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From YouTube: CSD School Board Meeting - June 14, 2022
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A
Centennial
school
board
meeting
for
tuesday
june
14th
will
please
come
to
order
and
as
our
first
duty
as
our
new
secretary
to
the
board,
welcome
colleen
and
we'll
ask
you
to
please
take
the
role.
A
A
A
A
As
far
as
announcements,
I
really
don't
have
much
in
the
way
of
announcements,
except
several
of
us
attended
the
graduation
ceremony.
I
thought
that
went
well
very
well
done
and
accommodations
to
all
who
set
that
up
and
and
had
it
conducted
on
the
athletic
field.
The
weather
was
good.
The
program
went.
F
A
And
I
thought
it
was
a
nice,
a
nice
initiative
and
we
don't
get
to
say
this
very
often,
but
I
did
read
that
our
track
team
was
the
league
champion
and
actually
did
very
well
in
the
state
meet.
So
we
do
have
an
athletic
team.
That
was
the
league
champion
and
did
very
well
so
hopefully
we'll
get
a
few
more
of
those,
and
if
there
are
more
that,
I
don't
know
about.
A
Please
tell
me,
but
I
did
get
to
hear
about
the
track
team,
which
I
thought
was
was
very
good-
that
we
had
some
successes
with
that.
With
that
situation,
I'm
gonna
prerogative,
as
we
move
forward
here,
to
make
one
requested
change
if
no
one
objects,
and
that
is
that
when
we
get
down
a
little
further
in
the
agenda,
we'll
move
the
first
public
comment
section
before
the
superintendent's
report.
A
If
anybody
has
any
objection
to
that,
please
let
me
know:
if
not
that's
what
we
will
do,
it
may
go
well
that
way
and
keep
in
mind
for
the
public
comment.
There
are
two
sessions
of
public
comment.
The
first
relates
to
things
that
are
on
our
agenda
tonight
and
the
second
relates
to
other
matters
that
may
be
of
interest
but
are
not
on
the
agenda.
So
keep
that
in
mind.
We
have
some
comment
cards
of
both
types,
so
we'll
proceed
that
way.
A
G
Okay,
thank
you
very
much,
mr
martin.
We
have
tonight
the
final
budget
presentation.
We
will
make
quick
of
it
as
requested
we're
june
14th.
This
is
the
final
date
for
the
school
to
adopt
a
final
budget
and,
as
we
have
done
over
the
last
month
and
a
half,
I
think
it
is
important
as
we
go
through
these
to
identify
sort
of
the
future
and
and
the
good
things
that
are
going
on
at
the
district.
G
Niche.Com
ranks.
Centennial
is
number,
is
the
fifth
most
diverse
in
bucks
county,
the
16th
most
diverse
in
the
state
of
all
school
districts.
It
also
ranks
centennial
as
the
fifth
safest
school
district
in
in
bucks
county
and
overall,
a
grade
of
b
on
niche
recognized
again
by
u.s
news
and
world
report,
as
well
as
by
the
ap
honor
roll,
where
the
20
20
22
best
communities
for
music
education.
G
A
number
of
other
items
accolades
that
have
come
through
recently
and
as
we've
shared
over
the
past
couple
of
weeks,
demonstrated
growth
in
our
pssas
and
keystone
testing
by
looking
at
the
pivos,
as
we've
shared
over
the
past
several
weeks
and
just
recently,
the
significant
improvement
in
k2
literacy,
as
demonstrated
through
the
dynamic
indicators
for
basic
literacy
skills
or
dibbles,
all
good
things
we're
investing
money
as
shared
throughout
the
year
in
our
centennial
virtual
learning
academy
cvla,
where
we
are
hopeful
and
we
continue
to.
G
We
graduated
a
record
number
of
students
out
of
that
program
just
recently,
which
is
great
news,
and
we
begin
to
pull
and
offset
some
of
the
online
charter
school
options
and
trying
to
bring
them
in-house
and
save
the
district
funds
through
that
and
as
we,
you
know,
look
to
continue
to
prepare
our
students
for
the
future
through
our
social,
emotional,
academic
learning
program,
otherwise
known
as
seal
we've
upgraded
our
facilities
over
the
past
year,
the
turf
at
our
stadium
at
the
high
school,
our
auditoriums
at
the
middle
school
and
and
the
track
at
the
high
school
as
well,
and
we've
worked
to
as
we've
come
out
of
the
pandemic,
to
engage
our
schools
and
our
communities
and
in
in
doing
so,
we've
we've
got
some
work
that
we've
been
working
to
clean
up
in
addressing
findings
by
the
pennsylvania
department
of
education,
auditor,
general
and
the
bucks
county
intermediate
unit.
G
A
real
estate
tax
increase
that
is
proposed
is
2.9
percent.
It
is
below
the
act
1
index
of
3.4,
which
is
the
third
consecutive
year.
We
brought
forward
a
budget
below
the
index
and
something
that
hadn't
happened
in
the
previous
nine
total
expenditures
are
projected
to
grow.
4.7
million
or
3.65
instructional
expenditures
are
growing
at
a
bit
of
a
faster
pace
where
all
other
expenditures
are
growing
at
2.1
percent,
and
it
includes
the
expenses
associated
with
the
new
support
staff
agreement.
Total
reductions,
as
we've
shared
previously
were
1.8
million.
G
This
slide
just
shows
the
breakdown
between
regular
instruction
special
programs
instruction
and
our
vocational
instruction
shows
the
increase.
Is
there
a
total
of
4.59
4.6
percent
in
increase
in
instruction?
This
shows
where
we're
putting
our
money
towards
towards
those
endeavors,
as
we
continue
to
push
ourselves
and
our
students
to
to
greater
heights.
G
The
2.9
percent,
as
it
shows,
is
a
half
a
percent
below
the
act.
One
index
is
a
millage
of
one
155.0581
which,
on
a
medium
home
value,
is
about
a
hundred
and
ten
dollars
before
the
homestead
rebate
after
the
homestead
rebate.
That
would
be
seventy
dollars
a
year
would
be
the
cost
of
that
increase,
or
you
know
nine
dollars
and
twenty
cents
a
month
or
as
shown.
G
This
slide
just
shows
and
demonstrates
the
impact
to
homeowners,
as
well
as
to
the
district
based
on
different
act.
One
indices
right
so
we're
at
a
2.9
on
that
first
column
for
the
22-23
school
year
you
can
see
at
2.9,
110
dollar
impact
to
the
homeowner
and
the
2.3
million
dollar
impact
to
the
district,
and
you
can
use
this
as
we
look
out
because,
as
we've
shared
right,
the
goal
of
the
budget
isn't
just
this
year
right.
G
G
So
here's
our
2.9
percent
budget-
you
can
see
highlighted
at
the
top.
It
is
a
break
even
year,
so
revenues
are
matching
expenditures
from
balance
is
staying
neutral
and
then
you
can
see
the
out
years
and-
and
I
think
it's
it's
important-
that
we
realize
that
this
model,
as
it
sits
today,
is
showing
the
ifo
which
had
forecasted
the
act.
One
index
for
the
future
is
forecasting
based
on
inflation
and
based
on
cost
increases
an
act
to
an
increase
of
4.3
an
act.
G
One
number
of
4.3
for
the
next
two
years,
followed
by
a
3.6
increase,
so
understanding
those
are
significant
jumps
and
you
know
again
leads
to
work
that
we
will
we'll
be
shortly.
Probably
after
this.
This
slide
shows
that
the
impact,
if,
if
we
followed
our
average
so
instead
of
a
4.3,
if
we
had
the
district
average
over
the
last
two
years
of
a
2.7,
we
would
have
a
deficit
of
925
000
in
the
following
year
and
and
deficits
in
every
preceding
year.
G
G
We
you
know
we
continue
to.
I
continue
to
worry
about
inflationary
pressures,
as
I'm
sure
we
all
do
in
our
homes
and
the
school
district
is
no
different.
You
know
cost
of
electricity,
as
I
looked
year
over
year
for
the
may,
our
utility
costs
are
similar
to
our
homes
right
or
up
12,
so
we've
got
to
be
building
in
some
of
that
planning
and
and
making
sure
we're
prepared
for
that.
G
We
talked
about
the
ifo
and
you
know
sort
of
just
highlighting
each
year
below
the
act.
One
increase
decreases
our
ability
to
fund
mandates
and
programs
and
services
and
and
potentially
can
increase
deficits
into
the
future
and
just
a
note,
as
as
we've
again
highlighted
before
the
cea
contract
expires
in
in
two
years,
so
not
this
year,
but
the
following
june-
and
you
know
negotiations
will
begin
for
that,
probably
in
the
fall.
G
These
is
a
list
of
expense
reductions
that
we
shared
with
the
board
for
the
board
to
consider
the
board
identified
those
four
areas
to
to
address.
We
have
eliminated
the
bus
replenishment.
We
are
not
deferring
capital,
not
deferring
general
fund
money
to
our
capital
fund.
We
reduced
the
contingency
plan
that
we
had
in
the
budget
to
account
for
those
inflationary
pressures
from
750
to
500.
000,
reduce
saving
250
000
there
and
we
have
utilized
an
employer.
G
Highlights
just
the
expense
reductions
as
discussed
the
original
and
then
those
three
items
that
we
have
shared
and
then
the
district
reductions
and
compared
to
the
increase
on
the
tax
side
at
the
bottom.
G
This
slide
again,
it
shows
that
2.9,
which
is
where
we're
at
if
there
was
further
reductions,
it
gives
you
some
perspective
as
to
the
impact
of
those.
If
we
were
to
go
from
a
2.9
to
a
2.4
that
half
a
percent
jump
would
cost
the
district
400
000
dollars
just
over
four
hundred
thousand
dollars
in
in
negative
we'd
have
a
deficit
of
that
amount
going
into
the
year
and
as
you'd
see
it
then
in
turn
follows
the
next
year
2024,
which
is
now
at
a
break.
G
Even
it
had
a
400
000
positive
surplus
in
the
previous
slide,
and
and
not
because
it
it's
pretty
or
to
be
a
horror,
show,
but
the
impact
of
a
zero
right.
So
if
one
was
in
favor
of
a
zero
percent
increase
this,
this
slide
just
demonstrates
the
impact
of
that
right
costs
are
increasing,
the
efforts
are
increasing
and
the
zero
would
be.
You
know,
certainly
be
a
difficult,
difficult
process
and
really
produce
some
significant
deficits
into
the
future.
A
Thank
you,
mr
green,
with
any
any
questions
for
mr
green
we'll
have
the
opportunity
to
act
or
not
act
on
this
when
we
get
to
7.1,
I
think,
on
the
agenda.
But
anyone
have
any
questions
at
this
time.
For
mr
greenwood
as
we
go
through,
you
get
off
easy
for
now.
All.
A
Thank
you.
One
thing
I
neglected
to
do
in
case
you
didn't
know
the
young
lady
sitting
to
my
right
is
miss
k,
weeder,
who
is
one
of
our
two
solicitors.
She
has
only
been
to
one
or
two
meetings
in
the
past,
but
I
wanted
you
to
know.
That's
not
mr
godex,
and
it
normally
sits.
There
no
comment,
but
miss
will
bed
have
k
with
us
tonight
to
keep
us
keep
us
straight.
Hopefully,
okay,
we'll
move
on
to
3.1
and
then
we'll
go
and
that's
a
standing
commit.
A
Hearing
none
we
will
move
on
and
just
if
anyone
came
in
late,
we
made
a
little
adjustment
in
the
in
the
agenda.
We
are
going
to
do
public
comment
at
this
time,
but
they
are
public
comments
that
relate
to
something
that
is
on
our
agenda.
If
it
relates
to
anything
else,
it
will
be
dealt
with
later
in
the
meeting
when
we
get
there.
A
H
Well,
let's
start
okay
good
evening,
everyone,
my
name
is
caroline
lopez
and
I
live
in
the
ivy
land
borough,
I'm
a
rising
senior
at
wellington,
high
school,
and
I
wanted
to
come
here
to
share
my
experience
in
this
district
and
what
we
can
learn
from
it
as
a
young
child
of
immigrant
parents.
I
didn't
know
any
english,
so
my
first
memories
of
being
a
student
in
this
district
consisted
of
attending
esl
classes
at
mcdonald's
elementary
school.
H
H
I
was
constantly
taken
away
from
my
regular
classes
and
pulled
into
more
esl
classes.
Even
when
I
left
esl,
I
never
truly
felt
included
or
welcomed
while
teachers
try
to
help
me.
They
could
never
fully
understand
me.
I
think
if
I
had
someone
help
integrate
me
more,
I
would
have
felt
more
welcomed
and
accepted
if
there
were
more
initiatives
and
opportunities
for
others
to
hear
my
voice
and
share
experiences
together.
I
wouldn't
have
felt
so
out
of
place
fast
forward
to
my
high
school
experience
going
in.
H
H
The
reason
a
lot
of
voices
aren't
heard
is
because
they
aren't
giving
an
opening
in
the
first
place,
they
don't
feel
comfortable
enough
to
express
their
opinions.
I
stand
here
today
for
all
of
us
for
all
of
us
who
have
a
lot
to
say
about
the
imbalance
in
the
scales,
but
didn't
think
anyone
would
listen
to
them.
H
The
truth
is
we
need
to
feel
affirmed
if
we
want
to
be
successful
in
the
district,
I've
heard
how
there's
not
always
support
for
equity
and
how
it
might
not
be
the
best
for
students,
but
whether
it
be
a
new
class
club
or
teacher.
It
benefits
everyone
to
open
our
perspectives
to
such
beautiful
cultures.
H
A
Thank
you,
miss
lopez,
and
you
did
very
well
with
your
english,
so
it
must
have
been
a
success
all
right.
The
next
card
that
I
have
received
here,
lauren
mcrae
from
warminster.
I
guess.
I
Laura
mcrae
warminster,
we
all
want
every
child
to
succeed
in
life,
regardless
of
race,
gender,
gender,
identity,
etc.
Just
because
I
do
not
support
the
equity
initiative
does
not
mean
I
do
not
want
every
child
to
succeed.
The
difference
is
these
proposed
changes
will
not
help
marginalized
students
succeed.
They
will
only
create
further
division
and
disempowerment,
while
lowering
the
bar.
I
They
sound
great
on
paper,
who
wouldn't
support
a
fair
and
equal
educational
system.
Only
bad
people
would
be
against
it
right.
This
is
another
case
of
feeling
good
versus
doing
good.
It
feels
good
to
support
an
equity-based
educational
system,
but
equity
is
not
the
same
and,
in
fact,
is
the
opposite
of
equality.
I
can
tell
you
if
you
take
a
look
at
what's
going
on
in
other
districts
who
have
already
implemented
the
equity
lens,
you
will
have
a
better
understanding
of
its
negative
impact.
I
Viewing
everyone
in
every
situation,
through
the
lens
of
race
or
gender
and
gender
identity,
puts
everyone
in
little
boxes
and
keeps
them
separate.
It
keeps
them
small
and
is
disempowering
what
you
focus
on
only
gets
bigger.
Never
does
it
go
away
in
the
same
way
you
redirect
the
student
to
use
safe
behaviors
instead
of
telling
them
don't
do
this
or
don't
do
that.
I
We
already
know
telling
them
what
not
to
do
has
a
tendency
to
create
more
of
that
behavior
and
it's
not
as
effective
as
a
redirection,
because
it
focuses
on
the
very
behavior
we
try
to
avoid.
This
is
the
same
mindset
that
we
should
have
in
regards
to
striving
for
a
more
fair
and
equal
educational
system.
I
We
should
be
focusing
on
their
goals
in
life,
as
well
as
encouraging
students
of
different
backgrounds
to
interact
with
on
one
another.
Change
can
only
come
from
the
inside
out,
but
this
equity
lens
is
trying
to
change
things
from
the
outside
in
the
result
will
be
middle
and
high
schoolers.
Blaming
everything
such
as
a
dress
code,
violation
or
a
cell
phone
violation
on
the
isms
isms
will
be
at
the
forefront
of
their
minds.
Teachers
will
hear
it
all
day
long.
That
is
what
the
equity
lens
will
create.
I
want
to
be
clear
in
that.
I
I
For
example,
according
to
the
national
fatherhood
initiative,
children
with
absent
fathers
are
279
percent,
more
likely
to
carry
guns
and
deal
drugs
more
likely
to
have
behavioral
problems
more
likely
to
go
to
prison,
commit
a
crime
seven
times
more
likely
to
become
pregnant
as
a
team,
more
likely
to
abuse
drugs
and
alcohol
and
two
times
more
likely
to
drop
out
of
school.
These
statistics
are
not
something
you
want
to
remind
kids
with
absent
fathers
every
day
it
is
disempowering,
we'll
have
the
opposite
intended
effect.
The
equity
lens
is
very
small
and
keeps
us
small.
I
I
I
Will
never
be
a
perfect
utopia,
but
instead
of
focusing
on
how
disadvantaged
certain
groups
are,
we
need
to
empower
children
to
overcome
any
obstacle
that
they
face
through
lighting
a
fire
within
themselves
to
achieve
their
dreams,
no
matter
what
change
can
only
come
from
the
inside
out
and
for
when
people
can
see
past
our
differences
and
into
your
heart
and
into
each
other's
hearts.
Thank
you.
A
Everybody's
reading
fast
to
get
through
that
three
minutes
I
think,
but
did
very
well
taylor
civenones
from
looks
like
southampton.
J
My
name
is
taylor
simonas
I
graduated
from
william
tennant
last
thursday.
I
am
a
descendant
of
german
immigrants
who
escaped
the
nazis
during
the
holocaust
in
our
district.
I
was
one
of
few
jewish
students.
While
you
may
not
have
known
this
from
looking
at
me,
I
often
felt
different
strongly
inside,
but
there
are
people
in
our
district
who
have
taught
me
that
this
difference
matters.
The
first
time
I
met
miss
cole.
She
sat
in
front
of
my
elementary
school
class
and
read
a
book
for
black
history
month.
J
I'm
not
sure
if
it
was
her
warmth,
her
passion
or
my
love
of
story
time,
but
from
this
moment
on
ms
kohl's
became
one
of
the
most
important
figures
in
my
life.
Her
continual
reminders,
the
differences
are
things
to
be
celebrated
and
not
to
be
hidden,
have
shaped
my
life
as
I
grew
up.
There
have
been
many
times
when
the
world
and
the
people
around
me
made
attempts
to
silence
my
voice.
Society
has
often
put
a
ceiling
on
what
women
can
accomplish.
J
Scientists
often
told
me
I
was
too
jewish
and
stereotype
my
culture
in
divisive
ways.
Luckily
I
ignored
the
world
and
teachers
throughout
centennial,
and
especially
tenet
were
right
there
to
support
me.
This
year
I
enrolled
in
a
class
entitled
america
like
me,
a
class
that
I
know
the
english
department
and
equity
department
had
been
working
on
for
years.
This
class
was
supported
by
the
need
for
us
to
have
diverse
mindsets
to
champion
voices
like
mine
and
my
classmates
to
hear
silent
voices.
We
were
taught
the
importance
of
looking
at
other
people's
perspectives.
J
This
skill
is
necessary
for
all
careers
in
all
walks
of
life.
How
would
a
doctor
a
lawyer,
a
carpenter
or
a
mathematician,
achieve
a
single
goal
without
learning
to
look
at
an
issue
from
the
outside
perspective
in
to
understand
it
from
the
inside
perspective
out
initiatives
like
this
added
to
my
experience
attendant
and
made
me
feel
seen
this
year.
I
was
also
given
an
opportunity
to
work
with
many
teachers
as
one
of
the
leaders
for
voices
for
change.
J
Voices
for
change
is
a
club
made
up
of
a
diverse
group
of
students
looking
to
change
the
community
for
those
most
disadvantaged
and
silence
in
our
community.
I
took
charge
of
a
project
to
build
boxes
with
supplies
for
birthday
parties
providing
a
small
gift
for
families
in
our
district,
who
may
not
have
been
able
to
afford
to
throw
their
children
to
party.
J
But,
most
importantly,
I
was
given
the
opportunity
to
sit
in
the
same
chair
where
miss
cole
sat
for
me
almost
10
years
ago
and
read
I
read
to
students
for
black
history
month
and
women's
history
month.
I
was
prompted
by
many
children
about
dreams
goals
and
about
life.
As
another
kid
I
was
given
a
chance
to
raise
the
voices
for
others
like
so
many
have
done
for
me.
J
Perhaps
you
see
some
of
these
things
as
pointless
a
waste
of
time,
a
stretch
of
inclusiveness,
but
I
saw
our
future
in
the
eyes
of
kids
who
need
a
champion
of
their
own.
I
saw
them
up
close.
I
got
to
answer
their
questions.
I
got
to
be
that
person
for
them.
It
isn't
about
your
skin
color,
it's
not
whether
you're
a
man
or
a
woman.
It
doesn't
matter
your
tax
bracket,
your
township,
who
you
love
and
what
you
care
about.
These
kids
are
our
future.
J
They
hold
the
power
to
move
us
forward
and
when
our
time
here
is
done,
please
do
not
rob
them
of
the
opportunity
to
learn
each
other's
stories
to
be
inspired
by
those
who
are
the
same
as
them
to
be
inspired
by
those
who
are
different
from
them.
We
need
to
be
an
example
to
them
of
what
we
can
accomplish
when
we
celebrate
our
differences,
these
voices
should
always
be
heard.
We
need
to
keep
doing
what
miss
kohl's,
and
so
many
others
did
for
me
the
opportunity
to
learn,
progress
and
change
for
the
better.
J
At
my
last
elementary
school
reading,
I
read
a
book
about
ruth
bader
ginsburg.
May
her
soul
be
a
blessing,
a
jewish
woman
who
had
our
nation's
highest
honor,
as
I
hoped
to
do
one
day,
it
would
only
be
fair,
as
I
leave
the
district
to
finish,
with
a
quote
by
the
notorious
herself
fight
for
the
things
you
care
about,
but
do
it
in
a
way
that
will
lead
others
to
join
you.
Thank
you
for
your
time.
A
Thank
you
very
much,
joan
twigg
from
warmster.
K
I'm
here
today
to
speak
about
the
implicit
bias
that
each
and
every
one
of
us
work
hard
every
day
to
overcome.
We
all
have
an
implicit
bias
associated
with
us
associated
with
us.
No
one
is
exempt.
They
are
all
different
because
we
are
all
different.
Who
is
anyone
to
judge
or
make
decisions
on
whose
implicit
bias
is
worse?
K
Who
are
you
to
judge
someone
and
tell
them?
They
need
special
treatment.
The
way
you
overcome
an
implicit
bias
bias
is
by
working
hard
and
presenting
your
story
to
the
world.
Part
of
the
story
is
how
you
overcome
the
implicit
bias
and
how
it
makes
you
the
unique
person
you
are
at
no
time
in
my
story.
Would
I
have
accepted
that
someone
give
me
something
extra
to
overcome
it.
What
lessons
would
that
have
taught
my
daughter?
It
is
our
god-given
right
to
share
our
story
with
the
world
and
make
it
the
best
story.
K
We
can
make
it
if
you
take
away
the
motivation.
What
is
which
is
what
empowers
people
to
do
better
and
be
better?
What
is
the
point
of
trying
to
overcome
it?
We
need
everyone's
unique
talents
in
this
world
and
they
need
to
work
for
what
they
want,
not
be
given
a
handout
you
let
people
off
the
hook
when
you
make
them
out
to
be
a
victim.
No
child
should
be
made
to
feel
like
a
victim.
K
K
I
think
because
of
the
implicit
bias
I
was
subjected
to,
I
made
my
daughter
more
confident
for
it
and
a
leader
always
showing
her
how
hard
work
and
morals
will
get
you
a
better
life.
My
implicit
bias
is
being
a
divorced
mom
to
my
oldest
daughter
and
being
an
unwed
mom.
To
my
second
daughter,
I
refuse
to
have
that
define
any
of
our
stories.
K
My
oldest
daughter's
dad
and
I
made
sure,
make
sure
we
attend
everything
we
can
for
her
to
show
our
involvement
in
her
life,
so
teachers,
parents,
coaches,
etc
would
know
we
wanted
the
best
for
her.
There
are
instances
it
was
used
against
her
because
we
couldn't
commit
to
something
a
traditional
family
could
because
of
work
obligations.
K
My
daughter's
father
and
I
both
have
careers
and
our
jobs
sometimes
have
to
take
precedence
over
sports.
We
put
a
positive
spin
on
it
for
her
that
you
have
to
make
decisions
in
life
and
not
everything
is
fair,
but
you
do
the
best
you
can.
We
always
do
the
best
we
can
for
her.
Sometimes
it
isn't
what
she
wants
at
the
time,
but
understands
that's
how
it
is,
and
she
is
okay
with
it.
K
In
the
end,
most
of
the
time,
a
better
app
option
becomes
available
when
you
can't
do
what
you
originally
thought
you
wanted
to
do
if
you're
always
looking
at
a
negative.
That
is
all
you
will
say.
My
hopes
are.
I
am
teaching
her
not
to
have
an
implicit
bias
against
kids,
whose
parents
are
divorced
in
her
future
and
to
try
to
give
everyone
the
same
opportunity
if
opportunity,
if
you
tell
people
they
are
victims
and
handicap
them
and
make
them
feel
sorry
for
themselves.
K
Life
is
about
empowering
people
to
do
better
and
be
better
every
day.
As
for
my
four-year-old,
she
will
not
be
attending
a
school
district.
I've
already
decided
that,
since
centennial
is
putting
everything
except
the
education
of
my
children,
first,
I
will
be
sending
her
to
a
private
school
that
puts
education
first
and
leaves
the
parenting
stuff
to
me.
K
A
I
have
a
few
more
here.
I
have,
let's
see
heather's
cycle
for
warminster.
L
Heather
lakel
warmester
for
15
years,
I've
been
a
centennial
parent
taxpayer
resident
and
community
member.
I
was
also
an
employee
for
10
years
up
until
november
2021,
when
I
was
forced
to
resign
after
reviewing
the
agenda
for
tonight.
I
especially
the
dei
policy.
I
noticed
there
was
a
section
that
mentioned
microaggression.
L
It
says
microaggression
allows
the
targeting
of
individuals
who
do
not
conform.
This
allows
any
expression
of
dissent
or
no
matter
how
small
or
innocuous
to
be
used
as
a
tool
or
pun
for
punishment
and
control.
I
couldn't
believe
what
I
was
reading
and
thought
to
myself.
Wow,
that's
exactly
what
happened
to
me.
Since
january
5th,
till
june
10th
2022,
I
was
prohibited
from
being
on
centennial
school
district
property.
L
I
was
f.
If
I
was
found
on
any
district
property,
I
would
have
been
disciplined
and
possibly
arrested.
I
received
my
first
letter
dated
december
7
2021
after
I
walked
over
to
mcdonald
elementary
during
dismissal
to
visit
I
walked
over.
I
walked
up
to
the
outside
of
the
school
on
the
sidewalk
of
the
black
bus
platform,
spoke
to
the
principal
some
teachers
and
co-workers
all
expressing
how
much
I
was
missed
before
the
students
came
out
to
the
buses.
I
was
asked
to
leave
and
I
left
quietly
and
peacefully
and
went
home.
A
few
days
later.
L
I
received
a
letter
in
the
mail
stating
that
my
presence
was
inappropriate
and
that
I
did
not
adhere
to
the
visiting
policy.
I
did
not
respond
to
the
letter.
On
january
12
2022,
I
received
I
received
a
second
letter
via
certified
mail
regarding
my
presence
on
centennial
school
district
property
without
advance
arrangements
and
permission.
L
Just
to
clarify
my
presence
on
william
tennant
on
january,
4th
was
with
my
daughter
who
attends
william
tennant.
My
daughter
was
absent
that
day
and
I
made
arrangements
to
meet
and
write
and
made
arrangements
to
meet
another
classmate
during
dismissal
to
get
miss
work.
I
parked
off
of
school
grounds
and
we
walked
up
to
the
bus
loop
as
she
gathered
gathered
her
miss
work
from
another
classmate.
I
stood
on
the
sidewalk
where
the
buses
are
parked
closest
to
centennial
road.
L
At
this
time,
students
that
knew
me
from
being
their
bus
driver
for
many
years
came
up
to
greet
me
and
told
me
how
much
I
was
missed.
As
soon
as
my
daughter
got
her
miss
work,
we
left
immediately
and
walked
back
to
the
car.
This
letter
was
sent
to
the
superintendent's
cabinet,
all
the
school
principals
and
the
warminster
township
police
department,
not
the
school
board
directors.
L
I
was
also
accused
of
riding
on
a
bus
with
students
which,
when
I
was
not
employed,
which
I
denied
and
asked
them
to
submit
proof
and
still
myself
and
my
lawyer
have
not
seen
any
proof
backing
up
this
claim.
There
was
never
any
email
or
phone
conversation
to
allow
me
to
explain
my
presence
at
william
tennant
or
defend
myself.
In
my
opinion,
I
was
a
target.
This
is
what
centennial
administration
does
to
people
in
the
community
who
stand
up
for
their
rights
and
do
not
fall
in
their
line.
This
is
the
thanks.
L
A
Thank
you.
I
have
two
more
jamar
mitchell
from
warmest.
M
Good
evening,
I'm
jamar
mitchell
and
I'm
an
upcoming
senior
at
williamson
high
school
as
an
afro-latino.
I
struggle
with
fitting
into
groups
and
feeling
comfortable
at
school.
Although
I
have
been
labeled
as
an
extrovert,
an
extroverted
individual.
I
still
look
around
every
day
in
the
classroom
and
see
many
people
who
are
not
like
me,
and
I
wonder
why
I
see
many
young
men,
women
and
others
struggle
the
same
way
that
I
do
to
fit
in
every
single
day.
M
Okay,
my
foster
my
sister.
I
have
had
the
opportunity
to
create
the
group
voices
for
change,
a
group
whose
goal
is
to
build
a
sense
of
comfort
and
new
knowledge
in
the
community.
I
watched
as
I
visited
the
elementary
schools
to
read
the
children
about
black
history
month
and
women's
history
month.
M
M
I
had
the
opportunity
to
look
over
it
as
a
member
of
the
student
advisory
council
for
the
district,
and
I
think
it
is
a
grand
opportunity
to
create
change
that
is
needed,
because
we
cannot
neglect
the
fact
that
times
are
changing
in
the
community
and
we
have
to
allocate
the
correct
resources
to
certain
communities
to
make
sure
that
every
child
in
our
district
has
the
equal
chance
to
succeed,
which
is
our
at
the
end
of
the
day.
What
we
all
want
yeah.
Thank
you.
A
Thank
you,
mr
mitchell.
I
have
one
more
that
appears
to
relate
to
the
agenda.
Tiffany
budnik
from
former.
N
Hello
tiffany
budnik
warminster,
I
saw
on
the
agenda
and
I
feel
that
this
dei
is
going
to
be
harmful
to
the
children
and
in
our
district
after
a
few
years
they
had.
You
can't
do
this
to
them.
How
much
more
do
you
want
to
hurt
our
children?
Let
me
ask
how
many
fights
did
you
have
at
the
school
before
you
started
focusing
on
this
stuff
compared
to
now
the
entire
policy
and
everything
that
it
comes
from
is
focused
on
equity,
not
equality.
N
There's
two
concepts
oppose
each
other.
Equality
is
the
equal
opportunity
which
my
understanding
is.
I
have
four
kids
that
have
gone
through
this
school
district.
My
third
one
just
graduated.
I
have
one
more
in
ninth
grade
and
as
far
as
I've
heard
for
all
the
times,
they've
been
in
school,
nobody
has
had
a
different
education
than
anybody
else.
Everybody
is
given
the
same
education.
N
Okay.
Equity
is
equal
opportunity.
Equality
is
an
equal
outcome,
so
if
one
student
is
busting
their
butt
to
get
straight
a's
and
somebody
else
just
slides
by
they're
going
to
have
basically
what
this
says
is
they're
going
to
have
the
same
outcome.
So,
what's
going
to
make
that
straight,
a
student
work
to
succeed
and
be
a
straight,
a
student
if
they
know
well,
I
can
slack
off
and
I'm
still
going
to
get
a
c
or
b.
N
N
Our
children
have
never
had
an
issue
with
any
adversity
in
the
schools.
My
oldest
daughter
is
26
years
old.
She
graduated
from
william
10
in
high
school
and
she
is
mine
and
her
biological
father
is
hispanic
and
she
has
never
been
treated
differently
in
all
of
the
time
that
she
has
been
going
through
the
school
district.
She
has
made
friends
and
it
didn't
matter
what
her
race
or
ethnic
is.
Nobody
cared.
N
A
Thank
you
miss
pudding
now
I
I
only
have
two
more
cards
that
one
may
or
may
not
relate
to
the
agenda.
The
other
one
doesn't,
but
do
I
just
do
these
two
and
be
done
with
anybody
object
to
that
instead
of
people.
I
don't
know
how
long
you
have
to
sit
here.
It
depends
how
things
go,
but
mr
negevan,
you
you
you're
come.
I
can't
tell
what
this
is
regarding.
So,
if
you
want
to
make
your
three
minutes
be
my
guest.
O
O
The
five
virtues
shown
on
the
monument
were
highly
valued
and
practiced
by
the
early
pilgrim
settlers
and
can
serve
as
a
strategy
or
road
map
for
modern
day
americans
to
emulate
to
preserve
a
vibrant
constitutional
republic
that
we
have
here
in
america.
I
highly
recommend
you
learn
about
this
monument.
The
tallest
figure
is
faith.
She
symbolizes
the
virtue
which
most
inspired
the
pilgrims
journey
to
the
new
world,
her
right
arm
and
hand,
point
upward
toward
god
and
the
left
hand
holds
an
open
christian
bible.
O
O
O
O
So
there's
a
tremendous
amount
of
literature
on
this
monument.
This
monument
should
be
in
every
school.
It
should
be
on
display
for
every
student
to
see
it
should
be
a
topic
of
discussion
in
every
classroom
as
to
the
the
cost
it's
minimal,
you
could
spend
pennies
compared
to
what
is
up
there
on
that
budget
and
get
a
replica
like
this
for
the
schools
matter.
Of
fact,
funding
is
already
existing
through
the
funds
that
you
have
for
crt
dei,
sel
and
other
social
agenda
programs
that
we
really
don't
need.
O
It's
not
necessary
for
our
schools
to
have
that,
but
the
moral
foundations
of
this
nation
is
necessary
as
to
the
curriculum.
Again,
we
need
to
teach
our
kids
the
basics
of
a
strong
utilitarian
education,
core
subjects
of
math.
Reading,
writing,
history
and
civics,
and
science
should
be
the
focus
social
grooming
programs
that
indoctrinate
segregate
have
no
place
in
our
schools.
O
O
P
P
F
A
E
A
Idea:
okay,
getting
back
to
this,
we
have
one
last
comment:
lisa
beatty,
I
believe
from
were
mister.
Q
Q
These
concerns
went
unaddressed
in
reaching
out
publicly
for
support
from
other
parents.
It
has
become
overwhelmingly
clear
that
this
is
happening
around
the
district
transportation
is
repeatedly
contacted
with
concerns
and,
time
and
time
again
nothing
is
changing.
I
have
the
utmost
respect
for
our
drivers.
They
do
something
I
as
well
as
many
others
here
would
not
be
able
to
do.
I
reviewed
centennial
school
district's,
publicly
available
policies
for
student
and
driver
contact
conduct,
I'm
addressing
the
board
tonight,
to
ask
why?
Q
Q
The
board
is
aware:
is
the
board
aware
of
the
concerns
and
complaints
of
the
parents,
not
just
regarding
bus
49
but
district-wide
issues
on
friday
afternoon
june,
2nd
2022
bus
49,
for
whatever
reason
was
off
route
passing
many
stops
during
this
time
the
children
have
reported
that
they
were
being
told
they
would
not
be
getting
dropped
off
until
their
behavior
changed.
The
bus
showed
up
more
than
20
minutes
beyond
expected
arrival.
Camera
systems
can
provide
a
lot
of
information.
Q
What
they
cannot
show
is
how
our
children
came
off
the
bus.
They
were
distraught
and
stressed
many
in
tears.
Some
were
sobbing.
There
are
at
least
five
kindergarteners
at
this
stop
alone.
These
children
felt
very
unsafe
and
they
felt
they
were
in
harm's
way.
We
as
parents
are
left
with
the
question
of
what.
If
this
is
a
very
scary
question.
Nowadays,
the
parents
of
centennial
school
district
are
asking
the
board
to
review
the
transportation
department
and
their
policies
regarding
the
disciplinary
actions
for
both
students
and
drivers
alike.
Q
We
are
also
requesting
a
change
in
how
complaints
and
concerns
are
documented
documented,
so
there
is
more
transparency
and
less
confusion
in
the
future.
Thank
you.
If
any
of
the
board
members
would
like
a
copy
of
detailed
events
from
last
friday,
I
have
those
available.
A
There
some
roads
that
were
detoured
at
the
end
of
last
week,
the
middle
to
end
the
last
week,
which
kind
of
threw
off
some
of
the
bus
schedules
that
couldn't
be
avoided
because
you
can't
drive
through
the
detour
yeah.
I
totally
understand
myself
driving
around
that.
There
were
yeah.
Q
Q
A
Superintendent
and
others
have
heard
your
comments.
I
guess,
although
I
have
to
say
in
two
plus
years
of
the
school
word,
it's
the
first
time
that
I
recall
someone
coming
and
addressing
an
issue
such
as
you
just
did
so
you
know
I
wish
people
would
address
the
issues
if
they
have
conservatives.
That's
what
public
comment
is
for
you
did.
We
appreciate
well.
Q
A
R
R
R
Already
willing
to
follow
up
in
here
great
if
it
makes
sense
we'll
do
it,
I'm
glad
that
we're
being
heard,
but
we've
also
gone
through
review.
Yes,
ma'am.
We've
also
been
doing
a
review
on
the
department
throughout
this
year
with
a
third
party,
the
pennsylvania
school
board
association.
So
the
things
you're
suggesting
we're
already
undertaking,
because
we
want
to
get
better.
A
We
will
get
to
the
superintendent's
report.
It's
just
been
not
an
easy
year
for
a
lot
of
reasons.
Certainly
recruiting
bus
drivers
has
not
been
an
easy
task.
They've
had
a
lot
of
pressure
on
them
this
year
and
I
think
it's
there's
a
lot
of
not
blame.
There's
a
lot
of
issues
to
go
around.
I
know
I
pull
up
behind
a
school
bus,
sometimes
at
a
stop
sign
and
I
watch
kids
jumping
around
going
through
the
windows
and
surfing
down
the
seat.
So
I
think
it
goes
both
ways.
A
A
S
Want
you
to
speak,
but
I
just
wanted
to
say
something:
real,
quick,
real,
quick,
so
hi
everybody,
I'm
joey
and
I
just
wanted
to
speak
real,
quick
about
something
really
positive.
My
daughter
has
been
at
mcdonald
elementary
school
since
kindergarten
she's,
an
incoming
fifth
grader.
We've
been
taxpayers
residents
of
warmester
since
2009.,
so
I
just
wanted
to
say
how
well
I
feel
the
school
district
is
handling
different
cultures,
religions,
diversity,
where
she
was
because
she
is
the
only
child
in
her
class
every
year,
that
is,
a
jewish
child.
S
Everybody
embraced
her
people
ask
her
questions.
People
want
to
know
about
her
culture.
Mr
ortiz
was
sorry.
Mr
ortiz
was
great
at
embracing
all
the
different
cultures
and
bringing
them
together,
and
he
did
these
different
little
things
on
the
morning
news
about
cultures
and
like
let's
tell
everybody
about
your
culture,
so
she
did
one
on
hanukkah.
Her
best
friend
is
a
muslim
palestinian
they're,
great
friends.
S
So,
like
I
kind
of
feel
that
if
you
start
taking
a
deeper
look
into
the
you
know,
backgrounds
or
where
people
are
coming
from,
these
children
are
going
to
start
seeing
things
that
may
not.
They
may
have
adverse
effects
her
and
her
friend
they're
the
best
of
friends,
but
you
wouldn't
think
like
jewish
palestinian,
with
going
what's
going
on
in
the
middle
east,
all
the
time
but
they're
the
best
of
friends.
They
could
care
less
of
what's
going
on.
So
I
just
feel
like
this
is
the
real
community
we're
in
people
are
getting
along.
S
People
are
celebrating
differences,
and
I
just
love
it
and
my
friend
that
I
became
friends
with
cynthia.
She
gave
me
permission
to
talk.
She
said
she
and
I
may
look
different.
You
know
and
we
met
from
the
parent
advisory
council
and
we
have
differences.
You
know
different
backgrounds,
but
what
we
internally
want
is
just
for
our
children
to
thrive
and
do
well
and
we
feel
like
we
have
so
much
more
in
common
than
we
do
different.
S
So
there's
certain
things
that
we
looked
over
in
the
equity
policy
and
we
weren't
really
sure-
and
we
had
some
questions,
so
we
just
kind
of
felt
like
maybe
if
it
was
presented
to
the
community,
that
maybe
if
people
had
questions
they
could
be,
you
know
further
educated
on
it
and
then
you
guys
can
make
a
decision
so
cynthia.
I
know
she's
watching
right
now.
S
She
couldn't
be
here
because
she's
at
a
bowling
league
with
her
boys,
but
I
just
wanted
to
say
she
did
give
me
permission
to
speak
because
her
and
I
we
were
just
kind
of
like
a
little
unclear
about
some
of
the
things
on
the
equity.
But
thank
you
so
much
for
letting
me
share
my
thoughts
and
that's
it.
I'm.
A
A
R
Ben
thank
you,
mr
martin,
and
one
of
the
reasons
I
asked
for
it
to
be
moved
because
we
do
want
to
hear
the
concerns
of
constituents,
no
matter
which
side
of
the
aisle
they
they
sit
on
and
one
of
the
things
you
can
bring
it
up.
Nate
I
want
to
be
clear:
with
is
educational
equity?
Not
dii
is
a
policy
is
worded,
is
not
about
seeing
race
and
gender
as
a
focus.
R
It's
not
about
making
everything
about
that.
It's
not
about
giving
someone
something
extra
to
create
a
handicap,
and
it
gets
to
the
core
of
one
of
the
things
we
believe
is
is
misunderstanding.
I
do
want
to
thank
those
who
did
take
time
to
come
and
sit
and
talk
and
try
to
understand
more
of
it,
but
the
purpose
of
it
is
about
access,
equitable
learning
experiences.
What
some
of
the
students
spoke
about?
It's
about
us
as
adults,
in
our
system
being
responsible
for
addressing
the
achievement
and
opportunity
gaps.
R
For
example,
we
did
an
audit
in
our
athletic
department,
which
revealed
some
things
about
access
and
opportunity
for
our
student
athletes,
whether
it
be
female
opportunities,
whether
it
be
just
how
we
were
communicating
that
students
didn't
even
know
some
of
the
opportunities
existed
for
them.
It's
about
you
know
the
best
insurance
students
that
it's
not
predetermined
or
pre,
predicated
on
factors
such
as
gender
or
race.
R
That's
the
actual
thing
that
we're
trying
to
prevent
is
about
equal
access
to
learning,
experience
and
resources.
We
actually.
As
a
board,
you
adopted
a
vision
that
talks
about
preparing
our
students
for
post-secondary
education,
careers
skills
and
readiness.
We
talked
about
creating
a
capacity
for
them
to
grow.
We
talked
about
a
vision
about
equitable
opportunities
and
learning
experiences
and
resources.
R
R
So
this
is
not
work,
it
didn't
start
with
dr
ben
and
someone
tried
to
imply.
This
was
not
new,
there's
something
I
brought
into
the
district.
What
we
have
identified
is
that
it's
been
fragmented
and
not
a
systemic
approach
to
the
process
april.
2019
excellence
through
equity
quality
review
was
released
to
this
district.
R
That
was
unanimously
approved
by
the
board
to
be
done.
On
the
district
on
october,
2018
nine,
zero,
zero.
The
board
received
that
report
in
a
draft
and
accepted
it
in
may
2019
key
things.
The
board
embraced
the
idea
of
equity
liaison
leader
positions.
You
know
we
also
had
this
policy
that
was
on
the
docket.
When
I
arrived
in
the
district-
and
we
purposely
said
no,
we
don't
want
to
just
adopt
this
policy
without
going
through
a
process.
R
It
is
too
important
to
mix
in
feelings
and
understanding
by
people
in
the
community,
so
we
purposely
tabled
it,
and
I
remember
having
a
conversation
with
one
of
the
biggest
advocates
on
this
board.
Mr
miller
said
mr
miller.
We
can't
just
bring
it
forward
in
the
traditional
process.
We
need
to
invite
more
voices
more
people
to
the
table
to
discuss
this
so
that
we
do
have
a
perspective
that
is
broader
and
by
the
way,
I'm
too
new
to
be
endorsing
something
that
I
don't
understand
how
it
impacts
this
district.
R
R
It
required
us
to
talk
about
equity
and
it's
being
misunderstood
and
you
see
there.
It
is
misunderstood
just
by
the
conversation
that
we
had
here
today,
that
it
is
about
school
leaders,
often
and
people
confuse
equity
with
equality,
and
you
heard
that
today,
equity
or
equality
with
nondiscrimination.
That's
not
what
we're
talking
about
it's
about
the
just
and
fair
distribution
resources
based
on
each
individual
student's
needs.
The
focus
on
equality
alone
does
not
address
the
different
and
often
inequal
experiences
and
opportunities
for
students
in
the
classrooms
and
schools.
Our
students
spoke
directly
about
that.
R
R
But
one
box
wasn't
enough
for
every
kid:
that's
not
a
handout,
that's
equity
equity
means
each
individual
or
group
of
people
is
given
the
same
resources
or
opportunities.
I
mean
equality.
Excuse
me
given
the
same,
but
equality
recognizes
that
some
things
are
different,
that
they
can't
control
and
here's
the
one
that
jumped
out
at
our
students.
I
remember
one
of
our
students,
saying
that
doesn't
make
any
sense
to
give
a
student
with
a
disability
in
a
wheelchair,
a
box.
R
R
We
shouldn't
just
build
a
fence
how
about
build
something
that
doesn't
require
us
to
give
extra
resources,
because
we
start
from
that
standpoint
and
create
a
system
that
allows
every
student
to
participate
to
the
best
of
their
ability.
That's
what
we're
trying
to
create
with
this
and
that's
not
happening
as
you'll
see
in
our
district,
it's
fragmented.
R
It
is
absolutely
true.
We
have
a
board
member
who
feels
great
about
the
experience
their
children
had,
but
it
shouldn't
be
by
chance
that
they
get
the
right
teacher
or
the
right
person
who
recognizes
that
it
should
be
a
systemic
expectation.
It
shouldn't
be
by
chance
that
that
student
who
spoke,
gets
the
right
person.
R
Equity
is
a
topic
and
as
a
recommendation
and
then
to
this
point
where
we're
trying
to
get
the
board
to
pass
the
expectation
as
a
foundation
which,
by
the
way,
the
policy
includes
us
reporting
out
and
being
publicly
accountable
to
how
we're
doing
to
meeting
the
needs
of
our
students.
That's
a
big
part
of
that
policy.
R
R
Then
we
get
to
a
recommendation,
which
is
our
current
status.
That
centennial
was
in
when
we
look
at
and
evaluated
where
we
were
it's.
The
equity
lens
is
not
yet
infused
into
the
foundation
of
the
system.
The
district
has
developed
an
equity
group.
We
have
those
school
based
central
office.
We
had
a
dedicated
staff
member
helping.
R
We
started
looking
at
our
discipline
practices,
our
curriculum
development,
like
students,
started
talking
about
in
our
school
programs
like
our
athletic
program,
so
we
are
at
a
recommendation
phase,
but
that
deliberate
process
was
a
lot
of
work
going
through
and
determining
readiness
identifying
needs.
That
was
that,
whole
december
to
april
of
2022,
we
went
through
all
this
work
in
a
deliberate
process.
R
We
had
to
determine
our
readiness
and
be
honest
about
where
we
were
in
doing
things
to
address
and
respond
to
that.
Those
yellows
mean
that
we
have
partially
completed
those
things
when
we
did
an
assessment
that
things
that
are
green
were
the
things
that
we
did.
People
didn't
know
what
the
demographics
of
our
school
system
was,
people
didn't
know,
we
had
39
different
languages.
R
People
didn't
know
that
we
had
41
percent
free
and
reduced
lunch
in
our
district
and
where
we
are
today
is
we're
still
involving
stakeholders.
That's
why
this
is
a
first
read,
but
we're
trying
to
get
the
support
to
systematize
this
through
policy
and
transparency
and
reporting
out
to
make
it
a
true
foundation
of
the
district.
R
R
R
People
involved
cabinet
the
equity,
liaisons
school
board.
Members,
five
different
ones
have
been
involved
in
this
process.
Legal
council
had
a
chance
to
look
at
it
when
we
updated
and
draft
holly
presented
the
student
advisory
council,
the
parent
advisory
council,
equity
liaison,
and
we
actually
had
third
party
outside
independent
of
us.
R
R
Because
it
prioritized
the
principle
of
educated
equity
through
the
fair
and
just
allocation
resources
opportunities.
We
do
it
every
day,
special
education,
iedea
and
iep
those
are
compliance,
equity
initiatives,
they're
required
by
law.
We
don't
want
something
to
be
a
law
that
makes
us
do
it.
We
should
do
it
because
it's
right
every
time
we
give
a
student
something
different
in
their
iep,
that's
so
that
they
have
the
best
chance
they
can
to
be
successful
in
their
outcomes.
R
So
if
you're
telling
me
that
we
shouldn't
do
that,
then
we
shouldn't
be
doing
ieps,
that's
what
that
is
when
we
provide
service
to
our
esl
students,
that's
equity.
When
we
give
students
laptops
for
every
student,
that's
so
that
it's
not
an
economic
issue
that,
because
I
can
buy
one
for
my
child.
What?
If
somebody
else
can
that's
what
we
give
everybody
one
and,
by
the
way,
one
of
the
biggest
things
we
do
in
the
district?
That
runs
us
about
five
million
dollars
a
year?
Is
an
equity
issue
transportation?
R
R
T
Good
evening,
everybody
so
part
of
the
guidance
from
the
pennsylvania
department
of
education
related
to
the
every
student
succeeds
act
is
we
are
audited
and
our
data
is
taken
and,
depending
on
how
we
are
performing,
we
will
end
up
either
in
or
not
in,
what's
known
as
school
improvement.
Designation.
T
One
of
the
one
of
our
schools
is,
what's
called
additional,
targeted
support
and
improvement,
which
is
sort
of
the
middle
ground.
Two
of
the
schools
are
in
targeted
support
and
improvement,
which
is
kind
of
a
warning,
shot,
saying
hey.
We
need
to
take
care
of
some
things,
or
else
we're
going
to
end
up
in
additional
targeted
support
and
improvement.
T
T
If
we
do
not
make
some
corrections,
as
we've
been
talking
about
tonight,
we
could
move
into
comprehensive
support
and
improvement,
which
is
where
the
state
will
start
to
intervene
with
our
programming
atsi.
You
heard
mentioned
in
earlier
board
meetings
we
are
having
our
second
year
receiving
grant
money
from
the
state
to
help
make
some
of
those
improvements
for
our
students
and
when
you
look
across
the
designations
from
pde
for
school
improvement
and
corrective
action
from
the
years
2016
and
17
and
2017-18.
T
T
The
general
areas
across
the
three
schools
and
the
two
designations
are
achievement
and
growth
in
mathematics
and
english
language
arts.
I
don't
think
that's
anything
new
to
the
group
in
the
room.
We've
been
talking
about
that
at
almost
every
board
meeting
this
year
and
presenting
on
how
we've
been
looking
to
make
improvements,
the
groups
that
were
identified
as
not
being
up
to
par
are
are
economically
disadvantaged,
which,
as
dr
baden
just
showed,
is
41.
T
T
Corrective
action,
school
improvement
for
fifty
percent
of
our
schools.
It's
the
same
group
of
kids
that
we
need
to
do
better
for
and
it's
in
the
same
areas.
T
And
so
again
you
know
making
and
and
addressing
this
from
a
systemic
standpoint
has
not
been
happening
as
far
back
as
1617,
which
is
why
we
are
where
we
are
with
half
of
our
schools
right
now
so
covid
and
the
lack
of
scores.
Lack
of
achievement.
Data
back
in
during
the
cove
pandemic
put
a
little
bit
of
hitch
in
the
three-year
cycle.
T
We've
sort
of
had
to
just
sort
of
stay
a
course
for
an
extra
year,
but
we
are
in
year
two
right
now
and
making
improvements
and
making
adjustments
to
our
programming
from
curriculum
to
personnel,
to
intervention
tools
in
order
to
help
meet
all
of
our
students
needs
because
clearly
there
are
groups
that
we
are
not.
We
are
not
meeting.
T
Currently,
this
actually
can
go
back
as
well
as
dr
bennett
mentioned,
to
the
university
of
penn's
excellence
through
equity
quality
review,
which
was
done
in
1819
again
kind
of
right
in
the
middle
of
when
we
were
getting
that
data
for
the
atsi
and
tsi
designations
from
the
state,
and
if
you,
the
executive
summary,
is
linked
there.
But
if
you
know
you
really
dig
deep,
one
of
our
priorities
was
about
providing
access
for
all
students
to
high
quality
instruction
associated
with
rigorous
coursework
that
engages
students
in
projects
and
problem
solving
worthy
of
the
effort
required.
T
So
again,
this
is
not
about
making
things
easier
for
anyone.
This
is
actually
about
providing
opportunities
for
all
kids
to
access.
A
rigorous
and
high
quality
experience
here
in
centennial.
That
was
seen
as
a
need
from
penn's
lens,
as
well
as
a
priority.
Again
part
of
that
process
was
interviewing.
Our
students
interviewing
our
parents,
interviewing
our
teachers
interviewing
our
staff
here
you
know
so
you've
got
pde
saying
here
are
opportunity,
gaps
and
areas
for
you
to
improve,
and
then
this
is
falls
right
in
line
I'll.
Let
mrs
bolden
speak
to
the
idea
corrective
action.
R
As
she's
coming,
that
first
bullet
is
what
I
was.
You
know
anyone
and
I
think
we
have
a
board
member
who's
working.
I
feel
special
education
is
actually
an
equity
issue.
Title
one
funds
is
equity.
All
our
title.
Funds
are
all
meant
to
provide
additional
supports
and
resources
to
support
students
to
be
able
to
improve
their
outcomes,
not
about
getting
the
same
thing.
That's
why
we
focus
in
this
district
on
growth.
You
very
rarely
hear
us
talk
about
every
student
scoring
the
same
thing
or
getting
the
same
score.
R
U
So
the
district
has
been
cited
by
penn,
the
state
pennsylvania
department
of
education
for
the
2018
19
2019
20.
U
So
because
we've
recognized
the
need
for
supports
for
all
of
our
students,
we
have
increased
our
mental
health
counselors
so
that
there
are
mental
health
counselors
in
every
building
before
we
only
had
one
for
the
entire
district
and
they
spent
most
of
their
time
in
the
high
school.
So
we
have
increased
our
supports
because
we
understand
that,
as
we
looked
at
what
is
something
that's
required.
U
Mtss
multi-tiered
systems
of
supports
for
our
students
when
we
look
to
see
how
our
students
are
doing
and
if
there
are
struggles
for
our
students
when
they're
not
meeting
the
goals
that
are
set
academically
and
behaviorally
for
students.
We
had
to
look
at
the
needs
of
our
students
and
in
order
to
help
our
students
and
not
over
identify
our
students.
Because
that's
what
happens
a
lot.
U
We
were
getting
more
requests
for
students
to
receive
special
education
internally
and
from
our
parents,
because
it
was
a
belief
that,
in
order
to
get
the
supports
that
students
needed
that
she
had
to
have
an
iep.
So
we
are
looking
at
the
needs
of
our
students
overall,
and
so
we
are
very
proud
of
what
has
been
started
and
what
we
are
hoping
to
continue.
T
F
T
Area
that
speaks
to
how
we
have
been
doing
business
here
in
centennial
was
our
recent
federal
audit
findings
from
the
pennsylvania
department
of
ed
and
the
office
of
federal
programs.
We
were
monitored
last
year
in
2020
21,
which
covered
programming
and
record
keeping
from
2019-20
into
2021.
The
way
that
federal
programs
works.
Is
you
start
the
process
in
the
spring
of
the
year
prior
and
then
you
complete
it
through
the
fall
and
into
the
winter
and
spring
of
the
current
year,
and
then
so,
it's
sort
of
overlapping
years.
T
That
first
year
we
were
found
to
have
around
26.
I
believe
areas
that
we
were
out
of
compliance
with
and
how
does
this
fit
with
equity?
Right
federal
programs
is
funding.
T
Title
1
funds
are
used
for
math
and
reading
improvement.
Title
2
funds
can
be
a
variety
of
things:
class
size
reduction,
professional
development.
They
can
also
be
transferred
into
title
1.
title
three
funds
specifically:
are
there
to
support
our
eld,
our
english
language,
learners
and
then
title
four
is
called
academic
enrichment
that
also
can
be
transferred
into
other
other
areas.
So
part
of
looking
at
the
reports
from
pde
from
1617
and
1718,
looking
at
the
some
of
the
current
feedback,
we've
been
getting
from
a
few
other
reports.
T
I
think
dr
bessel
hit
on
one
of
them.
Looking
at
the
equity
report,
we
decided
to
try
to
clean
up
and
correct
our
record
keeping
and
how
we
were
using
the
money
from
the
title
funding
we
get
just
over
eight
hundred
thousand
dollars
a
year
roughly
give
or
take.
I
think
we
had
seventeen
thousand
less
this
year
than
last
year,
but
usually
flux
a
weight
fluctuates.
Excuse
me
in
that
in
that
range.
So
we
are
redirecting
a
lot
of
our
title,
four
funding
and
title
2
funding
into
title
1
and
title
3..
T
Why
title
1
and
title
3.?
If
we
go
back
to
my
earlier,
you
know
comments
about
50
of
our
schools
or
on
warning
and
or
on
school
improvement
for
reading
and
math,
and
our
eld
kids,
our
english
language
development,
kids.
We
are
in
in
the
process
of
cleaning
up
from
the
audit,
but
also
reallocating
those
funds
to
reading
and
math
and
helping
to
better
support
our
english
language
learners
because
they
are
not
getting
an
equitable
shot
at
a
fair
and
rigorous
education.
T
And
again
I
want
to
reiterate
this
is
not
about
you
know,
making
things
easier
or
giving
kids
outs.
This
is
about
raising
the
floor
for
everybody.
I
think
if
you
heard
us-
and
you
heard
mr
rutz
in
earlier
board-
meetings-
talk
about
where
we're
trying
to
go
with
our
aim:
training
and
our
you
know-
curriculum
changes
with
cpm
with
springboard
we're
really
trying
to
put
a
a
core
program
in
place
for
all
students
to
help
all
students
succeed.
T
We
did
not
have
that
up
until
the
past
two
or
three
years,
and
so
to
even
get
our
regular
kids.
I
mean
we've
all
seen
the
data
at
these
meetings.
We
know
where
our
data
sits
right,
now
we're
seeing
great
growth
right
in
our
local
data
that,
as
we
talked
about
the
last
meeting
and
we're
going
to
be
highlighting
again
at
the
end
of
this
month,
you
know
on
the
28th,
we'll
be
highlighting
some
of
the
data
for
the
end
of
the
year
in
terms
of
us
making
progress.
T
But
you
know
we
have
to
get
you
know
to
get
our
core
programming
in
place
before
we
could
even
begin
to
address
systemically
some
of
the
other
groups
that
that
were
in
need.
So
title
funding
was
one
way
in
which
we
were
we're.
Addressing
that
so
you've
got
pde
telling
us
this
you've
got
the
university
of
pennsylvania
telling
us
this.
As
you
know,
from
dr
bennett's
superintendent's
report
this
last
year.
T
For
the
past
two
and
a
half
years,
we've
had
over
research
come
in
and
do
a
series
of
studies
and
data
analysis
for
us.
We
did
two
major
surveys.
One
was
for
eureka
math
for
k-5,
with
our
teachers
and
staff,
and
then
the
reading
english
language
arts
survey
went
beyond
that
and
went
out
to
a
larger
group
in
terms
of
how
folks
thought
we
were
doing,
and
we
took
the
perception
survey
data
and
we
looked
at
the
actual
data
from
our
past
about
four
or
five
years
worth
of
assessments.
T
Hanover
ran
a
longitudinal
historical
look
at
all
this,
and
you
know
what
came
out
of
this
was
that
we
needed
to
do
more
for
our
special
ed
students,
for
our
english
language
students
and
for
our
students
that
are
coming
from
impoverished
backgrounds.
There
were
equity
gaps
and
achievement
gaps
and
growth
gaps
in
those
students,
so
that
is,
you
know
again
a
third
party
outfit.
They
have
no
tie
to
the
district.
T
They
are
coming
in
fresh
they're,
getting
feedback
from
our
own
constituents.
They
are
taking
our
own
data
and
analyzing
it
from
a
third-party
lens.
So
I'll
turn
it
over
to
dr
best.
For
the
next
part.
V
To
carry
on
with
the
theme
of
independent
third
party,
our
our
eld
program
has
been
successful
in
the
district
for
quite
some
time.
However,
it's
it's
growing
at
a
pace
that
you
know
outpaces
our
typical
student
enrollment
data
and
what
we'd
like
to
do
is
to
what
we
wanted
to
do
is
to
figure
out
what
we
can
do
to
improve
that
program
to
better
serve
our
students
there.
Our
teachers
in
that
program
do
a
wonderful
job.
V
Our
students
make
great
gains,
so
it
wasn't
a
situation
where
we
were
in
corrective
action
or
feeling
as
though
we
had
a
deficit,
but
we
also
knew
that,
as
the
program
grew
we
wanted
to
see.
Where
do
we
have
some
opportunities
for
improvement?
So
through
our
partnership
with
the
bucks
county
intermediate
unit?
V
We've
implemented
ahead
of
time
already,
we
did
ask
for
an
additional
course
to
be
added
to
william
tennant
high
school
for
next
year.
An
additional
math
course
for
our
eld
program,
which
happened
following
the
approval
of
the
program
of
studies
for
next
school
year.
We've
added
a
similar
course
at
the
middle
level
as
well,
and
those
are
two
examples
of
how
we're
how
serious
we
are
in
trying
to
improve
the
the
learning
experience
for
the
students
in
this
program.
V
On
the
on
the
screen,
you
can
see
some
of
the
preview
that
we
received
from
the
iu
about
needs
and
recommendations
for
us
to
work
on.
Much
time
will
be
spent
this
summer
and
heading
into
next
school
year.
To
make
sure
we
implement
these
recommendations
with
fidelity
so
that
we
can
do
the
best
we
can
for
our
students.
R
R
We
kept
it
as
a
pathway
because
the
data
showed
that
students
were
doing
better
in
that,
so
we
were
trying
to
find
something
that
allow
our
students
to
be
successful.
Who
did
better
just
so?
You
know
that
mr
greenwood
then
shared
the
graduation
rate
percentage
for
those
students
who
were
in
our
cvla
program.
This
year
was
91.
R
It
outpaced
most
of
the
cyber
charters
in
the
state.
They
don't
even
come
close
to
that
and
not
to
mention
how
much
money
has
been
saved
by
trying
to
do
that
with
kristin's
help
and
focus
on
it,
and
we've
saved
a
lot
of
money
from
students
who
would
have
left
and
we've
had
some
that
come
back
to
us.
R
R
They
are
actually
standards
that
are
put
out
by
the
state
tied
to
the
work
readiness
force.
You
know
the
talk
about
that
we're
trying
to
do
now.
The
pandemic
is
over.
That
was
one
of
the
things
that
came
out
in
the
audit,
more
engagement
and
relationship
with
our
community.
We
weren't
doing
interpretive
services
at
the
level
that
we
should
have
that
was
found
in
audit
with
39
languages.
R
W
First,
I
want
to
thank
the
centennial
community
for
the
past
eight
years
that
I've
been
had
the
privilege
of
being
here
serving
as
building
principal
principal
practice
assistant
director
of
elementary
education
and
the
director
diversity,
equity,
inclusion
and
belonging.
It
has
been
a
pleasure,
and
so
it
is
bittersweet
that
I
am
leaving,
but
I
did
want
to
take
the
opportunity
to
thank
each
and
every
one
of
you
for
supporting
me
through
the
years.
W
W
I
was
back
there
holding
back
some
tears
from
some
of
the
student
remarks,
so
I
do
want
to
thank
you
for
coming
tonight.
A
lot
of
times
we've
been
hearing
a
lot
about
the
vision.
In
the
eight
years
I've
been
here,
I've
never
ever
treated
anyone
differently
than
I
have
treated
my
child,
my
children,
being
the
principal
of
davis,
was
not
very
diverse,
but
I
was
attending
birthday
parties.
I
was
attending
any
and
everything
that
the
students
invited
me
to
and
the
families,
because
we
are
a
community
and
we
are
family.
W
W
We
have
culturally
responsive
linguistic
kits
from
tcm
that
our
teachers
are
using
I'll.
Tell
you
one
of
the
things
happened.
I
never
knew
what
my
name
meant.
My
first
name
is
shawana
until
I
went
into
a
second
grade
classroom
and
they
were
learning
what
their
names
meant
and
then
I
went
home
and
studied
and
learned.
W
I
thought
it
was
a
made-up
name
and
it
actually
had
a
meaning
which
meant
grace
and
so
just
having
that
interaction
with
the
students
learning
something
about
myself
and
I
am
51
and
I
just
found
out
what
my
name
meant.
So
that
was
a
highlight
for
me.
Our
recruitment
and
retention
efforts.
We
participate
with
penn,
we
participate
with
temple
university.
W
We
are
actively
recruiting
and
we're
not
just
recruiting
just
based
on
race.
We
are
making
sure
that
we
are
getting
the
best
highly
qualified
students
that
we
want
to
put
before
our
children,
educators
that
we
put
before
our
students
when
I
was
a
teacher,
the
one
thing
I'll,
never
forget
a
quote
that
a
teacher's,
a
principal
said,
give
your
give
your
students
in
your
classroom
the
same
education.
You
want
for
your
students
for
your
children,
and
so
that's
what
we
do
when
we're
recruiting
we're,
not
recruiting.
Just
based
on
what
you
look
like.
W
We
want
to
make
sure
you
are
the
best
of
the
best
coming
and
sitting
before
our
students,
our
curriculum
and
courses.
You
heard
the
students
speak
about
the
america
like
me
course.
One
of
the
things
that
they
didn't
mention
is
that
we
had
an
opportunity
to
take
those
students,
thanks
to
mr
catillo
downtown,
to
the
italian
market,
to
meet
with
a
restaurant
tour.
W
Who
was
an
immigrant
and
if
you
would
have
heard
him,
tell
his
story
of
how
he
got
here
and
watching
the
children
listen
to
it
and
eat
food
and
then
go
to
different
shops.
It
was
amazing,
and
then
they
looked
at
the
murals
that
were
in
the
community.
These
are
the
experiences
that
our
children
are
getting
based
on
the
work
that
we
are
doing
here
in
this
district,
the
panther
camp,
dr
betten,
always
says
we
we
don't
talk
about.
We
call
this
unfinished
learning.
W
We're
making
sure
that
those
students
in
grades
incoming
kindergarten
through
fifth
grade
are
getting
the
skills
that
they
need
so
that
they
can
be
successful.
That
is,
equity,
we're
not
talking
about
division,
we're
talking
about
making
sure
parents
have
resources
they're
on
our
diversity.
Page
events
did
you
know
when
taylor
mentioned
the
back
the
book,
the
birthday
boxes
we
made
45
boxes,
the
teachers
at
william
tennant
high
school
gathered
supplies
because
a
student
said
miss
kohl's.
They
invited
me
over
to
their
home
and
said
ms
kohl's.
We
have
this
food
pantry.
W
W
Everything
cake
mix,
cake
pans,
everything
that
a
parent
would
need,
and
in
one
month
45
of
those
things
were
gone,
that
is
equity,
making
sure
that
41
gets
what
they
need.
Also,
we
made
sure
with
prom
dresses,
we
had
a
prom
pop-up
shop,
where
kids
came
in
to
see
pick
out,
dresses
pick
out,
suits,
pick
out,
shoes
pick
out,
ties
and
accessories,
that's
equity.
No
one
took
pictures
and
said:
oh,
that's
the
gown
that
you
had
on
from
the
prime
pop-up
shop.
W
No,
we
didn't
do
that,
but
it
was
a
kid
there
who
said
miss
coles.
I
would
like
for
my
mom
to
see
me
in
this
gown
before
I
take
it
home
and
when
her
mother
walked
into
that
room
and
saw
her
with
that
gown
on
she
was
in
tears.
We
were
all
in
tears
because
we
provided
gowns
suits
attire
for
our
kids.
These
are
our
kids,
we're
not
dividing.
So
anyone
who
thinks
that
we
are
here
separating
and
making
our
kids
feel
less
than
we
are
not
doing
that.
We're
making
them
feel
like
they
are.
W
R
So
I
will,
and
at
the
end
of
the
day
it's
all
about
improving
the
results
and,
as
you
heard
earlier,
we're
not
where
we
should
be
in
overall
performance,
but
this
year
our
kids
knocked
it
out
of
the
park.
We
have
so
much
blue
on
that
chart
that
people
were
running
down
the
hall.
To
tell
me
I
mean
the
staff
was
just
elated,
because
it
is
about
growth
when
we
put
in
the
new
ela
curriculum
springboard
it.
R
Actually,
if
you
heard
the
teachers
when
they
presented
it
raised
the
bar,
they
said
they
hadn't
seen
students
right
to
that
level.
Students
talk
about
how
much
more
challenging
but
engaging
it
was.
It
is
a
college
board
program.
So
now
all
of
our
kids
in
6
through
12,
are
taking
what
some
consider
a
pre-ap
course.
R
That's
the
whole
point
that
none
of
that
stuff,
whether
your
gender,
your
race,
your
sexuality,
we
don't
care
our
job
is
to
teach
you
and
to
move
you
what
a
policy
does
it
makes
that
systemic
and
it
also
puts
up
goals
and
guard
rails
to
protect
also
with
some
of
the
parents
concerns
about
what
is
equity.
Well,
it's
defined
right
here.
So
now
we're
talking
the
same
language,
so
someone
else
doesn't
create
their
own
vision
of
it.
So
we
can
protect
our
district
from
the
false
representation
of
equity.
E
A
It's
all
right,
you're,
correct
there.
Okay,
we'll
try
to
move
on
here.
I
think
we're
at
item
four
and
mr
godixton
asked
me
if
I
would
big
shoes
to
phil
but
kind
of
read
his
items
that
he
would
normally
do
so.
A
We'll
try
to
get
through
this
and
pardon
me
if
I
misspeak
here
but
item
four
is
the
approval
of
the
agenda.
For
this
evening.
We
already
made
one
change.
What
are
other
corrections
that
we
need
to
make
to
the
agenda
if
not
promotion
approved?
A
We
got
through
item
four
and
we've
already
done
item
five,
so
we
go
to
item
six,
which
is
the
consent
agenda
and
we'll
take
them
again
I'll
try
to
be
mr
groderickson
and
we'll
go
through
them
by
part
by
part,
but
first
one
is
6.1,
which
is
the
minutes,
be
it
resolve
centennial
board
of
school
directors
approves
some
minutes
may
10th
to
may
24th.
If
anyone
has
any
questions
on
those.
A
A
A
E
6.7
e
and
6.7
h,
okay,
anyone
else
all
right,
we'll
move
ahead
with
the
the
others
that
were
not
questioned,
be
resolved.
The
board
of
centennial
school
directors
approves
a
6.7,
a
piano
tuning
quote:
q
2204
to
ken
coleman's
piano
service.
Three
year
period,
cost
of
seventy
five
dollars
per
tuning
district
cost.
A
I
just
did
a
cooperative
purchasing
group
by
board
cooperative
purchasing,
co-stars
eni
cooperative
services,
keystone
purchasing
network
municipal,
national
cooperative
purchasing
alliance,
omnia
partners,
source
well,
pa
dgs,
state
contracts,
p
e,
p,
p,
m
southeastern
pennsylvania,
the
natural
gas
consortium,
southeastern
pennsylvania
buying
group,
the
cooperative
purchasing
network
upper
dublin
school
district,
grocery
bid
and
the
u.s
general
services
administration,
cooperative,
purchasing
program,
647
c
awards.
The
athletic
equipment
supplies
bid,
22-19
to
bsn
sports,
colorado,
time
systems,
flag
house,
mfac
pyramid,
school
products,
riddell
all
american
and
sportsmans.
In
the
aggregate
amount
of
21
527.31.
A
6.7
d
awards
an
art
supply
bid.
2216
is
indicated
on
an
attached
bid,
tabulation
to
blick
art,
material,
cascade,
school
supplies,
kurtz
brothers,
nasco,
nasco,
national
art
and
school
supplies,
pyramid
school
products
sns
worldwide
and
w.b
mason,
an
accurate
amount
of
forty
four
thousand
seven
hundred
forty
three
dollars
and
eighty
seven
cents.
A
A
Y
G
F
A
Thank
you.
Thank
you
all
right,
mr
gunner,
yeah,
okay
and
then
6.7
h,
replacement,
classroom,
projectors,
wiring,
quote
2205
to
bloom
for
replacement
projectors
at
davis,
mcdonald,
lowell
del
william
10
administration
building
not
to
exceed
758
thousand
210.24
cents.
Second,
discussion
at
this
point
in
time
and
yeah.
Y
Same
thing
with
the
budget
at
2.9
percent,
we're
struggling
to
make
ends
meet.
Just
like
everybody
is
I'm
just
questioning
almost
three-quarters
of
a
million
dollars
for
projectors
are
those
projectors
we're
replacing
just
not
functional,
I'm
not
able
to
use.
A
Them
before
you
start,
I,
I
have
an
additional
question
on
that.
When
I
read
through
the
thing
I
can't
imagine,
but
there
are
72
of
these
at
two
of
our
elementary
schools,
which
are
two
new
schools:
basically
new
schools,
five
at
the
third
school
16
at
william
tennant
and
six
in
the
administration
building.
Why
in
the
world,
they
need
72
projectors
in
an
elementary
school
that
might
have
20
classrooms.
A
T
The
projectors
run
on
a
five
to
six
year,
shelf
life
and
with
where
we
are,
we
are
at
we're
actually,
beyond
the
shelf
life
for
two
of
those
buildings,
we
were
able
to
delay
some
of
this
cost
during
covid
because
we
weren't
physically
in
the
buildings.
T
We
are
working
off
of
digital
curriculum,
we're
working
off
of
macbooks
chromebooks
laptops
the
way
the
projectors
work
every
classroom
needs
one
so
that
the
teacher
can
project
and
kids
can
interact
with
the
lessons,
and
we
are
at
our
life's
end
of
these.
God
bless
you
of
these,
of
the
software
and
of
these
of
these
projectors.
This
is
part
of
our
five-year
capital
plan.
We
work
very
closely
with
the
business
office.
We
do
about
two
buildings
every
five
to
six
years.
T
You
do
see
some
extras
in
the
other
buildings
right
now,
because
to
help
save
money
and
offset
costs
during
the
pandemic
and
the
subsequent
year,
with
the
with
the
budget
cuts,
we
decided
not
to
take
care
of
some
common
areas,
conference
rooms
for
counselors
for
building
principals,
where
they
would
normally
host.
T
You
know,
meetings
and
things
and
again
today,
with
the
world
now
being
virtual
as
well
having
the
most
up-to-date
and
working
software
is,
is
essential
to
doing
business
in
the
years
to
come.
This
is
broncotto.
P
A
T
T
A
Up
but
I
thought
you
could
look
on
the
finger,
but
when
I
read
the
contract
it
called
for
72
of
these
things
at
davis,
72
of
them
at
the
mcdonald,
five
at
willowdale
for
some
reason:
they're
getting
shortchanged
16
at
william
tennant
and
six
at
the
administration
building.
That's
an
awful
lot
of.
I
understand
the
need
for
that's
an
awful
lot
of
projections.
It's
about.
T
Y
I
understand
what
you're
saying
about
technology:
changing
I'm
not
a
big
tech
guy.
So
are
these
current
projectors.
T
Just
not
working
we've
been
having
some
functioning
issues
with
bulbs.
Bulbs
are
really
expensive
if
you
try
to
keep
them
on
life,
support
for
a
while,
eventually,
the
software
that
updates
on
the
laptops
gets
out
of
sync
with
the
software
that
connects
to
the
projector,
so
we're
we're
at
our
life's
end
with
the
majority,
if
not
all,
of
these
moving
into
next
year.
So
the
goal
is,
as
part
of
as
you
know,
we've
worked
very
closely
with
mr
greenwood
in
the
business
office
to
have
a
multi-year
capital
plan
together.
T
I
know
he's
talked
at
length
about
that
during
the
budget
presentations
and
making
sure
that
as
technology
gets
old
and
runs
out,
we
actually
do
have
it
replaced,
and
so
it's
business
as
usual
with
no
interruptions
we
did
put
this
out.
The
original
quotes
that
came
in
on
this
were
over
800
000.
T
We
did
put
it
out
to
rfp
and-
and
we
are
coming
in
lower
saving
a
good
amount
of
money
about
10
of
the
original
cost
to
have
it
done.
The
other
benefit
to
this
is
this
is
a
company
that
has
done
they
came
in
with
the
the
lowest
bid
or
with
the
through
the
process
that
came
out
as
the
the
best
bit
and
meeting
all
of
our
requirements.
They've
already
worked
on
two
of
our
buildings,
so
they
know
the
systems,
they
know
the
software,
they
know
the
wiring.
T
I
know
when
I
first
got
here
in
2019
20.
We
had
an
issue
with
a
company
that
came
in
and
way
underbid
everybody
else,
and
we
thought
this
is
great
and
then,
when
they
got
to
the
job
they
had
mis,
they
missed
a
whole
lot
of
stuff
and
and
we
ended
up
paying
a
lot
more
to
complete
those
jobs
that
year.
T
So
you
know
fool
me
once
but
not
twice,
so
we
are
making
sure
that
we're
following
at
your
request,
I
think
it
was
a
meeting
or
two
ago
you'd
asked
about
going
through
the
proper
channels
for
rfps
and
quotes
and
everything
and
we're
following
those
processes
to
make
sure
that
we're
not
only
getting
the
best
price,
considering
the
financial
situation
we're
in,
but
also
the
best
quality
work.
So
it's
it's
done
right,
the
first
time
we're
not
going
back
and
and
and
having
to
redo.
Okay,.
Y
X
Can
I
ask
a
question
moving
forward,
is:
is
it
possible
we
can
do
this
in
like
a
phase
instead
of
like
a
sticker
price
like
you
know,
like
you
know,
as
many
as
we.
T
T
Well
right
we
can,
we
can
consider
it.
I
mean
the
the
the
challenge
there
would
be
we're
either
stretching
one
building
beyond
its
its
capacity
or
we're
ending
one
building
earlier
than
its
capacity
right.
So
to
stretch
it
out.
I
see
what
you're
saying
like
instead
of
doing
two
buildings
at
once
doing
one
one
year
when
the
following
again,
we
would
have
to
look
to
see
how
close
to
shelf
life
and
life
of
the
projectors
and
the
technology
and
how
bad
it
really
is.
T
T
I
I
would
say
yeah
like
things
like
the
common
areas
right,
so
the
common
areas
which
we
didn't
address
in
any
of
the
buildings
for
the
past
three
years
from
a
budgetary
standpoint
because
of
the
cuts
as
well
as
through
the
pandemic,
we
didn't
really
felt.
We
feel
the
need
to
right
if
people
weren't
in
the
buildings
there's
no
reason
to
be
putting
a
whole
bunch
of
new
projectors
into
these
classrooms
and
common
areas.
T
But
I
could
see
those
being
areas
that
we
can
definitely
maybe
look
to
stretch
out
pending
the
updates
on
the
technology
because
of
you
know,
use,
although
I
will
say
use
of
all
of
this,
as
you
all
know
has
gone
up.
We
have
people
on
zoom
tonight
right.
T
So
that's
a
whole
new
work
angle
now,
post
pandemic
that
we're
dealing
with
where
we
you
know,
we
might
not
have
had
this
much
technology
in
certain
meeting
room
areas,
but
now
with
people
coming
in
virtually
from
other
areas,
states
across
the
district
having
the
technology
to
make
sure
that
they're
participating
is
important.
T
But
we
can
absolutely
look
for
the
next
round
of
projectors
in
the
next
few
years,
as
we
look
at
our
capital
plan,
trying
to
stretch
out
a
few
more
to
make
it
a
little
less
a
little
less
of
a
sticker
shock.
I
appreciate
it
sure
no
problem.
P
Mr
martin,
yes
ma'am
so
you're
talking
about
171,
projectors
and
that
comes
to.
I
can't
believe
mr
mr
greenwood
doesn't
have
that
on
top
of
his
head
four
thousand
four
hundred
and
thirty
three
dollars
and
ninety
seven
cents,
maybe
ninety
eight
cents,
if
you
round
up
that
eight
right
now,
that's
three
quarters
of
a
million
dollars,
if
not
a
little
more,
and
we
have
parents
in
our
district
right
now
that
are
deciding
between
spaghettios
or
can
they
afford
meat?
P
P
P
So
we're
going
to
tell
her
we're
asking
them
to
increase
their
taxes
by
2.9
percent.
That
doesn't
appear
to
be
a
big
deal
to
everybody.
It
seems
to
be
a
big
deal
to
people
I
care
about
and
758
thousand
dollars
no
way.
Thank
you.
You
gotta
spend
it.
You
gotta
spend
money
like
you're,
a
mother
on
a
budget
or
a
father
on
a
budget.
E
A
C
If
you
don't
mind,
can
I
ask
a
question.
C
I
am
paying
attention
you
know,
so
what
is
the
life
expectancy
on
these
projectors,
and
this
is?
Is
the
it's
coming
out
of
the
next
year's
budget
and
not
this
year's
budget.
G
C
T
I
don't
think
anybody's
agreeing
with
that
idea.
We
inherited
a
system
that
was
in
place
right.
There
was
already
a
replacement
cycle
on
the
books
when
both
mr
greenwood
and
I
got
here
so
we
are
doing
the
best.
We
can
to
stretch
that
out
the
best
we
can
and
try
to.
As
was
mentioned
earlier.
You
know
not,
have
it
be
a
lot
of
big
ticket
items
at
once.
A
A
A
Twenty
nine
okay,
we
followed
for
a
moment;
okay,
anything
else.
Okay,
we'll
wade
through
these
things
be
resolved
to
teleport
school
directors,
6.9
a
approves
a
2022
extended
school
year,
contract
with
keystone
freedom
academy
not
to
exceed
fifteen
thousand
seven
hundred
and
fifty
dollars.
6.9
b
approves
a
2022
esy
contract
with
pa
school
for
the
deaf
tuition,
cost
9682.40
cents.
A
Additional
costs
for
the
otp
at
an
hourly
rate
of
119.60
will
be
charged
as
directed
by
the
student's
iep
67.9
c,
approves
the
renewal
of
a
memorandum
of
understanding
between
the
district
and
vita
educational
services,
for
collaboration
for
adult
literacy
services
for
2022-23
school
year.
6.9
d
approves
the
software
maintenance
and
services
renewals
for
incident,
iq,
iscorp,
aamf
and
journey
ed.
The
2022-23
school
year
district
course
not
to
exceed
seven
hundred
dollars
and
eleven
cents.
A
Six
point:
nine
e
approves
a
database
licensing
and
software
renewals
for
cengage
learning
info
base
and
safari
montage
for
the
2022-23
school
year.
District
cost
not
to
exceed
33
nine
dollars
and
fifty
one
cents
I'll
skip
six
point.
Nine
g
awards
health
services
contract
to
dr
hal
bashevsky
dental
examiner
for
three
year
period,
beginning
july,
1,
2022
that
this
should
cost
not
to
exceed
two
thousand
dollars
a
year.
Six
point:
nine
eight
approves
the
request
for
centennial
school
district
in
the
bucks
county.
A
Intermediate
unit
entered
into
a
use
of
funds
agreement
for
the
implementation
of
individuals
with
disabilities.
Education
act,
part
b
award
for
20
22
23.
6.9.
I
approves
the
2022-23
contract
with
muraki
for
the
replacement
of
recommended
school-age
children
with
autism
and
emotional
disturbance,
daily
tuition
rate
216.61
cents
per
day
per
student.
Additional
costs
for
related
services
would
be
dependent
upon
the
needs
of
each
student.
A
As
stated
in
an
iep
6.9
j
approves
agreeing
between
centennial
school
district
family
services,
association
of
bucks,
county
for
outpatient,
therapeutic
programs
at
log
college
middle
school,
no
cost
to
the
district.
6.9
k
approves
the
partnership
with
bloomboard
for
the
foundations
of
supported
english
learners,
micro
endorsement
for
10
teachers
district
course
not
to
exceed
9.
900
and
6.9
l
approves
a
20.23
standard
contract
for
services,
with
a
springtime
school
for
student
14.1,
as
per
the
attached
total
tuition
and
services,
equal
thousand
eight
hundred,
sixty
seven
dollars
and
seventy
seven
cents.
A
Is
there
a
motion
for
those
items?
Yes,
second,
okay.
Well,
I
have
one
question:
I
don't
just
have
one
question
and
we'll
vote
on
l.
Can
somebody
say
how
much
longer
does
that
have
to
go
what
what
status
is?
That's?
Where
is
that
student
in
their
kindergarten
through
12th
grade?
How
much
longer
are
we
gonna
have
to
do
that.
U
For
you,
it's
not
in
the
policy,
but
no
actually
it
would
be
according
to
the
student's
needs,
because
it's
an
iep
team
decision.
So
I
can't
say
that
the
student
is
only
there
for
this
year.
The
contract
for
that
particular
school
is
a
year-to-year
contract.
So
it's
based
upon
the
student's
iep
needs
potential.
A
A
U
U
A
Y
Yeah,
just
again
with
the
dollar
amount,
from
what
I
can
find.
This
is
some
sort
of
I
think
advisory
group,
I'm
not
completely
sure.
R
If
you
look
at
your
attachment
that
was
attached
to
the
board
information,
it
is
a
part
of
our
communication
department
and
it's
the
product
that
actually
provides
information
to
the
community
about
our
district.
Mr,
as
mr
greenwood
showed
you,
it
provides
ratings
and
publicity
for
the
district
to
help
recruit
and
market
the
district
to
families
to
try
to
move
into
the
area.
People
often
go
to
niche
to
decide
where
they're
going
to
buy
a
house
and
where
they're
going
to
live,
and
it
provides
data
on
that
information.
R
A
R
R
You
know
they
put
when
you
go
into
that
site.
It
provides
a
marketing
promotion
to
encourage
people
to
consider
us.
It
has
also
promoted
our
cvla
l
cvla
program
to
families
to
consider
it
shows
up
when
you
people
looking
for
places
to
live
so
we've
had
it
for
the
past
couple
of
years,
and
I've
actually
sent
the
board
a
sample
of
some
of
the
metrics
where
they
show
us
how
they're
doing
and
how
many
hits
we
get
and
visiting
the
district
consideration.
A
Q
A
A
E
A
Ten
textbooks,
none,
six
6.11
acceptance
of
donations,
grants
requests,
none
and
6.12
changes
to
academic
programs,
positions
and
stipends
none.
I
I'm
a
little
leery
of
your
prediction,
but
we
can
take
a
three-minute
break
if
that's
agreeable
to
the
rest
of
the
board
and
we'll
be
back
as
quickly
as
we
can
and
thank
you
delve
into
what
should
be
smooth
issues
with
no
questions.
A
A
7.1
the
sentence
resolves
lieutenant
board
of
school
directors,
adopts
the
final
budget
of
the
school
district
for
2022-23
fiscal
year
on
form,
pde
2028,
with
a
tax
increase
of
2.9
percent
as
a
final
budget
for
the
school
district
general
fund,
the
amount
of
133
million
836
dollars
and
714
in
expenses
with
revenue
of
133
million
836.17.
A
A
C
X
X
E
AA
A
A
Moving
on
to
7.2
same
thing:
the
board
of
school
directors
resolved
to
adopt
the
2022
payroll
calendar
as
per
the
attached
motion.
Second
or
favor.
Yes,
all
right
is
that
unanimous?
Okay,
no,
not
the
calendar
either
all
right.
One.
A
7.3
approves
the
submission
of
instructional
time
for
2022-23
school
year
under
section
5
20.1
of
the
school
code
as
per
the
attached
promotion
medicine.
Second,
any
question
more
favor.
All
right.
All
right
is
that
unanimous
accidentally,
nine,
nothing
7.4
approves
approximately
75,
updated
support
staff,
job
titles
and
job
descriptions
effective
july
1
2022..
C
Thank
you
so
much
to
me.
You
know
I
feel
we
are
kind
of
moving
a
little
too
fast
on
on
these
job
descriptions,
not
having
seen
any
of
them
on
the
labor
relations
committee.
I
think
they
should
have
been
reviewed
there
first
before
being
voted
on
tonight.
R
R
R
What,
when
you
say,
moving
too
fast,
this
has
been
a
work
that
has
lasted
almost
the
entire
year
in
heavy
lifting
everything.
That's
in
blue
are
titles,
but
no
one
is
in
there
and
all
we
did
was
update
all
the
job
descriptions
to
be
more
alive
with
what
they
do.
So,
for
example,
we
uncovered
that
many
people
were
labeled
secretary.
So,
for
example,
our
accounts
payable
person
was
labeled
as
the
secretary
in
the
system
and
when
mr
greenwood,
for
example,
advertised
a
job,
all
we
got
was
secretaries,
no
one
with
accounts
payable
experience,
so
it.
L
R
We
also
created
some
changes
based
on
the
support
staff
feedback
that
they
gave
us.
So,
for
example,
we
have
a
person
who
actually
serves
as
a
cook
but
is
labeled
as
a
cafeteria
worker,
so
we
had
to
create
a
cook
actual
job.
We
have
a
gentleman
who
actually
does
buildings
and
grounds
but
was
labeled
as
a
custodian
in
our
system.
We
also
uncovered
a
number
of
positions
that
are
not
aligned
with
the
pennsylvania
department
of
education
coding
that
we're
trying
to
fix,
which
impacts
our
reporting
to
the
state.
R
We
had
two
people
labeled
as
dispatcher
in
transportation
when
that
really
wasn't
what
they
were
supposed
to
be
doing.
So
we
had
to
fix
that.
So
just
a
number
of
mislabeled
miscategorized
positions
that
we
try
to
to
clean
up
and
align
with
the
job,
actually
as
it
is
as
well
as
the
the
fair
labor
standards
act,
whether
they
were
exempt
or
non-exempt
status.
C
I'm
not
disputing
any
of
these
pieces.
You
know
the
issue
is
that
it
has
not
even
been
seen
by
the
labor
relations
committee
other
than
what
has
been
sent
out
and
we
have
kind
of
searched
you
know
around
in
in
different
sections.
You
know
to
to
find
all
the
documents,
so
you
know
that's
my
concern
is:
it
has
not
been
seen
by
the
labor
relations
committee.
R
R
You
asked
about
it
just
I
think
yesterday
and
you
talked
about
it,
but
you
didn't
ask
for
any
formal
copy
of
the
job
description.
You
actually
said
we
didn't
have
our
human
resource
supervisor
and
a
person
has
been
working
here
for
almost
two
years
now,
in
that
capacity
that
was
voted
on
in
2020,
I
believe
colleen,
correct,
yeah.
R
Julia
portman
who's
been
here
since
june,
I
think,
or
something
never
turned
into.
A
A
E
AB
C
C
D
A
Y
A
Any
other
comment:
if
not
we'll
just
do
a
regular
vote
on
this
one,
I
moved
in
second
at
all,
favor
hi
hi
opposed
sorry.
It
sounds
like
six
to
three.
If
I'm
correct,
it's
attracted
six
three
moving
on
to
7.7,
as
it
proves
a
letter
of
agreement
between
the
centennial
school
district
and
the
centennial
education
association
regarding
centennial
virtual
learning,
academy
facilitation
positions
as
per
the
attached.
Is
there
a
motion.
AC
A
Sounds
like
that
one
is
unanimous,
9-0
okay
and
I
think
we
have
7.8
7.8
says
it
proves
adding
the
policies
presented
in
section
8.1
policies
presented
for
initial
distribution
discussion
to
the
june
28
committee
of
the
whole
agenda
for
adoption
is
your
emotion.
AD
A
R
Chairman,
yes,
sir,
what
I
would
suggest,
then,
that
the
wording
be
tweaked
that
approves
adding
policies
that
are
approved.
A
Y
Actually,
I'm
wondering
why
this
is
even
in
here
at
all:
we've
never
done
this
before
that.
I'm
aware
of
we've
just
presented
for
initial
discussion
and
then
two
weeks
later,
they
were
up
for
a
vote.
We've
never
had
this
in
there
before.
So
I'm
not
curious.
Why
it's
needed
now
and
it's
it's
a
departure
for.
As
far
as
I
know,
a
departure
from
our
standard
perspective.
A
A
A
Y
A
AB
A
Okay,
now
we
move
on
to
number
eight
and
mr
genhart,
you
have
the
policy
section:
okay,.
Y
Y
B
These
policies
are
just
being
presented
for
initial
distribution.
We
don't
normally
vote
the
board,
doesn't
normally
vote
on
policies
presented.
Y
A
A
X
X
R
AB
Y
A
P
A
A
Yes,
ma'am,
that's
what
it
says
with
some
time
for
since
it
wasn't
tabled,
then
it
has
to
be
discussed
this
evening
and
since
it's
nine
pages
long,
I
never
saw
it
pal
policy.
A
Move
to
the
table
with
I
I
didn't
I
didn't
if
it
was
table,
there'll
be
no
pandora's
box.
So
well
you
want
to
stay
here
till
midnight.
That's
fine!
There's
no
time
for
additional
discussion
other
than
right
now,
there's
no
time
for
additional
questioning
of
this
policy
or
some
content
of
it.
Mr
president,
it's
a
time
to
do
that.
So
we're
going
to
do.
D
AA
A
Z
A
It
could
this,
in
my
opinion,
even
if
it's
good
thing
could
be
summarized
very
simply
easily
and
concisely,
not
nine
pages,
a
very
subjective
material
that
can't
possibly
be
measured
by
what
an
individual
is
thinking
or
what
lens
they
use
in
their
daily
operation
or
voting
or
whatever
it
may
be.
I
don't
see
how
that
is
possible
to
do.
P
Mr
mr
martin,
I
agree
with
you.
I
think
it
depends
on
who
who's?
Who
is
the
who's?
I'm
sorry,
it
depends
on
an
individual's
perception
so
and
I
think
that
can
be
skewed
depending
on
you
know.
I,
mr
suggestion,
I'm
just
going
to
pick
you.
We
have
the
same
idea,
but
we
each
see
it
a
different
way
and
it
doesn't
come
out.
The
same
nine
pages
is
a
bit
ridiculous.
P
P
A
A
Go
through
it
and
question
where
I
have
questions
or
whatever
line
item
that
happens
to
be,
but
my
first
question
which
wasn't
addressed
is
why
this
policy,
if
it's
a
good
policy,
I'm
not
saying
it's
good
or
bad,
I'm
just
saying
I
never
saw
policy,
it's
nine
pages
long.
I
don't
know
why
that
is
necessary
when
it
in
my
opinion,
having
read
it
two
or
three
times
it
could
be
summarized
very
concisely
succinctly
and
still
deliver
the
message
that
you
all
five
of
you
are
trying
to
deliver.
R
It
is
also
significantly
longer
because
two
pages,
two
and
a
half
are
definitions
so
that
people
are
talking
the
same
language
with
regards
to
what
a
term
means
it
has
what's
similar
to
any
other
policy,
the
authority,
the
delegation
of
responsibility,
and
then
it
explicitly
talks
about
explaining
what
the
equity
audit
is.
The
action
plan,
equity
update
and
the
guidelines.
R
One
option
if
you'd
like
it's
a
short
nose
and
put
all
the
delegation
of
responsibility
and
action
items,
and
I
can
put
it
in
an
ar
no,
they
thought
it
was
important
that
the
board
in
this
particular
topic
because
of
the
sensitivity
they
believed,
rather
than
the
ar
from
going
through.
The
workshop
and
again
it
had
previous
board
members.
Unfortunately,
one
has
passed
away
involved.
R
R
R
That
is
a
challenge
with
something
like
this
is,
if
you're
not
clear
about
it,
you
have
people
perform
things
within
their
the
the
auspice
of
equity,
which
is
not,
and
it's
important,
that
the
district
is
clear
about
their
expectations
and
there's
at
least
two
pages
here
that
are
saying
what
we're
supposed
to
do
to
report
to
the
district,
meaning
the
board
and
the
public
about
the
work.
So
this
is
one
of
those
policies
that
are
much
more
extensive
about
being
transparent
about
how
you're
doing
and
reporting
out
to
the
board
and
the
public.
R
AA
Policy
can
be
wonky
and
long
and
complex
and
honestly,
in
aversion
to
reading
shouldn't,
preclude
us
from
putting
every
word
that
needs
to
be
in
the
policy
in
the
policy.
If
you
don't
like
it,
you
don't
have
to
vote
for
it,
but
it's
a
complex
issue
and
I
think
we
talked
a
lot
tonight
and
in
many
other
meetings
in
other
settings
about
how
important
it
is
to
get
this
right.
Y
My
take
my
take
on
that
is
that
we
do
get
it
right.
This
to
me
seems
like
we're
a
brand
new
long
policy
trying
to
fix
a
problem
that
doesn't
exist
that
isn't
broken
we're.
Not
it's
not
broken.
We
treat
every
student
fairly.
Every
student
gets
treated
equally.
Every
student,
as
far
as
I
know,
gets
the
same
answers
far.
R
Y
Y
Y
I
one
of
my
frustrations.
Excuse
me:
I
asked
a
question
on
the
dollar
amount
and
I
was
told
it
was
required
because
that
furniture
was
bad,
so
I
voted
for
it.
I
questioned
the
projectors
because
three
quarters
of
a
million
dollars
when
we're
looking
to
raise
taxes,
2.9
percent-
is
a
lot,
but
it
was.
R
C
C
E
E
E
E
This
is
a
very
complex
thing,
as
you
know,
mr
gennar,
because
we
have
tried
to
discuss
it,
but
on
the
other
hand,
if
you've
had
an
hour
tonight,
you've
had
the
policy
committee,
the
citizens
committee
it's
been
over
and
over
and
I'm
sorry
I
don't
mean
to
be
fresh.
Please
don't
take
this,
please
what
part?
Don't
you
understand.
A
There's
a
lot
of
this,
I
don't
understand
to
be
honest
with
you
and
I
don't
think
you
know
that
the
lengthy
presentation
that
you
referred
to
allowed
no
time
for
questioning
it
didn't
have
any
questioning.
So
where
are
questions
going
to
get
answered
if
they
aren't
answered
during
the
discussion
period.
E
A
Miss
the
game
now,
so,
whatever
happened
get
back
to
my
questions
and
anybody
else's
questions,
not
just
mine.
I
don't
even
know,
mr
because
there's
there's
something
in
here
that
I
believe
we
have
five
thousand
four
hundred
or
five
thousand
five
hundred
students
in
this
district.
I
believe
that's
the
number
close
to
it.
A
AC
AC
C
E
AC
A
It's
an
impossibility
and
a
pipe
dream
will
not
be
able
to.
You
can
try
your
best.
We
should
try.
We
should
do
our
best.
It
isn't
going
to
take
care
of
every
we
use
the
word
every.
That's
like
an
accounting
when
we're
going
to
deal
with
homeless
and
make
eliminate
homelessness
for
everybody.
You're
never
going
to
do
that,
but.
R
A
R
R
A
AB
Y
F
P
R
Y
R
It
before
the
policy
committee
meeting
to
read
it
you've
had
two
weeks
since
we
gave
it
and
didn't
reach
out,
didn't
talk
to
anybody
on
administration
about
it
we
may
have.
You
may
have
had
great
things
to
offer
us
that
was
the
whole
point
of
presenting
it,
so
we
cannot
have
to
fight
like
this
in
public.
I
was
looking
forward
to
you
being
a
part
of
that
and
showing
your
different
perspective,
and
I
only
point
that
out
because
we
keep
coming
to
meetings
and
doing
I
got
you
and
I'm
not
picking
tom.
R
R
That's
one
of
the
reasons
I
asked
mr
martin
and
I
appreciate
him
allowing
the
public
to
go
first,
because
I
wanted
to
hear
their
concerns
and
hopefully
speak
to
some
of
those,
and
I
was
glad
this
gentleman
who
had
concerns
with
it
said
it
brought
more
clarity
and
then
he
said
I
have
more
questions.
I
said
please
I'll
talk
to
you.
Let
me
know
that's
why
we
took
this
lengthy
process
when
I
got
here.
I
believe
this
was
such
a
sensitive,
misunderstood
topic,
not
great.
R
C
A
Are
the
school
board
considered
school
leaders
or
not?
No,
no,
I
don't
know
what
the
under
this
policy
are.
We
or
not
school
leaders,
and
how
do
you
know?
How
is
it
possible,
it's
so
subjective,
to
know
whether
someone
is
how
they're
making
it
formulating
their
decision.
They
can
formulate
their
decision.
However,
they
wish
to
do
it
and
telling
them
they
got
to
do
it
through
some
kind
of
other
means,
there's
no
way
of
measuring
or
knowing
how
they
make
those
decisions.
It's
actually
what
this
says.
R
R
But
it
doesn't
mean
that
you
don't
articulate
the
expectation
we
expect
people
to
do
a
lot
of
things
that
we
don't
know
if
they're
doing
or
not,
but
we
still
articulate
the
expectation
as
a
rule,
we
do
that
with
every
employee.
Here
this
is
no
different
and
then
we
find
out
employees.
Not.
We
articulate
that
the
example
the
parent
gave
the
day
about
rules
about
bus
drivers.
E
If,
if
I
may,
please
and
I'll
yield
to
you,
so
I
I
don't
want
to
be
so
it's
nine
pages
long,
so
that
makes
it
bad
it's
too
much
unwieldy.
Yes,
well,
that's
one
way
of
looking
at
it
there's
another
way
of
looking
at
it
that
it
needs
to
have
these
amount
of
pages,
as
dr
ben
went
through
his
dissertation
of
categories
and
what
is
explanation,
etc,
etc.
E
Right
so
does
that
mean
that
we
should
have
a
policy
for
this?
Some
would
say
no,
but
others
say
well.
Yes,
we
as
a
school
board,
our
motivation.
Our
duty
is
policies
so
we're
sitting
here
tonight.
I
would
I
wouldn't
say
that
we're
arguing
dr
betting,
I
think
we're
having
a
great
discussion
and
it
could
last
forever
and
that's
okay
too,
but
let's
take
this.
This
is
off
the
beat.
I
grant
you.
E
So,
let's
go
into
that
clarification,
the
majority
of
this
school
board.
We
should
have
a
policy
for
that.
Excuse
me,
please,
I'm
speaking,
yeah
majority
of
the
school
board
passed
a
budget
we
had,
which
was
very
good.
We
had,
I
believe,
a
total
of
three
questions.
I
could
be
corrected
on
that
two
of
the
questions
were
capital.
E
It
went
what
did
it
go?
Maybe
10
minutes
we're
gonna
go
line
by
line
on
a
policy
that
people
are
going
to
pick
out.
One
word
double
meaning.
Another
word:
why
wouldn't
we
have
a
policy
for
this?
That's
the
part
I
understand
and
I
don't
understand
how
much
information
people
need
when
we've
gotten
oodles
of
it.
E
A
P
A
AA
A
And
figure
it
out,
along
with
the
notification
bias
and
some
other
things
there.
E
Do
I
know
what
it
means
like?
I
know
a
little
more.
You
do
because
I'm
willing
to
vote
for
this
policy
you're
older
than
me.
You
should
know
more
to
me,
I'm
older,
for
you
by
a
few
years,
but
you
know
what
maybe
sitting
there
missing
all
right.
Mr
martin,
maybe
excuse
me.
Maybe
an
age
comes
wisdom,
wisdom!
A
A
R
It's
it's
the
like
the
the
end.
The
result
of
your
test,
like
you,
take
a
final
exam
is
the
simplest
way
I
can
just
describe
it
to
you.
Summative
is
is
like
the
last
big
test.
Formative
is
something
that's
meant
to
inform
the
teacher
about
how
you're
doing
before
you
get
to
the
summative,
but
we
can
add
that,
as
a
definition,
that's
regular
education
requirement
that
that's
not
new,
but
we
can
explain
that
if
you
like,
I
mean
that's,
why
I'm
not
asking.
A
A
A
Here's
a
good
one
under
microwave
aggression.
What
are
environmental
indignities?
I've
never
heard
of
an
environmental
indignities
unless
you're
pouring
oil
in
the
earth
and
disrupting
it
or
doing
something
bad
in
the
ocean
or
putting
plastic
in
the
ocean
that
might
be
an
environmental
dignity.
But
what
does
that
have
to
do
with
this.
AB
R
That
is
not
singling
it
out.
That
is
actually
giving
a
definition,
and
that's
where
you
get
the
economically
disadvantaged
number
from
that's
the
the
specific
area
that
we've
been
cited
for.
That
group
is
about
poverty
that
is
underachieving
underperforming
in
our
district.
So
again
those
are
definitions,
just
to
make
sure
everyone
understands.
R
So
we
actually
have
you
know
and
in
the
memo
that
was
provided
to
the
board,
it
actually
talked
about
the.
Why
and
it
and
I
the
memo
I
gave
the
board
talked
about
the
evidence
you
saw
it
in
a
presentation,
but
three
out
of
six
schools.
50
percent
are
in
targeted
state
improvement
or
additional
targeted
state
improvement,
and
the
first
item
on
there
is
economically
disadvantaged
as
determined
by
socio-economic
status.
When.
A
R
Actually,
if
we
keep
doing
the
job
we're
doing
better,
then
kids
are
better
educated.
They
actually
hopefully
are
much
more
employable.
There's
enough
data
and
research
that
talks
about
an
educated
population
actually
creates
a
better
workforce.
It
actually
negatively.
I
mean
positively
impacts,
healthcare
industry.
It
helps
reduce
crime.
R
R
AB
D
R
We're
starting
to
do
it
now,
because
we
got
a
report
showing
that
it's
been
deficient,
but
it
shouldn't
took
that
it
should
have
been
a
systemic
culture
to
say:
that's
what
we
do.
We
shouldn't
have
to
respond
based
on
a
compliance
report
and
when
you
say
there's
no
evidence,
I
mean
that's
in
a
memo
all
these
reports
that
have
come.
R
R
A
A
Russia,
who
will,
who
is
the
deciding
factor
of
whether
or
not
something
or
someone's
effort
is
tokenism,
as
opposed
to
being
non-tokenism,
I
guess
being
who
determines
whether
something
it's
done
is
tokenism
or
it's
not
tokenism.
If
it's
done
in
good
faith,
perhaps
how?
How
does
who
makes
that
decision?
AB
A
F
U
Not
providing
the
translation
services
would
be
picking
and
choosing,
and
the
state
when
you
look
on.
Mr
goldison
can
verify
this.
When
you
look
on
the
pennsylvania
department
of
education
under
chapter
14
and
for
the
individuals
with
disabilities
education
act,
it
says
that
we
are
required
to,
if
requested
by
parents,
provide
them
with
their
all
of
their
special
education
documents
in
their
native
language
to
the
parents.
So
we
can't
pick
and
choose
and
no
we
don't
hire
it's
not.
U
U
And
again,
if
you
look
at
the
state
guidelines,
we
weren't
ensuring
that
we
were
doing
that.
If
you
pull
our
records,
you
will
see
that
we
were
not
doing
that
and
now
we
have
the
capacity
and
in
some
ways
it
doesn't
require
a
whole
lot
of
extra
money.
I
I
believe
that
the
technology
department
has
invested
in
understanding
the
capabilities
that
we
already
have
for
an
example
the
website
being
able
to.
If
you
look,
click
on
our
website,
you've
the
drop
down
to
translate
and
different.
U
Those
are
examples,
and
some
examples
are.
I
could
give
you
another
one
for
the
for
the
sexual
for
the
the
gender
and
sexual
equalities
when
miss
kohl's
met
with
those
the
young,
ladies
with
stem,
and
they
expressed
the
barriers
to
them
being
able
to
be
in
in
our
stem
classes.
So
addressing
those
barriers.
They
said
there
was
barriers
because
they
were
girls.
Yes,
yes,
mr
cole's
made
a
presentation
and
it's
actually
on
the
district's
website.
Under
the
diversity
equity,
I'm
inclusion
involved,
you're,
saying.
U
P
P
U
Understand
understanding
the
barriers,
here's
an
example
in
the
classroom.
I
remember
this
miss
pose
vividly
the
one
young
lady
who
said
everything
is
not
about.
Oh,
we
have
to
have
this
whole
lesson.
The
young
one
young
lady
said
I
was
in
the
class.
I
was
the
only
girl
in
the
group,
and
the
comment
that
was
made
to
me
by
the
gentleman
in
the
group.
Was
you
make
the
project?
U
Look
pretty
exactly
that's
a
barrier
that
that's
that
that
is
a
barrier,
because
that
affects
how
how
people
look
at
her
and
and
her
ability
to
say
well.
Does
she
have
a
voice
to
say?
No,
I'm
not
just
here
to
make
something.
Look
pretty!
So
it's
not
it's
not
always
such
a
a
thing.
It's
not
a
thing
of
protesting.
It's
not
a
thing
of!
U
W
W
If
you
give
me
a
chance,
I'll
explain
it.
So
we
had
a
focus
group.
We
met
with
girls.
We
did
some
research
at
the
high
school
to
see
why
our
girls
were
not
going
all
girls
who
were
taking
higher
level
science
classes.
So
we
had
a
focus
group.
We
met
with
some
of
the
girls
to
hear
some
of
the
barriers
and
I
will
share
some
of
the
barriers.
Some
of
the
girls
share
that
for
them
and
their
families.
W
W
There
was
a
young
lady
who
spoke
on
what
mrs
bolden
shared,
that
she
was
the
only
girl
in
her
science
class
and
her
higher
level
sciences,
we're
talking
about
making
sure
that
we
are
have
opportunities
for
our
students
to
have
higher
ap
honors
courses
who
shared
as
a
female.
She,
the
the
gentleman
said
you
make
it
look
pretty
we'll
do
the
work.
These
are,
as
mrs
bolden
said,
the
barriers
to
having
some
of
our
students
take
higher
levels.
W
So
what
we
noticed
by
the
data
is
that
they
were
taking
the
science
courses
that
they
needed
to
take.
However,
they
were
not
taking
advanced
classes,
so
we
met
with
administration
and
said:
let's
look
at
how
we're
scheduling
the
students
for
next
year.
This
just
happened
in
the
past
few
months
under
the
direction
of
one
of
the
teachers
who
took
this
on
as
a
project.
W
These
are
the
kinds
of
things
that
we're
doing,
to
make
sure
that
all
students
have
access
to
not
only
just
our
general
courses
but
ap
honors,
and
that's
why,
for
the
past
few
years,
our
students
have
made
the
ap
honor
roll,
which
you've
heard
dr
best
talk
about
for
many
years,
because
when
we
see
these
things,
we
address
it.
So
we
had
these
young,
ladies
because
we
wanted
to
know
why
aren't
you
taking
these
courses?
W
We've
had
conversations
about
bathrooms
and
when
you
ask
the
question
about
gender,
we've
had
conversations
because
we
have
students
who
are
lgbtq
plus
and
we
they
want.
They
had
questions
about
bathrooms
and
where
are
they
going?
Which
bathrooms
can
they
use?
And
how
do
we
make
sure
that
that's
equitable
for
them?
So
we
are
addressing
these
issues
as
they're
coming
along
when
you
talked
about
poverty.
I
just
want
to
share
this.
W
Last
year
we
had
33
teachers
who
gave
up
a
portion
of
their
summer
to
sit
in
a
class
to
learn
how
poverty
impacts,
the
brain
of
our
students
and
the
first
thing
that
that
professor
taught
us
was
not
to
have
lowered
expectations
but
to
have
high
expectations
so
that
they
will
know
how
to
break
the
cycle.
And
this
year,
starting
today,
we
have
22
teachers
sitting
in
a
class
for
this
summer
doing
the
same
thing
addressing
the
needs
of
poverty.
W
So
we
are
looking
at
all
of
the
barriers
and
we're
trying
to
address
them
as
they
come
along,
but
what
the
the
issue
is
is-
and
you
asked
about-
I
just
want
you
to
know,
as
I
was
sitting
back
researching
districts
that
have
passed,
the
equity
policy
have
between
seven
and
nine
pages.
We
are
not
alone
question.
R
R
If
the
teacher
is
not
doing
it,
we've
communicated
what
they're
doing
should
be
doing
with
a
policy
or
administrative
regulation.
We
haven't
had
that
right.
Now,
people
get
a
great
teacher
more
times
than
not,
but
sometimes
that
doesn't
happen
and
we
should
have
a
system
with
the
luck
of
the
draw
and,
if
that's
not
happening,
I
should
have
some
guidance
that
I
can
give
the
teacher
how
to
improve
what
they're
doing
to
your
point,
addressing
it
with
the
personnel.
A
A
Gobbledygook
unnecessary
goes
along
with
it,
but
that
paragraph
about
authority
is
excellent
and
hits
right.
What
we
need
to
do.
The
board
is
committed
to
the
provision
of
an
equitable
education
system
that
reflects
the
principles
of
fairness
and
justice
for
all
students,
regardless
of
gender,
race,
ethnicity,
social
status,
english
learner
status,
suicide
and
other
characteristics,
as
well
as
the
intersection
of
those
characteristics.
A
We've
been
saying:
that's
what
we
are
going
to
try
to
do
I'll
move
on
as
quickly
here
page
four
we'll
get
see
if
we
get
on
page
four,
I
don't
care
about
the
excitement
value.
To
be
very
honest
with
you,
I'm
serious
about
getting
my
questions
answered
to
this
proposed
most
important
policy
that
couldn't
wait.
I
agree.
E
A
Happy
thank
you,
you
adopted
implicitly.
So
that's
fine!
That's
it!
On
page
four,
I'm
just
kind
of
curious
when
it
says
each
school
employee
is
responsible
for
fostering
school
and
how
do
you
know
whether
doing
that
or
not
they
should
do
it,
but
I
mean
some
people.
I
don't
think
their
job
is
to
do
this.
Some
people
it
is
some
people.
It
may
not
be
depending
on
what
they're,
if
they're
out
you
know,
I'm
not
picking
anybody
just
coming.
A
W
Well,
I'm
gonna
to
I'm
just
commenting,
I'm
going
to
answer
the
question.
Yes,
I'm
going
to
answer
that
question
by
making
sure
that
our
students
feel
safe,
valued
and
hurt
when
our
people
are
outside
cutting
the
grass
and
they're
saying
good
morning.
How
are
you
how's
your
day,
they're
making
connections
with
our
students
when
they're
in
the
custodians
as
they're
cleaning
in
the
buildings
they're
doing
the
same
thing,
our
bus
drivers
they're
talking
to
the
kids
when
they're
asking
about
their
day?
W
How
was
your
day,
those
are
the
ways
as
we're
making
connections
with
our
students
each
and
every
day
is
all
of
our
responsibility,
and
I
would
honestly
invite
any
of
you
to
come
sit
down
with
me,
come
to
some
of
the
buildings
and
see
what's
going
on
in
those
buildings
in
the
mornings
when
they're
having
morning
meetings
and
they're
talking
about
what
what
did
you
do
yesterday?
What
are
your
plans?
Those
are
the
ways
that
we're
connected
in
every
classroom.
Every
day
I
didn't.
W
A
A
AB
I
I
just
have
a
comment.
A
lot
of
these
are
not
unlike
you're
saying:
how
do
you
hold
people
accountable?
How
can
you
tell
if
someone's
doing
it.
AB
A
AB
A
A
I
don't
care
about
whether
it's
reflective
of
the
demographics,
if
the
if
the
people
are
doing
a
great
job,
whatever
they
may
be,
but
to
say
we
should
have
this
percentage
of
this
person
this
percentage
of
this,
and
that
percentage
of
that.
That
is
all
definitions
that
I
could
think
of.
That
is
a
quota
system,
and
that
really
doesn't
work
too
well.
A
No,
I
just
I
just
was
comparing
item
seven,
that
I
think
we
just
ought
to
recruit
the
best
possible
person
that
we
can
possibly
recruit,
regardless
of
anything
else
that
matters,
if
they're
good
at
what
they
do,
no
matter
all
the
other
things
whoever
they
are.
I
think
we're
doing
that.
A
Review
majority-
probably
don't
may
not
agree
with
me.
That
was
my
comment.
My
question.
This
is
great.
No
mister!
I
thought
you
got
a
comment.
Do
you
have
more
questions?
I
mean
about
all
night?
I
think
no
go
for
it.
I
can
wait.
Oh
you
wait
till
I
get
to
page
nine.
You
got
it
buddy,
okay,
all
right,
good!
You
don't
wanna
put
the
kids
in
bed.
Then
I
can.
Okay,
let
me
just
say.
A
A
R
R
You
sanctioned
by
unanimous
vote
and
audit
this
pilot.
This
paragraph
is
basically
saying
we
should
tell
you
how
we're
doing
to
address
those
issues
and
is
making
sure
that
that
happens.
It
says
literally,
that
the
request
that
we
should
actually
periodically
be
conducted
to
request
by
the
superintendent
that
which
that
we
shall
review
current
and
past
initiatives
taken.
So
it's
another
way
of
saying
we
will
be
required
to
tell
you
how
we're
doing
on
those
initiatives
that
you've
approved
either
funding
for
or
told
us.
F
R
A
I
was
just
curious,
given
all
the
meetings
all
the
time,
all
the
people,
all
of
everything
that's
going
to
be
going
into
this
and
evaluations
and
audit,
and
talking
reverse
of
pennsylvania
and
everybody
under
the
sun.
How
many
hours
is
it
estimated?
This
is
going
to
require
of
district
employees
to
deal
with
things
that
are
in
this
policy?
That's
that
was
my
only
question.
A
It's
gonna
be
quite
quite
a
bit,
I
think,
but
okay
under
educational
equity
action
plan,
I'm
moving
down
to
the
next
paragraph
and
reading
through
that
it's
reflective
of
the
voices
of
administrators
teachers,
staff
families,
members
of
the
community.
Evidently
it
does
not
include
the
school
board,
so
I
thought
that
was
kind
of
odd
that
the
school
word
was
excluded
from
being
included
in
those
voices.
I
guess.
A
Just
a
comment,
but
it's
a
fact
if
words
matter
bottom
of
page
5
under
students
under
the
equity
update
student
related
data
shall
be
disaggregated.
Another
good
word
and
intersected
by
gender
race,
ethnicity,
socioeconomic
status,
english
learner
status
and
disability
wherever
possible.
So
we're
gonna
now
have
data
compiled
by
all
these
separate
these
kids
into
these
different
silos
and
then
try
to
compile
data.
R
A
All
right,
so
you
can
ask
the
kids
what
gender
they
are.
Okay.
Moving
on
to
page
six,
when
I
read
about
the
some
of
the
indicators
of
the
time
of
kids
that
were,
you
know,
they
got
suspensions
or
expulsions
or
other
disciplinary
factors
and
so
forth,
and
so
on.
A
Is
this
going
to
evolve
into
a
quota
system
that
says
okay
of
the
suspensions?
This
percentage
was
kids
of
this
type.
Therefore
it
exceeds
the
percentage
of
that
type
of
student
within
the
district.
So
therefore
we
got
to
do
something
about
it,
so
that
the
number
of
suspensions,
expulsions
and
everything
else
follows
the
breakdown
of
the
student
body
by
class
or
by
ethnicity
or
wherever
we
are
divided.
Is
that
what
this
is
going
to
be.
R
A
C
F
R
Y
U
So
so
the
state
requires
that
for
our
state
reporting
when
we
are
cited,
we
have
to
write
the
prevention
plan
and
the
prevention
plan
is
followed
by
looking
at
the
data
to
see
if
our
prevention
plan
is
legitimate.
So
it's
what
are
we
doing
about
it?
Sometimes
you
have
to
write
a
plan
and
that's
like
this
and
a
part
of
the
special
education
plan
before
we
recite
it
first,
we
recite
it
with
disproportionality.
U
So
for
the
first
couple
of
years
we
were
cited
now
that
we
have
to
write
the
special
education
plan
and
they,
the
state,
said
you've
been
cited
all
this
time
now
you
have
to
write
a
plan
before
it
was
like.
Oh,
like
you
said,
are
we
doing
something
about
it?
Aren't
we
doing
something
about
it
and
if
we
are
saying
yeah,
aren't
we
doing
something
about
it,
but
the
change
is
not.
The
data
is
showing
that
the
change
is
not
really
happening.
U
That's
when
the
state
is
coming
down-
and
I
believe
anthony
mentioned
also
in
his
presentation-
that
yes,
exactly
what
you're
saying
is
what
we
have
been
saying
and
if
we
don't
do
something
about
it.
Now
the
state
comes
over
they've
already
taken
control
over
15
percent
of
15
of
our
idea.
Budget
they've
already
controlled
it.
U
So
now,
if
we
don't
start
doing
something
about
it,
if
we
don't
start
putting
plans
in
place,
then
you
get
more
takeover
and
that's
what
we
don't
want,
somebody
from
the
outside,
coming
in
and
controlling
and
and
putting
these
parameters.
And
then
yes,
mr
martin,
more
meetings
and
more
meetings
and
more
meetings.
A
Whatever
okay
I'll
move
on
again
on
page
six
under
administrators
teachers
and
staff,
number
one
race,
ethnicity,
gender
and
user
experience
of
support
staff
teachers
building
mr
district
administration-
I
guess
that
goes
back
to
five.
Is
some
information
is
going
to
be
compiled
and
given
to
the
school
board?
Why
do
we
need
to
know
that.
R
A
And
teacher
turnover,
I
think
I
don't
think
at
least
I
don't
believe
I've
never
seen
one
that
we
do
documented
exit
interviews
where,
where
the
reasons
for
people
leaving
are
documented
and
then
shared.
So
we
know
if
they're
leaving
because
they're
getting
a
better
job,
they're
leaving
because
they're
retiring
they're
leaving
because
they're
having
a
baby
they're
living
because
they
want
to
go
on
a
wonderful
vacation
or
they're,
leaving
because
they're
very
unhappy
with
what
has
occurred.
And
we
don't
know
that-
and
this
doesn't
say
that
it's
go
say
the
amount.
P
A
Okay,
I
know
at
the
beginning
of
the
budget
process,
the
board
shall
shall
review
the
most
recent
educational
blah
blah.
I
I
really
think
the
board
may
review
it.
I
don't
think
you
can
require
the
board
to
do
anything
if
the
board
isn't
so
inclined
to
do
it
now.
The
word
may
is
much
better
than
the
word
shouts,
but
that's.
A
That's
why
I'm
making
comments,
I
think,
may
is
a
much
better
word
than
shall
in
that
in
that
regard,
it's
a
now.
We
we're
gonna.
This
would
be
a
wonderful
thing.
If
was
we
got
excellence
from
each
student?
If
this
policy
causes
that
to
happen,
that
would
be
marvelous.
I
think
it's
a
pipe
dream,
but
it's
marvelous
thing
that
that
would
be
incurred
all
right,
we're
getting
there,
I'm
on
the
page,
we're
getting
on
page
seven.
So
on
the
first
three
items
on
that
page,
aren't
we
aren't
we
doing
that
now?
R
A
A
That
this
doesn't
address
is,
is
certain
people
playing
women's
sports,
which
is
a
real
issue
to
deal
with
when
it
comes
to
our
sports
policy
as
regard
what
happened
with
the
university
of
pennsylvania
is
curtin
certain
legislation
in
front
of
the
pennsylvania
legislature
to
deal
with
that
too.
All.
R
Students
shall
be
encouraged
and
provide
opportunities
to
so
the
issues
are
we
get
creating
opportunities
and
one
of
the
things
that
audit
revealed
is
that
we
weren't
communicating
all
the
opportunities
effectively
to
all
of
our
students.
That
was
actually
an
example
that
came
out
of
it
that
our
own
internal
people,
not
someone
from
outside.
A
I
guess
we
don't
really
have
the
details
about
some
of
those
things
they.
R
A
P
A
A
Moving
down
to
the
bottom
of
page,
when
we
get
into
the
district,
shall
include
other
partners,
non-profit
organizations.
You
know,
I
guess,
there's
some
scrutiny
of
what
nonprofit
organizations
were
going
to
include
with
involving
with
our
stuff,
maybe
not
otherwise,
but
whether
we
need
them
or
not.
It's
another
matter
and
let's
see.
A
A
How
how
does
a
curriculum
promote,
respect
and
equity-
I
I
curriculum,
promotes
learning.
I
understand
that,
but
how
does
the
curriculum
promote,
equity
and
respect.
A
I
don't
know
the
answer
to
that:
workforce
diversity
maintain
an
employment
process
that
is
free
of
discrimination
and
bias.
First
of
all,
a
law
says
you
have
to
do
that.
We
don't
need
that
in
our
policy
you're
an
equal
opportunity
employer.
You
have
to
do
that.
There's!
No!
You
can't
not
discriminate
and
have
bias
in
your
your
employment
process.
You
could
you'd
be
cited
and
you'd
be
fined
and
you
go
to
jail.
If
you
did
that.
So
I
don't
know
why
we
need
that
in
the
policy
to
tell
us
something.
A
A
That's
that's
what
that's!
What
I'm
in
favor
of
and
again
we're
telling
every
school
employee
what
they
got
to
do
with
the
bottom
of
the
page?
If
they
don't
do
it
they're
going
to
get
slapped
on
the
wrist
or
something
okay,
I
I
didn't
mean
to
do
this.
I
didn't
plan
to
do
this,
but
I
felt
that
that
was
the
time
to
discuss
these
policies.
Try
to
get
the
answers,
try
to
bring
out
some
of
the
things
that
are
in
there
and,
if
I'm
not
like,
obviously
got
five
votes
to
move
forward.
A
So
I
guess
we'll
see
it
again
that
the
next
meeting
now,
mr
sadashi,
you
patiently
waited
there
and
you
wanted
to
wait
till
the
end.
So
I'm
sure
thank.
AA
You
I
I
think
this
though
long
was
important,
because
hopefully
one
of
the
themes
of
tonight
was
about
clearing
up
misunderstandings
about
what
this
policy
is
and
isn't
so
going
through
it
and
having
you
ask
the
questions
about
the
things
that
you
said.
You
did
not
understand.
Hopefully
that
clarified
it
from
some
folks
watching
at
home
and
maybe
some
folks
in
the
room.
I
don't
know
if
that's
the
case,
but
I
don't
want
to
assume
but
saying
things
like
I
don't
understand,
or
is
that
really
an
issue
or
aren't
we
doing
something
about
that?
AA
This
is
the
policy
that
officially
says
we'll
do
something
about
that
and
I
think,
with
regards
to
all
of
these
important
issues,
the
honor
system
simply
isn't
good
enough.
Not
seeing
a
problem
doesn't
mean
it.
Isn't
there
wanting
very
badly
to
move
on
from
the
equity
policy,
because
you
don't
agree
with
every
word
from
it
doesn't
mean
it
isn't
necessary
and
that's
kind
of
why
we
need
the
policy.
AA
If
you
don't
think,
there's
a
problem,
maybe
it's
because
you
don't
see
them
or
they
haven't
been
revealed
yet
equity
and
dei
initiatives,
no
matter
how
anybody
wants
to
interpret
them
intentionally
unintentionally,
right
wrong,
they're
critical
to
our
continued
success
here
as
a
district
and
going
in
the
right
direction
that
we've
started
going
and
it's
about
opportunity.
As
we
said
earlier
in
that
wonderful
presentation,
it's
about
learning,
it's
about
bringing
the
community
together
stuff
that
feels
good.
AA
As
ms
kohl's
was
saying,
pinatas
prom
dresses
panther
camp,
all
that
stuff,
that's
just
three
p's
like
I
can
go
on.
I
have
a
child
who
has
an
iep
and
he's
had
it
since
halfway
through
first
grade
and
he
needed
those
supports,
including
multiple
therapies.
AA
A
few
accommodations
simply
listed
on
his
plan,
just
to
make
sure
that
his
wonderful
well-meaning
teachers
would
know
best
how
to
teach
him
and
he
just
graduated
from
klinger,
with
straight
a's
for
three
consecutive
years
and
distinguished
honors
and
his
citizenship
award
from
the
american
legion,
and
I'm
not
just
bragging.
I'm
saying
that
because
he
earned
that
stuff,
but
he
needed
those
supports
in
place
to
help
him
along
the
way
to
make
sure
he
got
there
in
contracts.
Earlier.
Mr
martin,
you
mentioned
ot
and
pt.
AA
AA
The
iep
was
there
to
make
sure
that
equity
was
built
in
so
that
he
could
continue
to
succeed
in
school
and
he
wasn't
held
back
accidentally
or
whatever.
It
was
in
any
way.
It
didn't
guarantee
the
ace
he
earned
those
grades.
He
just
needed
a
box
or
two
to
help
him
cope
with
some
of
the
obstacles
that
he
had
along
the
way
that
other
students
not
only
never
face,
thankfully,
but
likely
have
no
idea.
He
still
faces
every
day.
AA
So
clearly,
equity
means
a
lot
of
different
things
to
different
people,
and
diversity
is
the
same
way.
We
all
learn
and
interpret
things
differently
and
we're
influenced
by
different
external
and
societal
and
political
factors,
and
words
do
matter
but
they're
kind
of
inkblots
for
some
people,
and
that's
why
we
have
a
nine-page
policy
to
clarify
what
we're
talking
about.
We
heard
about
in
public
common
isms
earlier,
and
I
prefer
optimism
to
pessimism
when
you
say
it's
impossible.
P
AA
We
have
supports
in
place
for
the
kids,
who
are
doing
well
already
right.
One
student
is
one
student
needing
a
little
help
from
a
reading.
Specialist
doesn't
stop
another
student
from
achieving
anything.
It
doesn't
erase
individual
aptitudes.
It
doesn't
hold
back
other
students
from
succeeding
in
any
way.
In
fact,
we
already
have
honors
classes
and
ap
classes
and
gifted
ieps
and
lots
of
things
to
make
sure
that
the
high
performing
kids
are
challenged
and
engaged
in
the
ways
they
need
to
be.
AA
So
I
simply
disagree
with
the
premise
that
all
students
start
from
the
exact
the
exact
same
place
and
would
benefit
from
the
exact
same
learning,
experience
I'll,
say
this.
I
hope
we
are
doing
the
best
for
our
kids
and
I
hope
that
this
policy
can
go
sit
in
a
drawer
and
get
dusty
and
we
never
need
to
look
at
it.
But
if
we
get
to
the
point
where
we
are
failing
our
students
and
we
need
to
meet
a
need,
we
have
a
policy
for
that
and
it's
as
spelled
out
very
clearly
in
the
policy
circular.
AA
So
it's
an
ongoing
process
of
evaluation
and
improvement.
It's
not
a
set
of
edicts;
it
is
not
whatever
you
want
to
call.
It
indoctrination
that
kind
of
nonsense.
Lots
of
folks
had
a
say
in
the
development
of
this
plan:
smart
folks,
good
well-meaning
folks,
including
students,
some
of
whom
spoke
tonight,
which
goes
back
several
years
now.
So
I
think
it's
something
that
we
absolutely
need,
and
I'm
glad
that
you
took
the
time
to
question
it
tonight.
I'm
glad
you
gave
me
a
moment
to
talk
about
why
I
think
it's
important,
not
sure.
AA
Just
from
my
perspective,
there
are
so
many
different
experiences
in
this
district
for
our
students.
We
want
to
make
sure
that
we
have
a
policy
in
place
whether
or
not
you
feel
like
reading
nine
pages
to
make
sure
that
we're
meeting
those
needs
and
carefully
defining
all
the
things
that
are
important
to
having
such
a
policy.
A
I
think
I'm
glad
to
hear
the
success
for
your
son.
I
think
you
made
the
point
that
some
of
us
were
trying
to
get
across
that
that
all
happened
without
this
policy
and
with
the
good
people
we
have
currently
working
in
our
district
and
the
wonderful
things
they
are
doing
and
are
continuing
to
do,
and
I
think
we're
kind
of
shoving
that,
aside
by
saying,
we
have
to
now
tell
everybody
how
to
do
everything.
No.
AA
It's
just
simply
one
example
and
I'm
glad
it
was
met,
but
there
will
be
something
that
you
do
not
recognize
that
you
do
not
understand
that.
You
did
not
see
this
policy
is
here
to
make
sure
that
we're
looking
at
again
systemically,
as
dr
pettin
has
said
several
times
tonight,
to
make
sure
that
we
try
to
avoid
as
much
of
that
as
possible
and
get
better.
If
we
do
make
a
mistake.
A
Systemically
is
the
word
of
the
evening.
I
gathered
that's
a
most
popular
word
all
right.
This
has
been
likely.
I
apologize,
but
I
had
no
alternative
but
to
have
my
comments
and
questions
and
I've
gotten
some
information,
and
I
know
what
other
people
and
not
everyone
in
the
sport
is
going
to
agree
as
long
as
you
do
it
agreeably.
That's
fine
with
me.
E
Mr
martin,
you
don't
have
to
apologize,
you
brought
up
very
good
points
and
we
all
learn
from
them
and
the
way
you're
going
at
this
point,
I
would
imagine,
on
the
28th
you'll
have
some
more
interesting
points
and
I'm
I
love
to
learn
different
things
from
different
viewpoints
of
different
people.
So
once
again,.
AA
R
If
you
wrote
notes,
I
do,
am
I
allowed
to
get
a
copy
of
your
notes
so
that
I
can
review
the
things
that
I'll
go
over
with
you
verbally.
A
A
Be
happy
to
hear
your
outstanding
questions.
Okay,
I
have
a
tendency
to
write
things
and
then
change
him
when
I
look
at
him
again
second
time
so
we'll
we'll
take
care
of
that
now
we,
I
guess,
is
there
any
further
comment?
If
not,
I
guess
there's
after
that
rather
lengthy
but
important
discussion
do
we
have
to
then
say
that
you
want
policy
832
to
move
on
to
be
brought
forward.
Next
next
meeting.
C
Just
like
just
a
quick
comment
here
before
we
go,
you
know
it's
it's.
I
was
very
impressed
with
what
mr
sadowsky,
just
you
know,
talked
about
it
to
me
actually
explained
why
there's
really
no
need
to
have
this
policy
at
all.
A
X
AA
B
C
A
Y
Okay,
sorry
forgot
to
ask
you:
8.2
a
policy
113.1
discipline
of
students
with
disabilities,
8.2
b
policy,
113.2
behavior
support,
8.2
c
policy,
113.4
confidentiality
with
special
education,
student
information,
8.2
d
policy,
117
homebound
instruction,
8.2
e
purchases
subject
to
bid
quotation.
It's
policy,
610,
8.2,
f
policy,
611
purchases
budgeted.
A
Good
job
number,
nine
financials,
there's
four
items,
be
results:
attending
board
of
school
directors
approves.
Is
there
any
way
once
any
of
these
questions
pulled
whatever,
if
not
we'll
rip
through
them?
9.1
approves
the
schedule
of
bills,
investments,
cafeteria
fund
budget
reports
and
general
fund
cash
receipts
of
may
2022,
as
per
the
attached.
A
9.2
approves
the
2022
budget
transfers
from
as
per
the
attached
point
policy.
9.3
a
policy
item.
9.3
approves
the
pending
bills
list
for
the
attached
and
9.4
approves
the
pre-approved
bills
list
as
per
the
attached
motion.
Second,
any
question:
if
not
all
favor
hi
hi
unanimous,
we'll
get
to
item
10,
I
think
we've
pretty
well
went
through
most
of
that,
but
if
anyone
has
anything
of
any
pressing
interest,
apparently
we
stayed
this
long.
We
stayed
longer.
A
AA
Psba,
yes,
sir
dedication
of
the
mark
miller
overlook
plan
for
june.
21St
has
been
postponed
until
the
fall.
If
anyone
didn't
know
I'll,
keep
you
updated
on
when
it's
rescheduled
for
any
and
all
who
wish
to
attend
to
honor.
Mr
miller's
great
legacy
of
service
to
centennial
and
his
involvement
with
psba
november
5th
will
be
a
psp,
hybrid
delegate
assembly,
so
I'll
be
reaching
out
to
you
all
here
on
the
board
about
representation.
There,
though,
I'm
certainly
hopeful
to
attend
and
excited
for
the
opportunity
to
be
part
of
that
conversation.
AA
We,
the
centennial
school
board,
are
invited
to
submit
proposals
for
psba's
2023
legislative
platform.
The
deadline
is
july
22nd.
I
can
send
more
info
to
my
fellow
directors
to
look
at
just
in
case.
We
wish
to
add
anything
to
that
conversation
once
we
catch
our
collective
breath
after
the
meeting
tonight
there
is
a
psba
school
solicitor
symposium
coming
up
okay
in
july.
If
anyone
would
like
to
attend,
I
can
provide
more
info
on
that.
I
think
that's
the
big
stuff
for
that
for
now.
AA
Would
you
mind
if
I
did
a
brief
a
moment
on
cef
what
cef.
A
AA
A
AA
Sir,
yes,
we
would,
I
had
a
meeting
this
morning.
The
monthly
meeting
came
up
that
they
would
love
representation,
or
at
least
a
thank
you
mentioned
during
next
year's
high
school
graduation
and
ceremonies.
They
did
not
notice.
One
feels
like
an
oversight,
but
one
that
can
be
easily
rectified
in
the
future.
Cef
does
a
lot
of
great
work
for
our
students
in
our
district
and
it's
obviously
a
huge
asset
to
centennial,
as
we
all
know,
so
it
would
be
right
to
make
sure
they're
definitely
recognized
in
future
years.
AA
Otherwise,
what
wonderful
ceremonies
we
had
over
the
past
few
weeks
as
our
students
moved
up
and
moved
on,
I
attended
several
and
they
were
fantastic.
So,
thanks
to
everybody
involved
in
planning
and
running
those,
the
graduation
raffle
speaking
of
graduations
was
a
success.
Raising
twenty
one
hundred
dollars
for
cef
speaking
of
graduation,
and
this
idea
started
as
a
suggestion
from
one
of
cef
student
reps.
So
great
job
cf
would
also
like
to
remind
everybody
that
their
annual
golf
outing
is
this
monday.
AA
A
Legislative
council,
no,
not
reporting
middle
bucks.
Mr
gutinson,
do
you
have
anything
to
comment
on
for
middlebucks?
Yes,.
C
Just
a
few
things
here,
so
we
have
hired
a
new
facilities
director.
His
name
is
andrew
warren.
He
is
coming
with
great
credentials
out
of
the
greater
philadelphia
ymca.
C
C
We
had
graduation
at
centennial
high
school
june
7th
and
that
apparently
went
well.
I
wasn't
in
attendance,
unfortunately
other
than
that
we
are
also
reducing
the
teaching
staff
at
nbit
with
one
teacher
for
next
year,
which
should
save
us
a
little
bit
of
money
that
will
help
the
budget.
You
know
in
centennial
as
well,
but
we
are
spending
a
little
bit
of
that
money,
saving
savings
from
the
teacher
by
hiring
and
extra
instructional
assistant.
C
A
A
AD
Schedule
of
board
meetings
and
calendar
events,
monday
july
11th,
5,
30,
mbit,
executive
council
meeting
location,
mbit,
tuesday
july
19th,
7
pm,
bciu,
board,
meeting
bciu
boardroom,
monday
august,
8th
5,
30
p.m.
Mbit,
executive
council,
meeting
location,
mbit,
tuesday
august
16th,
7
pm,
bciu,
board,
meeting
bciu
boardroom,
location,
tuesday
august
16th,
7
pm
work,
regular
board,
meeting
board
room
thursday
august
25th
first
day
of
school
for
students,
tuesday
september
13th,
7
pm
work,
regular
board
meeting
location
is
the
board
room.
C
Yes,
yes,
if
I
may,
the
board
meeting
at
nbit
on
july
5th
has
been
cancelled.