any
reports
with
the
data
needed.
If
there
is
something
additional,
we
will
have
a
team
assigned
to
us.
So
if
there
are
things
that
we
need,
if
they
we
can
request
it,
if
they
can
do
it
immediately,
they
will
provide
it.
If
not,
it
I
mean
I,
guess
just
depending
on
what
the
data
warehouse
company,
what
Panorama
is
able
to
provide
I
think
that's
what
we
found
with
most
of
them
that
some
will
create
those
if
it's
a
heavily
requested
item
from
districts
that
they'll
create
access
to
that
report.
S
Q
S
Q
S
L
The
original
product
we
purchased
was
not
owned
by
PowerSchool.
At
that
time,
the
PowerSchool
then
bought
the
product
that
we
had
had,
and
things
went
downhill.
This
is
the
second
district
I've
been
in
where
we
had
a
fully
functioning
data
warehouse
that
PowerSchool
bought
and
it
just
sort
of
sort
of
stopped
being
effective.
S
Yeah
I
think
that
what
we
we
did
ask
that
question
and
that
has
been
a
concern
that
we
have
navigated
around
I
think
what
we
landed
on
with
Panorama,
especially
as
opposed
to
a
lot
of
the
other
data
warehouses
we
were
looking
at
is
they
have
been
established
Nationwide
for
quite
some
time.
They
started
as
a
survey
company
and
have
kind
of
broadened
their
product
into
this
data
warehouse.
S
They
have
been
Panorama
for
longer
than
most
of
the
other
data
warehouses
have
been
around,
so
we
feel
confident
that
this
is
the
best
choice
and
that
they're
going
they
are
more
likely
to
remain
within
that
because
of
their
staff
published
reputation
Nationwide
than
some
of
these
others
that
are
smaller
platforms
that
are
more
concentrated
into
smaller
areas.
How.
S
The
county
there
is
no
other
school
district,
that
is
using
panorama
warehouse,
but
there
are
districts
using
pieces
of
it.
There
are
districts
just
outside
we've,
I've
consulted
with
a
few
that
are
kind
of
in
the
Philadelphia
area
and
in
neighboring
counties
that
are
using
it
as
a
whole
and
are
very
satisfied
with
the
product.
Thank.
S
For
Panorama
about
two
years
that
they've
been
rolling
out
the
product
they're
in
year,
two
of
rolling
it
out
and
so
they've
tested
out
most
of
the
features,
they're
actually
adding
features
on
that
Panorama
offers
and
I
think
that
was
probably
about
comparable
to
what
the
other
districts
were
using.
Some
of
these
other
platforms,
as
well
so
about
two
years,
has
been
the
average
use
recently
that
we've
been
able
to
find
I
know
for
the
survey
aspect.
S
N
Right
there
all
right,
there's
the
jump
and
and
we'll
start
first
at
a
comparison
of
the
two,
the
last
budget
on
May
23rd.
When
we
talked
about
the
health
care
increases
and
the
changes
that
happened
from
when
the
budget
was
set,
as
at
2.9
is
a
at
the
proposed
stage
in
April
to
May
23rd.
We
had
an
additional
expense,
the
deficit
shown
of
774
thousand
dollars
between
May
23rd
and
June
13th.
N
N
It
has
a
the
budget
is
based
on
the
assessed
value
of
565
million,
three
hundred
twenty
eight
thousand
and
ten
dollars.
That
was
the
May
report.
The
June
and
final
report
came
out
yesterday
and
there
was
no
change,
so
that
number
is
a
solid
number.
The
millage
that
this
represents
is
159
5548
and
an
average
increase
to
the
median
home
value
of
109
for
the
year
or
nine
dollars
and
15
cents
monthly,
on
a
monthly
basis.
N
Thank
you
and
with
this
board
with
this
budget,
just
the
things
that
it
does
on
April
24th.
You
collectively
unanimously
approve
the
proposed
budget
with
a
rate
increase
of
2.9
percent
in
a
millage
of
159.5548,
which
is
where
we
are
at.
This
final
budget
includes
the
safety
and
security
provisions,
as
we
have
outlined
by
the
administration,
including
a
school
police
officer,
additional
security
guards,
a
network
administrator
for
cyber
security.
It
includes
staff
increases
for
cea,
in
line
with
the
collective
bargaining
agreement.
N
Full
step
increases
for
those
still
on
the
grid
and
a
0.2
percent
increase
to
the
overall
value
of
the
grid
for
the
support
staff.
There's
an
increase
of
3.7
percent,
which
is
in
line
with
the
September
2022
us
Bureau
of
Labor
Statistics,
as
we've
shared
since
that
time.
That
number
continues
to
move
northward
and
for
the
ACT
93
staff
that
same
increase
of
3.7
percent.
N
It
does
include
the
funding
requested
by
the
middle
box,
Institute
of
Technology,
the
middle
bucks
Institute
of
Technology
as
another
item
on
the
agenda
for
your
approval,
revised
their
budget.
After
doing
a
lot
of
accounting
work
over
the
the
last
several
months
at
mbit,
they've
come
back
with
a
3.2
percent
increase
to
their
general
fund
budget
and
I
have
that
entire
budget
accounted
for
in
this
plan,
as
well
as
the
154
000
in
expense
reductions.
N
As
we
said,
we
would
do
we're
going
to
continue
to
to
work
up
until
the
last
day
to
try
to
find
money
to
to
reduce
that
that
deficit
and
that's
exactly
what
we
did
the
this
does
not
include
any
staff
reductions
or
changes
to
Elementary
class
sizes
per
our
policy.
So
there
are
no
changes
around
that
aspect
of
what
we
do
here
at
the
district.
C
N
This
then
shows
the
as
as
rep
Brian
Monroe
shared
when
he
was
here
last
month.
June
in
Harrisburg
is
budget
season.
I
would
sure
would
I
would
sure,
like
budget
season
to
be
in
May
in
Harrisburg,
so
that
we
were
a
little
better
aligned.
So
while
there
are
estimates
in
here
for
our
budget,
we
need
to
take
them
into
into
consideration.
N
We
talked
about
the
assessments
that
is
clear.
The
Pennsylvania
budget,
as
I
was
sharing,
is
not
yet
finalized.
We
have,
we
are
assuming
450
million
dollars
added
to
the
formula
funding
measure.
The
governor
Shapiro
had
requested
567
million.
If
we
get
what
the
governor
asked
for,
if
we
get
it
all,
that
would
add
an
additional
two
hundred
thousand
dollars
to
our
overall
planning,
but
we
trying
to
we're
trying
to
hedge.
N
N
N
N
negative
fund
balance
projected
in
2028.
The
forecast
shows
a
relatively
State
a
flat
State
funding.
There's
a
lot
of
questions
in
Harrisburg
right
now.
With
regard
to
funding
some
of
those
are,
can
the
state
continue
increasing
the
funding
allocation?
Is
that
funding
allocation,
sustainable
the
impact
and
the
Reliance
of
formula
funding
needs
to
take
into
be
taken
into
account.
N
As
the
Dynamics
and
the
economics
of
our
own
Township
change,
should
we
lose
students,
our
funding
would
go
down,
should
our
Township
economically
relative
to
the
other
500
districts
in
the
state
change
that
can
impact
our
fun
formula
funding.
So
there
are
a
lot
of
components
to
that
that
we
need
to
be
aware
of
and
are
working
to,
manage
and
watch
very
closely.
We
need
to
continue
our
lobbying
on
behalf
of
public
schools.
N
There
was
a
recent
press
conference
at
William,
Tennant
high
school
I
know,
Dr
Benton
was
in
Harrisburg
recently,
and
you
know
looking
for
and
asking
for
increased
State
funding
to
reduce
the
burden
on
local
taxpayers
right.
That's
that's!
Really!
The
offset
the
opportunity
for
the
state
to
pitch
in
more
and
lessen
the
burden
for
our
local
taxpayers,
and
it's
not
just
about
funding
right.
It's
also
about
the
mandates
right.
N
We
talk
about
cyber
education
right
that
cyber
education
schools
are
receiving
as
much
money
as
brick
and
mortar
schools,
and
it
is
obviously
less
expensive
to
manage
a
remote
organization
versus
full,
brick
and
mortar
school.
So
there's
just
a
a
problem
in
the
logic
there
and
I
know,
people
are
talking
about
it.
N
If
you
will
so
I
think
those
are
some
of
the
things
we
want
to
be
cognizant
of
impact
of
declining
financial
performance
on
potential
Bond
ratings
in
the
future.
Right
now,
our
bond
ratings
are
fixed.
We
have
a
very
good
rating
and
should
that
go
down
should
we
need
to
borrow
money
into
the
future,
certainly
impacts
those
and
and
just
the
overall
changing
economic
conditions
in
A
Five-Year
Plan.
N
So
that
is
the
the
quick
of
a
man
there's
a
copy
of
this
presentation
with
each
of
you.
There
are
slides
towards
the
end
that
show
more
detail
as
to
the
revenue
and
expenses
that
make
up
that
plan
and
they're
also
included
in
the
presentation
that
is
online
as
a
part
of
board
docs
any
questions,
Mr
Garrison,
yes,.
N
Thank
you,
I
would
just
take
one
second
right
and
I
think
that
this,
the
presentation
that
you
just
went
through
and
the
time
and
energy
around
that
right,
I
think
one
of
the
consistencies
is
that
a
lack
of
funding
for
that
dual
education
program
right
I'm,
not
here,
to
ask
for
more
money,
but
that
realization
needs
to
be
there.
It's
nice
to
say.
Yes,
we
should
do
this
right,
but
if
you
don't
say
yes,
we
should
do
this
and
yes
I
support
an
increase
of
more
than
2.9.
N
Then
that's
a
little
that's
a
little
mixed
signals
right
and
I
think
we
need
to
own
that
I
think
that
is
a
part
of
the
downfall
of
the
program
year
after
year.
We
would
talk
about
it
in
May
and
June.
We
talk
about
it
right
now
when
the
ques,
when
the
time
is
difficult-
and
we
came
up
short
I,
think
collectively
we
came
up
short,
we
didn't
say
hey.
We
want
to
put
our
money
where
our
mouth
is
and
we're
going
to
buy
a
hundred
and
fifteen
thousand
dollars
each
year
and
increase
that
budget.
N
Accordingly,
we
tried
to
do
it
on
the
skinny
we
tried
to
do
it
year
after
year
and
as
Dr
G
shared
at
our
last
meeting
puts
an
extreme
burden
on
teachers
who
are
moving
up
each
year
and
trying
to
learn
that
new
education
and
learn
that
new
program,
so
I
certainly
appreciate
what
you
guys
do.
I
think
those
are
the
ideas
we
need
to
be
able
to
put
our
heads
around
in
our
planning
for
the
future
right
when
Dr
ball
invented
this
plan
or
brought
this
up
with
60
days
notice
and
tried
to
implement
it.
N
A
A
A
K
A
U
Yes,
please,
oh
thank
you,
so
thank
you
again.
I'm
Annelise
wood
of
Warminster,
my
daughter,
Annika
wood
is
in
the
upcoming
fifth
grade
class
at
McDonald,
Elementary,
School
and
I'm.
Here
again
on
behalf
of
the
fourth
and
fifth
grade
cohort
and
all
the
other
dual
language.
Parents
I
can't
thank
you
enough
for
asking
Administration
last
month
to
bring
you
the
data.
U
I
agree,
I,
think
the
presentation
was
much
more
thorough
and
I
appreciate
that
transparency.
I.
Also
ask
that
you,
you
know
I
think
they
did
mention
it,
but
I
really
want
to
highlight
that
to
you
that
you
can
look
at
these
cohorts
as
two
different
groups
of
you
know:
individuals
moving
forward.
You
can
see
that
the
third
grade
moving
into
fourth
grade.
They
almost
had
a
full
complement
of
a
classroom,
so
their
impact
on
that
budget
is
really
much
less
than
my
daughter's
current
cohort,
which
only
has
16
students
left
tonight.
U
U
Unfortunately,
this
was
the
first
time
we
got
to
see
the
presentation.
Yes,
it
was
uploaded
to
board
docs
on
Friday,
but
you
know
we
were
really
hoping
that
on
that
June
6
parent
meeting,
that
we
would
have
been
able
to
see
this
presentation
and
really
be
able
to
understand
what
the
options
were.
We
were
hoping
to
collaborate
that
didn't
happen.
We
did
have
some
discussion,
but
really
what
was
shared
with
us
on
the
six
was
just
that
thoughtful
exchange
information,
so
I
was
pretty
disappointed.
U
After
the
Tuesday
meeting
with
the
school
board,
we
got
an
email
saying:
please
participate
in
the
thoughtful
exchange.
It
did
not
link
to
the
board.
There
was
no
trans
apparency
that
they
are
recommending
curtailing
I
think
miss
crosson,
you
asked:
are
the
parents
aware
I,
don't
think
they
are
I?
Really,
you
know
I
I,
think
we've
done
better,
but
we're
just
not
there
yet
and
I
I
really
appreciate.
U
You
know
your
comments
about
accountability
and
I
just
want
to
make
sure
that
moving
forward.
Other
programs
like
there
should
be
processes
in
place
with
the
district,
where
we
continue
to
look
at
that
and
continue
to
work
together
with
the
parents.
It's
really
what's
still
lacking
through
this
process.
U
Yes,
we
were
able
to
text
in
some
thoughts
and
votes,
but
that's
it
towards
the
end
of
the
meeting
where
many
parents
already
left,
because
they
were
quite
disappointed
with
what
was
shared
on
on
the
six,
because
there
was
no
presentation,
it
was
just
Here's,
a
thought
exchange.
So
we
did
have
some
good
discussion
towards
the
end,
but
it
really
took
a
long
time.
U
There
was
no
brainstorming
and
again
just
poor
communication
and
I
still
do
not
really
feel
that
besides
the
parents
in
this
room
and
the
inaccessibility
through
board
docs-
and
it's
not
intuitive,
you
know
somebody
used
that
word
earlier.
I
I
don't
think
that
the
parents
are
aware
that
the
administrators
are
recommending
to
end
the
program
that
has
not
been
communicated
in
any
emails.
V
Hello
again,
my
name
is
Maria
Pfeiffer
I'm,
also
a
resident
in
Warminster
and
I
mentioned
at
the
last
meeting
that
I
myself
don't
have
children
in
this
program,
but
I
come
as
an
advocate
for
my
niece,
who
is
in
the
fourth
grade
cohort
going
into
fifth
grade
this
year.
So
I
also
want
to
say
thank
you
for
last
meeting
being
able
to
postpone
this
vote
so
that
more
information
could
be
brought
forth
and
I.
V
Ultimately,
this
is
where
it
has
LED
and
I
also
think
it's
important
to
recognize
the
teachers
in
the
program
who
are
probably
working
themselves
to
the
Bone,
trying
to
make
this
work
and
doing
the
best
they
can
for
their
students.
I
also
austration,
because
I
have
any
recommendation
like
this
to
the
board
and
to
parents
in
the
community
and
I
know
that
it
isn't
something
that's
being
taken.
V
Tonight
it
was
a
ton
of
information
and
I
know
you
have
to
vote
tonight,
but
I
feel
apprehensive
about
tonight's
vote,
because
it's
one
thing
to
read
it
and
see
it,
but
to
take
some
time
to
digest
the
information
and
really
take
into
account
what
the
implications
of
whatever
decision
happens.
Tonight
I
believe,
is
important.
V
One
comment
that
I'd
like
to
bring
forth
is
that
I
don't
know
how
much
the
teachers
have
given
their
input
the
teachers
who
are
involved
in
the
program.
We
didn't
see
that
in
the
presentation
and
I
don't
know
in
terms
of
like
is
it?
Is
it
unfair
to
BR
if
they're
feeling
like
it
should
end?
Maybe
it
is
better
to
protect
them
in
this
case,
but
I
don't
know
if
that
was
a
be
a
possibility.
V
An
idea,
I
have
I
guess
to
bring
to
the
board.
Is
that
the
district
I
work
in
has
a
job
share
opportunity
where
it's
a
I,
don't
know
if
Centennial
does
this
as
well,
but
it
would
be
a
50
50
split
where
the
salary
is
split
between
a
single
teacher,
salary
is
split
between
two
teachers
and
only
one
teacher
gets
the
benefits
so
like
in
my
current
school.
There
are
two
second
grade:
teachers
where
the
ones
partner
has
the
carries
the
benefits
for
the
family.
V
V
So
my
hope
is
that
we
per
we
get
a
solution.
That
is
agreeable
rather
than
termination
of
the
program,
but
if
they
do
go
to
the
place,
I
know
I'm.
Sorry
I'm
done,
but
I
just
hope
that
the
communication,
if
it
does
go
towards
terminating
the
program,
is
done
tactfully
and
involves
the
students
and
their
feelings
and
concerns
as
well.
Thank
you
for
your
time.
No.
A
W
N,
but
that's
okay,
yeah,
so
I
joined
y'all
last
month,
just
asked
that
we
hold
off
on
the
vote.
Just
so
more
individuals
had
a
chance
to
hear
more
about
what
was
going
on.
So
I
really
appreciate
you
doing
that.
I
feel
that
the
administration
did
reach
out.
They
sent
the
thought
exchange.
You
know
they
took
a
step
back
and
really
tried
to
make
sure
that
everybody's
voice
could
be
heard
and
when
we
met
last
week,
unfortunately,
we
did
not
have
all
of
the
results
that
were
shared
tonight.
W
You
know
where,
based
on
where
our
kids
were,
we
found
out
I
think
it
was
Friday
that
it
was
released.
So
this
is
the
first
time
that
many
of
us
have
actually
seen
how
our
kids
bring
to
maybe
against
their
peers
and
other
students.
So
I
thought
it
was
very
well
presented.
I
know
a
lot
of
thought
was
put
into
that
to
make
sure
that
they
could
outline
all
of
the
different
options
and
I
think
the
data
is
clear
that
very
few
of
the
children
are
where
they
should
be
based
on
their
grade
level.
W
My
son
is
going
to
be
going
into
fourth
grade,
so
he's
in
cohort
B
I
personally
do
not
feel
that
I
will
keep
him
in
the
program
moving
forward
after
seeing
what
I
saw
tonight,
because
I
do
not
feel
that
the
teachers
have
the
right
resources
to
really
have
an
effective
program.
My
son
is
clearly
not
going
to
be
able
to
speak
Spanish
fluently
within
the
next
two
years.
W
I
feel
that
we
have
two
amazing
teachers
that
could
be
utilized
in
better
ways
than
having
them
continue
with
the
program
that
is
not
honestly,
effective,
so
I
know
it
is
a
very,
very
hard
decision.
I
appreciate
your
passion
and
your
support.
All
of
you.
It's
clear
that
you
do
have
such
a
huge
focus
on
what's
right
for
our
students,
but
I
do
also
want
us
to
think
about
the
teachers
too.
W
I
can
only
imagine
how
burned
out
they're
going
to
be
having
to
learn
a
whole
new
curriculum
again
and,
as
you
can
see,
there
are
a
few
of
us
that
have
been
here
and
admit.
Multiple
meetings
now
I'm
sure
other
parents
do
feel
strongly,
but
just
are
not
able
to
get
away
to
be
here.
It's
just
my
opinion,
but
just
looking
at
you
know
what
was
shared
today.
I
really
feel
that
I
want
my
son
to
be
able
to
focus
on.
W
You
know
the
other
areas
where
clearly
a
lot
of
the
students
are
struggling
with
math
and
whatnot
and
I
feel
like
after
covid.
We
lost
time
our
kids
lost
time.
I
mean
my
son
was
in
kindergarten
when
he
ended
up
having
to
do
Zoom
calls,
and
he
knows
how
to
change
his
background
and
all
that
stuff
before
I
did
so
they're
learning
a
lot
there,
but
they've
lost
years,
there's
no
way
that
they're
going
to
be
at
a
third
or
fourth
grade
level,
as
they
should
be.
W
You
know
maybe
a
first
or
second
grade,
maybe
not
even
that
I
don't
feel
like
cohort
B
even
had
a
full
year
with
an
effective
program.
So
I
just
want
to.
Thank
you
all
again,
Dr
Breton.
Thank
you.
So
much
I
appreciate
you
all
taking
the
accountability,
there's
been
so
many
changes
and
it's
really
hard
to
keep
up
with
a
program
when
you're
trying
to
clean
up
everything
else
that
could
have
gone
wrong
during
covet.
W
X
I
mean
everything
I,
pretty
much
wanted
to
say,
has
been
a
little
bit
covered,
but
I
do
want
to
say
that
my
daughter
has
learned
a
lot
during
this
program,
a
lot
that
may
have
been
on
our
part,
encouraging
her
to
read
Spanish
books
and
whatnot,
but
she
has
learned
a
lot.
Even
my
Spanish-speaking
friends
have
said
that
they
know
she
knows
more
than
their
own
kids,
but
I
do
want
to
disagree
with
you,
Mrs
Lynch,
on
the
fact
that
you
said
that
they
cannot
Dr
betting
and
the
rest
of
mission.
X
Administration
cannot
be
held
accountable
for
past
Administrations.
You
can
probably
service.
There
is
a
thing
called
change
of
command
where
all
information
and
anything
needed
for
the
next
command
is
passed
over
pass
into
Baton
sort
of
so
they
should
have
known
all
the
faults
with
this
program
when
they
took
the
job.
If
they
didn't
that's,
you
know.
Failure
on
everybody
else
as
well.
X
There
should
have
been
some
kind
of
attempt
to
revamp
the
program
by
then
as
well
from
what
I
see
and
understand.
There
hasn't
been
any
attempts.
It's
a
pilot
program.
It
should
be,
in
my
opinion,
at
the
top
of
the
charts.
The
something
that
puts
his
district
out
makes
them
different
from
all
the
other
districts.
X
I
mean
there's
so
much
more
I
wish
I
could
say,
but
I
just
can't
remember,
but
I
do
feel
like.
This
is
part
of
the
administration's
fault
and
Dr
Patton's
fault,
because,
like
I
said,
there
is
a
change
of
command
patient
at
the
time.
Whatever
you
want
to
call
it,
they
should
have
had
facts
presented
to
them
and
access
to
all
this
information.
A
Y
Y
Y
Y
P
Y
Apologize
for
that
no
you're,
fine,
but
thank
you
does
he
mean
that
the
money
is
going
to
go
to
a
deficit,
but
the
budget
was
presented
as
balanced,
so
there's
no
deficit
and
the
deficit.
The
only
way
you
offset
It
Whatever
deficit
you
had
was
by
moving
money
to
the
from
the
general
fund
into
the
budget.
So
is
he
saying
that
he's
going
to
take
the
money,
put
it
back
into
the
general
fund,
or
is
that
money
going
to
be
used
for
education,
I.
A
N
So
we
are
using
619
000
of
general
fund
to
offset
what
was
the
deficit,
so
we
are
using
general
fund
dollars
to
offset
that
so
that
two
hundred
thousand
dollars
that
Mr
Golden
spoke
of.
Should
the
government
should
the
governor's
budget
pass
right?
That
would
reduce
the
reduction
to
the
general
funding.
Y
On
the
class
of
23,
what
I
wanted
to
say
was
I
had
an
opportunity
to
attend
the
senior
night
of
reflection
this
year.
It
was
really
run
well.
It
was
really
a
nice
surprise
to
watch
and
it
honored
many
students
I
also
had
the
opportunity
to
attend
the
commencement
ceremony
on
June,
7th
and
I
wanted
to
thank
everybody
who
was
involved
in
that
to
pull
the
making
that
pulling
it
off
on
a
date.
It
was
so
Smoky.
Well,
I
know
that
okay
and
I
listened
to
what
the
principal
said.
Y
In
her
congratulatory
remarks,
Dr
Henrik
had
made
a
statement
to
the
to
the
graduates
that,
wherever
you
are
whatever
you
do,
that
is
enough.
Okay,
and
she
repeated
that
the
statement
several
times
throughout
the
the
conversation-
and
it
got
me
thinking-
okay,
because
first
question
I
had
was
who
were
those
10
students
sitting
behind
you,
three
behind
Dr
the
principal
yourself
and
Dr
Biden.
Y
There
was
10
students
sitting
up
on
that
stage
that
were
never
acknowledged,
except
for
a
little
asterisk
behind
the
knee,
and
do
you
want
to
know
who
those
people
were?
They
were
the
students
that
achieved
summa,
lava,
okay,
that
is
achieving
the
highest
Awards
scholastically.
They
achieved
grades
greater
than
the
4.0
that
we
list
as
being
an
A
okay,
but
nowhere
are
those
kids
acknowledged
overported,
none
of
our
web
pages
list
their
names.
None
of
them
appeared
on
any
of
the
reports
or
you
know.
I
I
followed
a
little
bit
along
with
this.
Y
You
know:
I
looked
at
all
the
school
district
alerts,
they
talk
about
Mr,
tenant
and
Miss
Panther
and
who
those
people
are
or
who
the
singers
are,
or
what
artists
that
drew
a
picture,
but
never
talk
about
the
students
that
earned
the
highest
degree
in
our
school
district.
Not
once
are
they
mentioned.
Y
Okay,
those
kids
have
done
sacrifices,
I
know
one
who
studied
and
did
his
homework
in
the
car
being
driven
an
hour
and
a
half
to
a
three-hour
practice
and
an
hour
and
a
half
back
from
that
practice
three
to
five
days
a
week
so
that
he
could
play
junior
level
hockey.
No,
that's
a
league,
that's!
It
was
usphl
where
the
students
are
18
to
21
year
olds
and
usually
bidding
to
get
into
a
college.
Y
Y
Is
that
what
we
were
talking
about
in
that
commencement?
You
know
commencement
statement
was
that
and
what
we
list
has
been
enough.
I
think
this
school
district
should
honor
those
kids
honored
one
kid
that
should
have
been
the
valedictorian
speaker,
but
wasn't
because
they
had
a
government
officer.
Speak
okay,
Student
Government
officers
speak
not
the
valedictorian
who
had
actually
skipped
a
grade
played
in
the
you
know.
He
was
a
merit,
honor
scholarship
finalist.
In
addition
to
that,
he
was
listening
to
the
all-star
band
for
the
state
of
Pennsylvania
where's.
That
recognition.
Y
A
Y
All
right,
the
recipients
of
Summa
cumlada,
okay,
it
was
Carrie
KO,
Rishi,
then
Lani,
who
is
our
top
ranked
student
Kelly
Donnelly,
Aaron,
Somerville
and
Maximus
Wrigley,
okay,
additional
to
those
receiving
Summa
culotte.
There
were
five
recipients
at
the
AP
Capstone
program.
That's
you
know
we're
one
of
school,
one
of
1600
schools
in
a
world
that
offered
us
it's
a
two-year,
very
intensive
program
that
only
certain
kids
are
invited
into
those
candidates
are
Zoe,
dits,
bilts,
Ava,
madnick,
mahaila,
Simone
emmatoric
and
my
son
Walter
willing.
A
E
K
K
6.2
a
approves
resignation,
6.2
B
approves
authorizations
to
employ
6.2
C,
approves
leave
of
absence.
6.2
D
approves
change
of
status.
6.2
e
approves
mentors.
Thank
you.
6.3
exceptions
to
policy;
none
6.4
appointments,
none
6.5
waivers,
none,
6.6
conferences
in
travel,
6.6,
a
approves
the
overnight
trip
request
for
two
William
Tennant
high
school
students
and
one
chaperone
to
attend
the
future.
Business
Leaders
of
America
National
Conference
and
competition.
Atlanta
Georgia
June
26
to
the
30th
2023
District
costs
not
to
exceed
5221.90.
K
K
6.7
e
awards
data
warehouse
system,
RFP
20
23-06
to
Panorama
for
a
three-year
contract,
including
an
eight
percent
multi-year
discount,
beginning
July,
1st
2023
District
cost
not
to
exceed
202
242.40.
Thank
you.
6.7
F,
Awards,
athletic
equipment
and
supplies
bid,
2023-08
to
BSN
mfac
pyramid,
School
products,
riddle
and
Sportsman's
in
the
agreement
amount
of
twenty
thousand
five
hundred
ninety
five
dollars
and
57
cents,
6.7
G,
Awards,
Art,
Supply
bid,
2023-10
to
Blick
art,
Cascade,
school
supplies,
Kurtz
Brothers,
Lakeshore,
Learning,
WB,
Mason,
metco,
Supply,
Nasco,
National,
Art,
photo
warehouse
and
pyramids.
K
A
K
Aye
any
Nays
we
have
sentience
that
passes,
then
we're
going
to
move
back
to
all
right,
6.7
a
be
it
resolved
at
the
Centennial
School
District
Board
of
School
director
approves
the
three-year
renewal
of
thought,
exchange.
The
district
survey
and
feedback
tool
from
fulcrum,
Management
Solutions
District
costs
not
to
exceed
74
4448
dollars
can
I
get
a
second
second,
okay,
Mrs
broncato.
Oh.
M
T
T
K
Thank
you.
Now
we're
going
to
move
on
to
6.9
contract
license
and
services.
It
was
all
about
the
Centennial
School
District
Board
of
school
directors.
6.9
B
approves
the
renewal
agreement
with
Lakeside
educational
Network
for
student
placements.
Supplementary
support
and
mobile
support
for
15
special
education
student
placement
slots.
District
costs
not
to
exceed
583
thousand
fifty
dollars
and
zero
cents
can
I
get
a
second
second,
all
right,
Mrs
broncato
thank.
P
O
O
M
O
O
O
So
the
students
that
would
attend
at
Lakeside
are
there
for
their
entire
educational
program.
The
counselors
that
are
on
site
in
the
6.9
C
item
are
here
to
provide
counseling
services
for
many
students
in
our
schools,
who
would
who
take
their
whole
Academic
Program
here
in
Centennial
right,
but
but
are
in
need
of
some
therapeutic
support
within
the
building.
So.
O
No,
those
are
those
are
slots,
we're
buying
in
bulk
at
Lakeside
to
be
able
to
have
students
be
serviced
there.
Some
of
the
students
would
attend
at
Lakeside
for
a
period
of
time
and
then
come
back
other
students,
it's
more
beneficial
for
them
to
stay
there
and
they're
succeeding
there
and
they
remain
there.
Okay,
so
it
really
depends
on
the
individual
kid
I'm
I
don't
want
to
not
answer
you,
but
it's
on
a
kid.
P
R
R
T
T
Z
N
N
Means
that
the
low
bidder
did
not
have
an
apprenticeship
program
right
did
not
participate
in
an
apprenticeship
program,
nor
do
they
hire.
Anyone
that
does
their
their
stuff
is
on
does
not
have
anyone
from
an
apprenticeship
program.
They
belong
to
one,
but
they
do
not
hire
and
they
want
no
one
on
their
staff.
Z
Z
K
So
we're
going
to
move
to
seven
seven,
all
right.
Did
anybody
wanna,
pull
that
any
questions
on
that,
so
we're
going
to
go
with
be
it
resolved
at
Centennial,
School,
District,
Board
of
school
directors
approves
of
removing
from
the
table
from
the
table.
The
following
motion
that
was
tabled
on
May
23
2023
board
meeting
approves
the
curtailment
of
the
Dual
language
program
at
McDonald,
McDonald,
Elementary,
School,
effective
June,
10,
2023.
K
K
K
All
right
so
I'm
gonna
go
through
eight
point,
one
two
and
three
we're
gonna,
I'm
gonna
read
them,
then
we
can
just
discuss
them
and
keep
going
be.
It
resolved
that
the
Centennial
School
District
Board
of
school
directors
8.1
approves
the
curtailment
of
the
Dual
language
program
at
McDonald,
Elementary
School,
effective,
June,
10
2023
can
I
get
a
second
second.
P
K
P
The
question
was
asked
from
the
parent:
I:
want
the
board
about
teachers
being
provided
input,
the
teachers
sat
and
had
a
one-on-one
meeting
with
teaching
and
learning
Department
to
discuss
the
program,
so
they
did
have
direct
input
regarding
the
situation
is
also
from
the
feedback.
I
got
to
answer
the
question
during
that
meeting.
P
It
was
the
tent
of
the
meeting
was
to
share
and
gather
more
information
and
that
they
could
not
see
the
presentation,
because
the
board
hadn't
received
information
yet
and
they
were
shared
that
it
would
be
released
on
Friday
to
the
public
which
are
normal
protocol.
So
that
was
the
answer
to
that
question
and
that
the
administration
was
still
coming
forward
with
the
same
recommendation.
So
just
to
respond
to
some
of
the
questions
that
were
made.
That
was
communicated
to
me
when
I
asked
for
a
briefing
on
the
results
of
the
meeting.
K
C
K
A
M
M
A
A
M
A
A
B
T
K
Along
8.3,
be
it
resolved
that
Centennial
School,
District
Board
of
school
directors
authorized
the
expenditures
of
the
middle
bucks
Institute
of
Technology
general
program
for
the
period
of
July,
1st
2023
to
June
30th
2024,
as
set
forth
by
the
submitted
budget
proposal.
Mbit
general
fund
year-over-year
budget
increase
equals
3.2
percent
can
I
get
a
second.
A
A
R
N
P
Wait
what
so,
just
so
the
president
inquired
about
this
earlier
and
there
there
was
a
Reconciliation
that
made
hours
go
up.
So
what
Mr,
Golden
speaking
to
was
at
one
point,
a
number
that
we
were
trying
to
work
on.
As
you
know,
your
first
preliminary
proposed
budget
was
higher
than
that
as
I
shared
with
the
board
president
when
she
hired
about
it
and
Talking
Tom.
P
We
support
this
administratively
because
at
this
point
the
new
exec
executive
has
done
a
Herculean
job,
trying
to
make
lemonade
out
of
lemons
and
we're
putting
some
things
in
place,
such
as
the
process
with
superintendents
engaging
in
the
conversation
sooner
before
it
goes
to
their
board
and
secondly,
he
is
on
board
with
what
was
done
in
the
past,
with
having
the
finance
person
present
to
it.
Also
once
they
get
the
permanent
person
in
place,
but
he
has
done
a
Herculean
job.
He
knows
our
concerns.
P
AA
B
T
B
K
Okay,
since
the
rest
of
these
were
not
pulled
I'm
going
to
go
right
through
them
and
then
we'll
get
to
the
end.
8.4
approves
the
addendum
to
the
memorandum
of
understanding
with
the
Warminster
Township
upper
Southampton
Township
and
Ivyland
Borough
Police
Department
to
provide
District
camera
access
to
police
officers
in
the
event
of
an
emergency.
As
per
the
attached,
8.5
approves
the
continued
enrollment
at
Klinger
Middle
School
for
students,
Western
Anthem
resident
26-7.
As
a
tuition
student,
the
students
home
district
will
pay
tuition
and
will
provide
transportation.
K
As
for
the
attached
8.6,
be
it
resolved
as
prescribed
in
board
policy
304.
The
board
of
school
directors
authorizes
the
superintendent
to
make
the
required
employment
decisions
and
Staffing
for
the
2023-2024
school
year
from
June
28
2023
through
August
14
2023.
In
order
to
maintain
the
continuity
of
educational
programs
and
services,
these
Personnel
actions
will
be
presented
to
the
board
for
retroactive
approval
at
the
August
15
2023
board
meeting
as
per
the
attached.
Q
Q
Z
If
I
might
absolutely
that
policy
which
I
just
read
through
refers
on
many
occasions
to
a
school
resource
officer
to
my
knowledge,
we
don't
have
a
school
resource
officer,
neither
Township
or
borough
of
Ivyland
has
approved
that
and
we're
including
it
in
the
policy
when
we
don't
have
it
that
doesn't
make
much
sense
to
me.
It's
a
little
premature
if
we
have
to
add
that
later,
if
and
when
we
ever
get
them.
That
seems
like
a
logical
thing
to
do,
not
include
something
we
don't
have
interesting.
Mr,
Martin,
I,.
P
Know
you
do
so
Mr
Martin
that
policy
one
is
one
that,
because
we
now
have
the
school
security
Personnel
805.2
is
required
for
us
to
have
in
place.
Two
communication
was
sent
saying
that
this
was
because
you
know
it
didn't
go
through
the
normal
process
to
get
us
in
compliance
as
an
emergency
action,
and
then
it
would
go
through
an
admin
policy
in
the
meeting
coming
up
for
there
to
be
corrections
made
to
it.
P
P
If
you
don't
have
them,
and
if
we
don't
have
it,
it
has
no
impact
on
us.
Well,
I
have
a
policy
on
something
that
doesn't
exist.
That
makes
no
sense,
but
because
of
other
parts
of
it
that
are
required,
but
the
same
thing
you're
saying
it
doesn't
hurt
us
right
now
either
and
it's
going
to
go
through
the
full
process.
But
the
main
thing
was
to
get
us
in
compliance.
P
Q
A
T
P
A
T
A
M
M
P
A
Q
AA
Z
I,
don't
see
any,
therefore
the
results
that
that
board
School
directors
approves
10.1
the
schedule
of
bills,
Investments
cafeteria
fund
budget
reports
and
a
general
fund
cash
repeats
receipt
summary
for
May
of
2023,
as
per
the
attached.
10.2
approves
the
2023
budget
transfers
for
May.
As
for
the
attached,
10.3
approves
the
pending
bills
list
as
pretty
attached
and
10.4
accepts
the
pre-approved
paid
bills
list
as
pretty
attached.
I
moved
for
the
adoption
of
all
four
second
all
in
favor.
A
A
The
administration
made
arrangements
that
if
someone
had
a
breathing
problem,
they
could
go
into
the
auditorium
and
watch
it
or
some
people
who
couldn't
make
the
ceremony
watched
at
home.
We
had
board
members
four
board
members
there.
Five
myself
is
crossing
Ellenberg
rincada
Mr
sandowski.
So
if
you
have
anything
after
I'm
finished
you'd
like
to
add
to
that
I
think
the
ceremony
was
probably
the
fastest
I've
ever
seen
in
my
17
years
on
the
board.
A
It
was
one
hour
and
the
smoke
was
hanging
in
the
stadium,
but
for
myself
on
a
personal
level,
it
was
my
last
grandchild
graduating
for
Centennial
from
Centennial.
So
if
that
smoke
would
have
been
to
my
neck,
I
would
have
sat
out
there.
Trust
me:
does
anyone
cross
Allen,
Burton's,
Prado
Sandusky
have
anything
to
add.
K
So
yeah
I
just
wanted
to
say
that
watching
our
students
we
have
I,
know
people
think
that
I'm,
biased
or
whatever,
because
you
know
I,
went
through
it
and
my
son
went
through
it,
but
we
have
the
best
students
like
I.
Could,
when
I
say
Centennial
strong
I
mean
we
are
a
great
District.
We
are
a
strong
District.
K
K
This
little
survey
thing
about
how
I'm
sitting
down
sedentary
for
anybody
is
is
like
the
new
smoking,
so
these
stand-up
desks
are
fantastic
and
just
letting
the
community
know
that
we
are
getting
stand-up
desks
for
some
of
our
students
in
some
of
the
classrooms
who
choose
to
do
that,
which
is
which
is
pretty
great
I,
don't
know
if
anybody
looks
the
I
we
itemized
Bill
line
by
line,
but
yes
in
my
free
time,
but
that's
something
that
we
have
in
our
classrooms.
Now
that
the
kids
can
use,
which
is
great
Mr.
Q
I
just
wanted
to
talk
about
night
of
Reflections,
but
every
it's,
the
third,
the
third
one
that
I
I've
attended
and
every
time
it
just
gets
me
just
the
heart,
that's
put
into
that
Miss,
Banshee
and
all
of
the
students
and
how
much
effort
they
put
in
and
just
to
see
them
so
happy
and
so
excited
it
just
fills
my
heart.
It
just
gets
me
every
time.
Thank
you
for
such
a
great
program.
Thank.
AA
M
M
So
it's
not
like
people
didn't
know
ahead
of
time,
because
I
did
have.
Somebody
call
me
that
was
invited
and
could
not
attend
and
asked
me
did
I
know
about
it.
I
said
no
idea
who
you're
talking
about
so
I'm,
not
trying
to
be
mean.
Take
it
like
you
want
it
whatever
I
I,
just
don't
think
I
should
have
to
learn
about
comings
and
goings
of
the
district
from
the
Warminster
patch
I.
Don't
think
I
should
have
to
learn
it
there.
Z
You,
madam
president,
if
I
might
want
very
quick
I
had
to
watch
that
on
television
due
to
the
traditions
in
the
weather,
but
it
was
well
done.
I'm
glad
you
shortened
it,
but
I
won
one
thing
going
forward.
I
would
love
that
they
would
somehow
they're
going
to
do
one
Musical
thing
for
the
for
the
program:
it'd
be
the
William
Tennant
alma
mater
which
which,
as
an
alumni,
I,
think
that
should
be
played
at
every
graduation.
Z
A
P
You
I
do
want
to
also
highlight
the
other
Salient
point
that
we
all
know
we
had
this
year.
One
of
our
teams
make
it
to
the
states,
so
I
didn't
want
to
recognize
our
boys
volleyball
team
for
their
successful
season
this
year
and
I
do
want
to
thank
children's
first,
because
it
wasn't
my
press
conference.
P
We
were
blessed
to
be
the
host
previously
been
Salem
and
we
were
asked
to
host
it
this
year
and
participate
along
with
Ben
Salem
and
our
colleagues
from
New
Hope
Salisbury
for
that
press
conference
and
then
I
was
also
asked
to
speak
on.
The
funding
needs
delinquency,
homelessness
in
Harrisburg
for
our
district,
and
our
focus
is
always
if
we
can
get
more
State
funding
to
give
property
tax
relief
to
our
local
taxpayers.
Madam
president,
what.
P
Our
homeless
is
gone
from
I'm
doing
this,
for
memory
at
like
38
to
over
100
students
in
a
two-year
period,
which
was
a
significant
number
and
so
I
was
asked
to
come
to
Harrisburg
to
speak
on
that,
as
well
as
a
need
for
a
more
increased
basic
education
funding
again,
which
gives
relief
to
all
over
taxpayers.
But
we
were
just
a
Holst.
It
was
children's
first
press
conference.
Thank
you.
Thank.
A
A
We
have
the
William
Tennant,
marching
band
president
Patty
Hartline,
who
worked
due
diligently
to
accomplish
all
this
I
learned
things
that
I
didn't
know.
I
didn't
know
to
have
a
parade.
I,
never
ride,
I'm,
afraid
that
you
have
to
make
sure
you
have
nurses,
and
you
have
to
do
this.
You
have
to
do
that.
It
is
a
tedious
task
and
then
we
had
Samantha
McMasters,
who
was
a
William
Tennant
graduate
laid
the
parade,
and
then
we
had
these
phenomenal
parents
were
so
proud
of
their
students
and
their
sons
and
daughters.
A
These
students
will
go
far
in
life
because
they
were
really
determined
and,
for
my
part,
in
my
Township
before
Minister
I,
truly
appreciate
them,
I'm
sure,
Southampton
and
Ivyland
did
the
same
so
kudos
to
this
phenomenal
group
of
young
people,
who
are
a
tradition
in
our
district
that
William
said
at
marching
band.
Thank
you.
Having
said
that,
would
you
please
excuse.
Q
A
Q
Q
Yes,
I:
can
we
have
the
honor
of
celebrating
both
our
project
search
graduates
as
well
as
community
members
in
two
separate
events
for
the
bciu
project
search
is
a
program
that
allows
for
internships
throughout
the
county.
Our
County
government
is
actually
a
huge
supporter
of
this
program
and
we
have
students
come
in
and
they
take
different
jobs
at
different
offices
like
data
entry
and
filing
and
scanning,
and
all
kinds
of
different
tasks.
Some
of
them
have
been
hired
permanently
by
the
district
or
by
the
county.
Q
AA
Is
open
for
the
Pasa
psba
student
leadership
conference
at
Kalahari
in
the
Poconos,
the
dates
are
October
15th
through
17th.
That's
just
123
days,
one
hour,
57
minutes
away,
so
make
your
plans
now.
Attendees
can
also
sign
up
for
a
pre-conference
event
safe
and
sound,
improving
school
safety
and
school
mental
health.
Very
important
topics:
lots
of
great
articles
that
I've
enjoyed
this
week
about
the
you
know,
declared
unconstitutional
State
funding
formula
how
teachers
are
being
encouraged
to
use
AI
in
the
classroom.
Let
it
steamroll
all
of
us
and
lots
of
other
great
things.
K
AA
Cef
I
attended
the
final
Centennial
Education
Foundation
monthly
board
meeting
of
the
school
year
held
today
at
William
Tennant.
A
CEF
is
actively
interviewing
candidates
for
their
executive
director
position.
So
more
news
on
that,
hopefully,
in
the
short
order,
the
winner
of
the
2023
graduation
VIP
ticket
raffle
was
Ashley
Ortiz,
so
congrats
to
her
and
her
family
and
guests.
The
third
annual
Bruce
Beaton
Memorial
Golf
Outing
benefit,
is
coming
up
Monday
at
Spring
Mill,
Country
Club.
You
can
still
sign
up
and
register
and
learn
more
at
centennialef.org
and
coming
up.
AA
Q
C
A
R
You
first
I
wanted
to
just
mention
that
the
four
superintendents
and
the
four
business
directors
from
the
sending
School
District
were
very
much
appreciated
in
the
support
and
the
help
in
getting
to
the
final
budget
for
mbit.
That
budget
was
approved
by
the
board
at
mbit.
You
know
last
night
unanimously,
so
all
that
is
going
forward
and
thank
you
for
approving
the
budget
here
as
well.
R
The
big
things
that's
going
on.
Besides
that
was
we
had
graduation
last
Monday,
which
took
place
right
here
at
William,
Tennant,
High
School.
It
was
very
well
run
very
smoothly.
So
again,
thank
you
for
that
support
of
hosting
the
graduation
for
mbit,
with
that
there
were
seven
students
from
Centennial
that
received
scholarships
and
I.
Do
think
that
we
should
mention
them
here
tonight
and
there
were
in
various
programs.
The
students
were
Austin
elisario.
R
R
Other
pieces
going
on
at
mbrt
is
we
over
the
summer
we
will
change
the
system,
so
they
will
take
an
access
card
to
get
in
and
out
of
the
building,
and
we
will
have
some
sort
of
public
auction
municipate.
You
know
for
Surplus,
unusable
materials
at
mbit
and,
lastly,
Mr
Leiden
has
been
appointed
as
the
psba
Delegate
for
November.
A
AA
A
Thank
you.
The
next
item
would
be
the
German,
but
before
we
adjourn,
as
you
all
know,
we
have
the
month
of
July
off,
but
during
that
month
we
have
Miss
Crossing
Mr,
getting
heart.
Mr,
Martin
and
myself
will
be
working
during
that
month
on
a
project
of
a
school
district,
except
for
all
of
you
that
have
come
tonight.
We
thank
you.
We
thank
you
for
your
input.
We
thank
you
for
your
concern
and
I
hope
that
we're
doing
the
best
thing
for
your
child.
Thank
you
is
your
motion
to
adjourn.
R
The
other
piece
is
that
there
are
1584
students
that
have
gotten
certifications,
that
is
400
students
more
than
last
year,
so
that
is
the
number
of
certifications
that
students
are
holding
at
mbit,
which,
which
is
incredible,
the
other
piece,
even
with
the
budget
increasing
next
year,
there
will
be
more
students
at
mbit
than
this
current
year.
Correct.