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A
B
D
D
D
D
B
F
Don't
think
that
their
impact
can
be
under
stated
that
Memorial
Day
is
not
just
about
burgers
and
hot
dogs,
and
our
kids
understand
that
and
we
had
a
really
good
conversation.
Some
of
us
today
about
that
and
so
I'm
I'm
grateful
and
humbled
by
the
commitment
of
the
marching
band
students
and
I
look
forward
to
seeing
them
perform
not
just
on
Monday
but
all
next
year.
F
B
Hendrick
the
way
these
young
people
have
stood
up
yes,
ma'am
and
showing
their
patriotism
and
cared
about
our
communities
and
cared
about
marching
for
such
a
very
important
part
of
one's
life.
These
parades,
I,
can't
say
enough
about
these
wonderful
students
and
I
know
that
Mrs
Hartline
the
band
boost
your
parents
works
very
hard.
I
know
that
members
on
this
board,
including
myself,
tried
to
work
as
hard
as
we
could.
B
F
And
I
will
say
it
may
not
be
our
strongest
musical
performance
because
we've
been
without
some
leadership
and
some
practice.
But
the
commitment
on
the
part
of
the
students
and
the
effort
on
the
part
of
the
students
is
what
it's
all
about,
so
I'm
already
proud
of
them
before
they
even
perform
and
I
know
that
you
are
too
thank.
B
G
Madam
president
and
board
members
I
was
honored
last
year
to
have
the
pleasure
of
being
a
part
of
what
had
been
a
tradition
in
Centennial.
It
had,
unfortunately,
many
things
been
disrupted
with
covet
and
we
were
able
to
return
in
our
return.
I
had
the
pleasure
of
being
prize
happy
and
picked
multiple
prizes
that
had
us
a
chance
to
honor
multiple
students.
G
When
I
say
that
is
not
just
about
how
good
they
are,
but
I
also
think
about
the
talent
and
the
time
and
the
energy
and
expression
so
when
I
say
that
I
want
our
students
to
understand
that
it's
all
those
things
for
me
I
also
want
to
compliment
the
teachers
because
they
don't
get
there
without
the
teachers.
Supporting
him,
and
one
of
the
significant
moments
for
me
was
a
gentleman
who
was
visiting,
saw
me
looking
and
writing
notes
and
pondering,
and
he
said,
are
you
evaluating
these
and
I
said?
Ironically,.
E
G
And
he
said
good
luck,
because
there's
a
lot
of
good
work
here
and
he
said
for
teachers
who
are
in
the
program
that
may
be
here.
They
do
an
awesome
job.
So
I
could
tell
he's
someone
who
had
been
here
before,
but
he
recognized
the
work
that
the
teachers
do
with
the
students
and
so
part
of
that
process.
Is
that
the
the
unenviable
part
about
it?
G
As
you
pick
a
student's
work,
and
it
really
is
pretty
subjective
and
a
privilege
of
the
office
to
see
what
resonates
and
jumps
out
at
you
and
this
year,
I'm
proud
to
recognize
another
one
of
our
students
and
what
that
entails.
Is
that
I
get
to
select
a
piece
of
work
share
that
decision
with
our
teachers,
Fine
Arts
teachers,
and
then
we
offer
them
by
that
from
our
students.
G
G
H
I
This
painting
is
very,
very
special
to
me
and
I
kind
of
said
that
it's
ironic,
that
this
was
the
one
that
was
chosen,
because
this
is
my
very
first
oil
painting
of
my
entire
life.
We
called
it
the
seed
it's
a
tree,
but
it
is
the
seed
of
this
year.
I
discovered
oil
painting
and
it
became
a
huge
part
of
my
life.
I
spent
every
single
day,
seven
days
a
week
morning
after
school
in
school
painting
to
create
my
APR
portfolio,
and
this
painting
was
the
very
first
one
that
I
ever
done
very
special.
J
So
Alexandra
is
one
of
the
one
of
the
students
that
changes
a
career
she's.
The
reason
why
we
come
to
school
she's,
an
incredible
young
woman,
whose
discipline
and
commitment
is
an
inspiration
to
those
of
us
who
know
her
she's,
very
modest
in
her
confidence,
she's,
a
professional
dancer,
she's,
a
teacher,
and
she
has
taught
the
students
around
her.
What
grit
is
all
about
the
oil
painting,
while
this
one
came
naturally
the
path
she
chose
for
herself
this
year.
J
She
set
the
bar
very,
very
high,
and
there
were
moments
of
incredible
frustration
and
she
persevered
and
her
peers
around
her
saw
that
and
they
too
wanted
to
work
and
work
because
they
saw
her
and
her
drive
and
her
commitment.
So
the
fact
that
Dr
bedden
anonymously
chose
such
an
extraordinary
young
woman
to
honor
with
this
is
it's
quite
poetic,
but
as
her
mother
and
I
were
talking
about,
you
know,
it's
she's
earned
it.
She
is
really
truly
earned
it.
So
thank
you
for
supporting
her.
Thank
you
for
entering
her
into
your
collection.
J
Your
collection
is
something
that
began.
The
Arts
Festival
itself
is
about
35
years
in
existence,
and
we
had
an
curriculum
director
years
and
years
ago
named
Pat
Johnston,
who
started
this
gallery
and
I've
been
in
the
district.
Almost
30
years
and
Pat
had
started
it
just
when
I
got
here.
So
it's
extraordinary
for
Alexandra
to
be
a
member
of
it
and
again,
as
Dr
Ben
said,
there's
art
all
around
this
room
and
in
the
the
halls
of
swanway.
So
thank
you
for
including
Alexandria.
G
President
at
least
take
an
opportunity
to
recognize
mom
who's
here
and
yes,
and
thank
you
and
she's
headed
down
to
Florida
for
college.
Oh.
B
Wow,
wonderful,
congratulations!
It's
wonderful!
Thank
you
before
we
go
into
the
rest
of
our
agenda.
If
anyone
in
the
room
would
like
to
speak,
we
can
pass
out
green
cards
that
you
fill
them
out.
Your
name,
your
address
your
phone
number
Etc.
So
if
anyone
in
the
room
that
hasn't
filled
out
a
green
card
secretary
be
very
happy
to
pass
them
out
and
then
you'll
have
the
opportunity
to
speak
when
the
time
is
ready.
Thank
you.
We'll
now
go
into
our
1.6
on
the
agenda
and
that
is
outstanding
achievement
awards.
G
And
Mr
Gabriel
can
you
come
up
and
join
Miss
roosh
to
hand
out
the
gifts
and
they
will
take
a
big
photo
here
for
everyone
together,
the
district
has
the
the
opportunity
to
present
an
outstanding
Achievement
Award
to
employees
within
the
district.
They
are
nominated
by
colleagues
and
others,
and
then
a
committee
assesses
the
nomination
and
picks
the
outstanding
achievement.
Winners
I
am
proud
to
share
with
you
the
following
who
have
been
recognized
this
year.
Our
outstanding
achievement
winner
first
is
Miss
Dolores
d.
This
nominee
started
her
career.
G
This
nominee
started
her
career
with
Centennial
in
1994
in
the
food
services
at
William,
Tennant,
High
School.
She
moved
to
the
facilities
Department
in
2001
and
has
taken
care
of
both
McDonald
and
administration
building
during
her
career
she's,
not
only
brightens
our
days,
but
she
makes
our
building
shine.
She
has
a
wonderful
disposition
and
a
determination
to
get
the
job
done
right,
the
first
time
and
she
will
fight
you
if
you
try
to
do
her
job
for
her.
No
no
Dr
Ben
I'll
take
care
of
that.
G
If
anyone
needs
anything
paper,
towels
a
desk,
a
bookcase,
maybe
a
lamp
yes
bookcase
I
did
say
in
there
and
I
tried
to
move
a
bookcase
and
she's.
Like
that's
my
job.
This
person
knows
exactly
where
to
find
it
and
does
it
in
a
cheerful
manner.
At
our
current
location,
she
regularly
deals
with
students,
teachers,
administrators
and
the
public,
and,
yes,
a
lot
of
people,
don't
know
that
there's
classes
held
in
his
building,
so
she
still
has
it
all.
G
She's
operating
not
only
the
administration
building,
but
a
school
that
serves
students,
she
works
following
a
board
meeting
and
Community
Gathering
to
make
sure
the
building
is
ready
for
the
next
day
and
I
will
tell
you
that
she
is
here
late
to
get
it
ready
for
functions.
The
next
morning,
during
the
height
of
covet,
she
was
decontaminating
the
room
to
try
to
help
everyone
be
safe
before
and
after
so
she
takes
her
job
very
seriously.
G
She
never
complains
and
always
does
her
job
with
a
smile.
Some
beauty
is
captured
in
bigger
moments,
while
other
times
it
is
captured
in
a
small,
seemingly
unnoticeable
details.
This
person
continually
delivers
big
results
but
specializes
in
small
details,
whether
it's
holiday
and
a
seasonal
decorations
that
appear
overnight
and
you
can
walk
in
your
office
and
see
decorations
as
the
season
change
that
she
puts
in
your
office
right,
stalking,
a
random
candy
dish,
because
it's
there
leaving
some
fresh
popcorn
in
the
break
area.
G
For
someone
in
need
of
a
late
day,
pick
me
up
or
small
gift
found
at
your
desk.
Nothing
is
ever
too
big
of
a
challenge
nor
too
small
a
task
for
29
years.
This
nominee
has
given
it
her
best
many
times
while
not
feeling
her
best,
but
we
would
never
know.
We
are
grateful
to
call
her
a
colleague
and
happy
to
call
her
a
friend.
Ladies
and
gentlemen,
Dolores
d.
K
G
G
G
Thank
you
for
the
last
17
years,
our
nominee
has
supported
our
district
and
the
ELD
Community.
As
an
ELD
teacher
with
such
a
positive
impact
coming
from
other
districts,
she
was
able
to
share
her
perspective
on
the
adjustments
that
needed
to
occur
in
our
school
to
support
our
English
language
Learners,
and
she
passionately
guided
many
colleagues
through
that
transition.
G
Many
colleagues
can
confidently
say
that
our
nominee
was
a
changing
force
in
understanding
our
language,
Learners
needs
and
the
trajectory
of
their
learning
outcomes,
she's
a
wealth
of
knowledge,
a
leader
in
our
school
community
and
a
valuable
resource,
one
peer
States,
many
of
the
students
she
works
with
begin
their
educational
career,
unable
to
make
a
simple,
make
simple
connections
and
are
often
missing
a
vocabulary
piece
that
is
crucial
for
learning.
So
our
nominee
has
to
work
that
much
harder
to
fill
the
gaps
and
make
connections
for
her
students
to
truly
relate
to
the
curriculum.
G
Another
says
our
Nami
definitely
knows
her
students,
their
strengths
and
their
needs,
and
she
adjusts
her
instruction
according
to
them
accordingly
to
empower
them
to
be
independent,
lifelong
Learners.
Our
students
are
successful
and
happy
because
she
is
dedicated
to
building
their
self-confidence
and
background
knowledge.
She
goes
above
and
beyond
to
help
in
our
district
Community.
She
has
organized
and
participated
in
multiple
title.
Three
workshops
for
families
helped
to
collect
and
distribute
winter
coats
to
those
in
need.
She
has
made
numerous
home
visits
over
the
years,
delivering
items
or
communicating
with
families.
G
She
repeatedly
helps
families
navigate
through
unfamiliar
paperwork,
including
applications
for
Freedom
juice,
lunch
she
assists
with
Transportation
needs
medical
concerns
and
parent-teacher
conferences
to
discuss
student
performance.
When
a
particular
student
needed
an
activity
to
participate
in
over
the
summer,
our
Harmony,
our
nominee
wrote
a
grant
to
a
local
non-profit
to
cover
the
tuition
for
summer
camp.
Due
to
our
initiative,
the
grant
was
awarded
and
the
student
has
attended
summer
camp
for
several
Summers.
G
Our
nominee
has
devoted
years
to
helping
ELD
students
flourish
in
Centennial
School
District.
Her
pride
is
evident
as
she
Witnesses
accomplishments,
achieved
by
her
students
over
the
last
decade.
She
is
definitely
deserving
of
the
2023
outstanding
Achievement
Award.
Ladies
and
Gentlemen,
please
recognize
our
other
achievements.
G
Our
nominee
has
bought
a
positive
recognition
to
the
district
through
the
undeniable
impact
she
has
on
every
student,
who
is
fortunate
enough
to
spend
the
year
in
her
incredible
classroom.
Our
nominee
is
a
patient
teacher
team
player
and
a
dedicated
educator
who
constantly
finds
ways
to
make
her
students,
colleagues
and
classroom
parents
feel
important
and
valued
daily.
She
consistently
displays
patience
and
positivity
with
all
students
experiencing
multiple
challenges,
both
academically
and
emotionally
cellular
nominees
students
have
faced
unspeakable
traumas.
G
Her
classroom
is
a
safe
and
loving
place
and
her
students
rely
on
her
for
comfort,
knowing
that
she
unconditionally
cares
for
and
supports
them.
She's
always
she
always
has
a
smile
on
her
face
and
her
students
are
awakened
with
kindness,
fed
with
love,
filled
with
hope
and
encouraged
to
do
more
and
show
more
daily.
This
year
our
nominee
has
provided
a
Haven
for
children
who
have
lost
caregivers
or
reside
in
foster
care.
Some
of
these
students
were
new
to
the
building
experiencing
a
school
transition
as
well
as
a
personal
one.
G
Our
nominee
sees
de-escalation
and
transitions
through
until
the
students
are
safe,
calm
and
ready
to
be
successful.
Regardless
of
the
time
on
the
clock
at
times,
this
means
that
she
gives
up
her
personal
time
to
strengthen
her
connection
with
her
students
and
sends
the
message
of
unconditional
support.
She
reinforces
student
voice,
Independent
Learning
at
a
following
classroom
routines,
while
encouraging
students
to
self-regulate.
G
Our
nominee
is
a
team
player
always
willing
to
share
an
idea
or
lend
a
listening
ear.
She
never
passes
judgment
and
always
finds
a
positive
in
any
situation.
She
coordinates
programs
for
our
school-wide,
positive
behavioral
interventions
and
supports
committees,
fundraising,
including
our
open
house,
raffle
basket
and
pretzel
sales.
G
The
personal
care
assistant
who
works
in
the
nominees
classroom,
who
did
shared
the
following
being
in
a
classroom
every
day
with
our
nominee,
has
been
nothing
less
than
a
pleasure
and
an
honor
every
day
that
I
spend
in
this
classroom.
I
grow
professionally
is
a
direct
result
of
her
leadership,
support
and
guidance.
The
way
in
which
she
handles
every
situation
is
remarkable,
admirable
and
truly
humbling
on
our
nominees
admirable
dedication
and
commitment
to
the
students,
staff
and
community
of
the
Centennial
School
District
make
her
an
outstanding
candidate
for
the
outstanding
Achievement
Award.
Ladies
and
gentlemen,.
H
Between
the
oh
wait,
oh
wait.
G
G
We're
waiting
it's
part
of
of
my
performance
goals.
One
of
the
projects
was
to
bring
before
the
board
the
results
of
the
science
program,
assessment
and
evaluation
that
is
due
during
the
month
of
May
and
as
this
is
the
last
meeting
I'm
taking
this
opportunity
to
share
with
the
board
the
results
of
the
assessment
and
Analysis
done
in
our
science
program.
I
will,
as
always,
not
read
the
entire
document.
For
the
sake
of
time,
it
is
available
and
will
be,
if
not,
it
will
be
available
for
you
all
to
review
further.
G
On
that
slide,
we
have
partnered
with
Hanover
research
over
the
past
three
years
to
do
a
number
of
Assessments
first
starting
with
an
Ela
program
and
then
with
our
math
program
and
now
with
our
Science
Program.
So
in
all,
we
have
conducted
at
least
four
research
studies.
Anthony
is
Joe
here
with
you
tonight
yeah.
Could
you
come
up
to
be
prepared
Joe?
G
This
is
the
results
of
that
assessment
related
to
science.
Next
slide,
pretty
much
Hannah
were
completed
four
research
studies
to
gain
insight
into
the
implementation
and
impact
of
our
science
program.
It
is
important
to
note
that
a
state
is
actually
rolling
out
new
standards
related
to
science
and
we're
trying
to
get
ahead
of
the
game
in
the
process.
G
The
science
program,
evaluation
and
data
analysis
occurred
in
November
2022.
They
did
a
stakeholder
survey
in
April
2023.
Thank
you,
then
it
open-ended
response
analysis
in
April
2023
also
and
then
in
in-depth
interviews
talking
to
people
and
staff
through
the
months
of
March
and
April
of
2023..
The
responses
that
happened
were
around
13
over
1300
that
occurred
with
the
responses
for
the
stakeholder
survey
with
the
open-ended
564
responses
in
12
with
staff
interviews,
staff
members
that
were
interviewed
next
slide
some
key
trends.
G
Next,
this
Capstone
presents
information
related
to
perceptions
of
the
science
curriculum,
the
curriculum
alignment,
Hands-On
learning
and
student
engagement,
the
staff
preparedness
for
the
new
science
standards
and
a
student
preparedness
for
achievement
Joe.
If
you
could
touch
a
little
bit
on
the
new
science
standards
to
help
give
context
for
people
what's
coming
last.
M
M
Those
new
science
standards
represent
a
bit
of
a
shift
in
the
in
creating
a
better
balance
between
Life,
Science
Biology
and
some
of
the
other
Sciences.
So
what
the
Department
of
Education
has
done
is
increased
environmental
literacy
in
the
standards
and
also
brought
in
a
ton
more
of
engineering
and
technology,
and
what
used
to
be
may
be
considered
more
stand-alone
engineering
and
Technology
standards.
M
M
Don't
need
to
be
started
with
another
acronym,
but
all
it
basically
does
is,
brings
in,
like
I,
said
more
engineering
and
Technology
standards
and
more
environmental
literacy
standards
they're
trying
to
create
a
better
balance.
The
old
standards
was
very
top
heavy
in
biology
and
life
sciences
and
gave
the
other
Sciences
Lifestyle
the
physical
science
Earth
and
space
science
a
little
bit
of
a
short
shrift.
M
It's
trying
to
create
a
better
bounce
with
that
the
standards
were
passed
last
year,
again,
June
or
July
of
last
year
and
districts
across
the
state
have
until
20
25
26
to
realign
their
curricula
and
assessments
to
the
new
standards,
and
that
will
be
the
first
year
2025-26
that
we
will
have
a
new
science
pssa
and
a
new
Keystone.
It's
still
the
biology,
but
I
imagine
they
might
switch
the
name
of
that
eventually.
G
Next
slide
go
to
slide
seven,
please
So!
Currently
at
this
current
time
at
the
elementary
level,
our
science
program,
it
revolves
around
the
false
curriculum
of
the
middle
school
around
amplify
and
then,
if
I
recall,
correctly
or
high
school,
which
predates
me
was
a
locally
created
curriculum.
The
general
theme
at
the
elementary
level
is
that
the
stakeholders
agility
approve
of
the
false
curriculum
praising
it
for
his
Hands-On
and
inquiry-based
Approach
at
the
middle
school
level.
G
People
you
know
we
use
amplify
and
the
critique
its
focus
on
simultaneously
on
literacy
now,
but
also
said,
there
was
a
lack
of
labs
and
Hands-On
activities
and
then
the
high
school
they
were
pretty
pleased.
The
recommendations
for
a
Hanover
were
that
we
continue
to
gather
and
incorporate
staff
feedback
regarding
a
science
program
and
make
and
prioritize
the
Hands-On
learning
activities
to
grow
that
throughout
our
program,
and
you
will
see
some
efforts
that
were
already
underway
even
prior
to
this
analysis.
G
Slide
nine
please,
throughout
this
you'll,
hear
some
highlights
of
what
they
found
some
recommendations
from
the
research
organization,
but
also
noting
anything
that
we
responded
to,
that
we
were
doing
or
planning
to
do
to
articulate
what
is
happening
to
move
us
forward
to
be
prepared.
In
this
particular
case,
we
talk
about
the
district's
efforts.
G
The
district
has
a
Act
48
professional
development
committee
to
decide
on
a
professional
learning
calendar,
so
that
is
collaborative
process
of
teacher
leaders
working
with
Administration
to
develop
what
teachers
are
going
to
do
to
help
prepare
themselves
to
implement
the
new
standards.
Mr
Joseph
rods
there,
the
director
of
teaching
and
learning,
meets
regularly
with
the
teacher
leaders
and
has
sessions
and
feedback
and
ideas
with
them
to
discuss
what
next
for
our
Science
Program.
G
M
Right
now
we
have,
this
will
be
in
a
later
slide
as
well,
but
we
have
sent
our
teacher
leaders
to
the
Bucks
County
IU
to
the
Fab
Lab
for
some
professional
learning
to
align
our
instructional
practices
with
what
will
be
the
new
standards.
Part
of
the
standard
is
not
to
get
down
to
the
weeds
with
them,
but
also
is
based
on
what
we
call
phenomena
based
or
3D
learning,
which
is
a
fancy
way
of
saying.
M
Hands-On,
learning
having
a
good
deal
of
labs
and
tactile
experience
with
science,
and
we
are
looking
at
ways
to
we
can
better
improve
that,
especially
at
the
middle
school
level.
Based
on
what
Hanover
shared
with
us
from
teacher
feedback
with
the
amplify
curriculum,
especially.
G
Next,
two
slides
to
the
valuation
findings.
Next,
so
in
this
particular
area,
they
were
looking
at
our
alignment
of
our
curriculum
and
then
generally,
what
we
they
found
is
that
teachers
were
generally
satisfied
at
the
Elementary
and
high
school
level
with
our
curriculum,
but
they
desire
more
alignment
and
collaboration
costs.
K-12
science
curriculum.
G
They
do
report
a
lack
of
cohesion
and
continuity
and
balance
in
our
curriculum
topics
and
standards
across
grade
levels,
and
they
often
report
that
they
do
not
know
which
science
Concepts
have
been
taught
in
previous
grades.
So
that
idea
of
understanding
what
students
are
to
know
and
be
able
to
do
in
the
prior
grades,
they
need
a
better
understanding.
G
G
Now
the
Hanover
recommended
that
we
consider
better
ways
to
Alliance
our
science
programming
and
that
we
consider
having
a
district
level
science
curriculum
coordinator
to
help
do
this
work
next
slide.
13.
The
changes
that
we
made
in
2022
and
2023
the
office
of
teaching
learning
actually
sent
a
team
of
Administrators
and
science
teachers
to
the
Science
Education
Leadership
Institute,
at
both
the
books
and
the
Montgomery
County
Intermediate
Unit,
to
strengthen
their
knowledge
base
and
skills
and
preparation
for
the
new
standards.
G
They
also
had
teacher
leaders
to
attend
the
bciu
Fab
Lab
for
a
three-day
Workshop
facilitated
by
the
American
Museum
of
Natural
History,
along
that
like
this
past
year,
the
teaching
learning
form
the
K-12
science
task
force,
which
helped
provide
input,
communication
and
Elite
and
to
lead
the
K-12
alignment
efforts
and
the
word
still
stands
for
the
standards
of
science,
technology,
engineering
and
environmental
literacy
and
sustainability,
because
we
do
not
have
a
dedicated
position
at
this
point
in
time.
G
In
the
next
budgetary
process
that
you
received
earlier
in
a
presentation
from
Mr
Gabriel
about,
we
are
trading
off
one
of
our
instructional
coaching
positions
to
actually
start
the
work
on
the
Science
and
Technology
efforts
for
the
new
curricular
areas
until
we
can
address
that
recommendation
later.
So
that's
a
cost,
neutral
effort
right
now
to
try
to
start
the
work
and
address
it.
G
G
Participants
across
the
open-ended
response
and
in-depth
interview
projects
emphasize
that
they
need
more
opportunity
for
Hands-On
learning
of
the
elementary
high
school
respondents
highlight
how
labs
and
experiment
keeps
the
students
engaged.
We
know
that
anytime,
a
student
actually
has
an
opportunity
to
do
interactive
work
that
actually
helps
Foster,
The,
Learning
and
interest
in
that
subject
area.
G
Thus,
the
idea
of
more
Hands-On
engagement
they
have
found
that,
when
their
analysis
that
our
elementary
students
demonstrate
substantially
higher
levels
of
student
engagement
than
middle
and
high
school,
so
work
has
to
be
done
at
the
Middle
High
School
level
to
increase
that
opportunity.
So
again,
the
recommendation
was
to
prioritize
Hands-On
learning
activities
which
we're
working
on
and
then
highlight
teachers
who
go
above
and
beyond
the
curriculum
to
make
science
engaging
and
exciting
so
recognize
those
teachers
who
are
doing
more
than
what's
asked
to
create
Hands-On
engagement,
A
Change,
Is
Made
slide
in
X2.
G
So
the
work
has
already
started
on
prioritizing
and
making
changes
to
our
curriculum
to
create
more
Hands-On
and
engaging
activity.
Basically,
what
that
is
saying
at
this
point
in
time
next
slide
am
I
going
too
fast,
because
I'm
not
trying
to
read
every
slide
to
you
next
slide,
so
this
really
got
into
the
work
around
what's
coming
and
whether
our
teachers
are
prepared
for
what's
coming,
you
know
what
they
found
is
that
a
lot
of
Staff
have
a
great
understanding
of
the
future
science
standards
than
others.
G
Overall,
they
demonstrated
on
familiarity
of
what's
coming
down
with
the
new
science
standards,
thus,
the
heavy
emphasis
that
you've
seen
previously,
with
all
the
professional
development
already
trying
to
get
them
knowledgeable
about
what's
coming,
because
this
was
I,
give
Anthony
and
Joe
an
area
that
they'd
probably
identified,
is
already
going
to
be
problematic,
and
this
really
reinforces
what
they
suspected.
Thus,
the
professional
learning
that's
happened
throughout
this
year.
Our
Elementary
staff
do
not
anticipate
many
challenges.
G
I
will
tell
you,
the
secondary
staff
had
more
concerns
about
their
preparedness
and
ability
to
do
this
work
aligned
with
the
new
standards
that
are
coming
out.
Thus
they
recommended
a
targeted
professional
development,
which
you
saw
Litany
of
things
that
were
happening
this
year
already
and
ensure
staff
understand
not
only
the
standards
for
the
new
grade,
but
standards
for
the
full
scope
of
the
sequence
of
science.
G
So
we
need
to
make
sure
there's
a
better
understanding
of
not
just
what
they're
teaching
but
how
our
whole
science
curriculum
looks
through
their
experience
in
CSD,
and
the
next
slide
really
got
to
the
question
of.
Please
say
how
much
you
agree
or
disagree
with
the
following
statements
and
ask
different
questions
about
the
need
for
professional
development
if
they
knew
how
to
find
and
access
resources.
G
G
What
was
interesting
here
is
that
the
staff
survey
or
respondents
demonstrated
a
significantly
lower
perception
of
students
abilities
in
the
parent
student
and
that
really
jumped
out
at
us,
and
we
are
actually
in
a
process
of
trying
to
figure
out.
What's
the
disconnect
and
you'll
see
it
on
the
next
slide
next
slide.
G
So,
for
example,
if
you
look
at
that
question
that
says,
please
rate
your
your
child's
or
your
students
at
your
school's
ability
to
do.
The
following
well,
for
example,
behave
appropriately
during
class.
The
students
are
kind
of
the
blue
kind
of
blue
green.
The
parent
Guardian
is
the
black,
and
then
the
blue
is
a
staff
member.
You
see
this
students
and
the
parents
are
80.
Something
percent
and
a
staff
is
57
percent.
G
I'll
jump
down
to
engage
in
problem
solving
students
were
73
percent
parent
garters,
83
percent.
The
staff
is
23,
so
there's
a
lot
more
work
that
we
have
to
drill
down
to
figure
out.
What's
the
disconnect
between
what
parents
believe
and
what
students
believe
and
what
the
staff
are
saying
about
the
students
ability
to
do
those
certain
things
in
science
next
and
go
to
the
science
program?
Evaluation
findings
for
student
achievement.
Next,
so
overall,
students
in
grade
nine
had
a
lower
proficiency
rates
on
a
keystone
biology
exam
following
extended
school
shutdowns.
G
G
the
rate
in
which
students
in
grade
11
and
12
took
AP
science
courses
increased
from
27
to
2020.
our
opportunity
for
growth
has
to
do
with
creating
more
Equitable
access
for
students
in
the
groupings
of
black
students,
Hispanic
students,
multiracial
students
and
students
for
lower
socioeconomic
background.
We
have
to
do
better
to
increase
the
access
and
opportunities
for
the
variety
of
science
opportunities
that
exist.
That
was
a
finding
that
I
actually
has
thrown
up
in
several
reports
and
other
areas,
also
as
a
district
that
we
have
to
do
better
with
Equity
of
access
to
programs.
G
M
No
I
think
the
report
the
Capstone
report
accurately
captures
where
we
are
in
our
Science
Program
K-12
we've
been
proactive
again
starting
the
beginning
of
this
school
year
in
sending
teacher
leaders
out
to
get
professional
learning
on
the
changes
that
are
coming.
We've
started
some
of
the
preliminary
work.
One
is
called
a
crosswalk
we've
already
started.
M
Looking
at
departments
have
started
looking
at
the
new
Steels
standards
and
new
science
standards
and
comparing
them
cross-walking
them
against
what
is
already
in
our
curriculum
and
where
there
might
be
overlap
or
where
there
might
be
gaps
and
identifying
that
and
Dr
betta
mentioned
earlier
in
the
report.
The
Act
48
professional
development
committee.
M
G
So
I'll
close
with,
as
you
know,
when
I
was
selected,
a
superintendent,
a
big
conversation
was
to
move
us
academically
and
throughout
my
three
years
we've
had
opportunity:
the
team
to
assess
our
English
program,
our
math
program
and
now
our
science
program
and
then
in
there
why
it
wasn't
required
of
the
board.
You
know
we
made
significant
changes
to
our
ELD
program,
but
we
found
that
there
were
deficiencies.
All
of
these
programs
have
been
assessed
by
independent
third
party.
G
What
I'm,
proud
to
say
is
that
in
many
cases
they
supported
what
we
believed
and
we
had
already
started
work
on
it
and
also
gave
us
more
information
to
do
later
next
month.
Before
you
end
this
year
and
take
a
break,
you
will
see
again
some
significant
growth
in
our
irate
and
IXL
data,
which
is
our
local
level
assessments.
The
numbers
they
showed
me
are
phenomenal
that
we
are
changing
our
performance
locally.
G
Now
that
takes
time
to
grow
also
at
State
assessment,
because
we're
recovering
from
the
pandemic,
so
I
thank
the
board
for
the
opportunity
to
actually
have
a
focus
on
academic
Improvement
that
we
have
each
year
and
again.
This
was
required
by
my
evaluation
to
Performance
assessment
to
share
this
with
you.
So
thank
you.
Thank
you.
B
Dr
Brandon
next
item
on
the
agenda
is
public
comments
by
residents
on
agenda
item.
So
what
we're
going
to
do
tonight
is
we're
going
to
have
comments
on
agenda
items
then,
after
that
we're
going
to
have
the
marching
band
students
and
parents
speak
now
to
the
parents
who
want
to
speak
about
dual
language.
We
do
have
a
presentation
down
in
our
agenda
if
you
would
like
to
stay
and
hear
about
that,
or
we've
already
heard
it
from
last
night,
so
may
I
call
Miss
Schneider.
Please.
N
N
Who's
in
the
Dual
language
program,
I'm
a
little
unprepared,
because
we
were
notified
just
last
night
that
they
were
planning
to
discontinue
the
program.
So
I
haven't
had
any
time
at
all
to
prepare
a
statement
because
I'm
a
parent
and
have
been
busy
all
day
but
I
just
want
to
say
that
I
would
like
for
you
to
postpone
the
vote
about
discontinuing
it,
because
I
feel
as
though
about
50
of
the
parents
in
the
program
are
not
even
aware.
This
is
happening.
N
We've
had
less
than
24
hours
to
notify
them
ourselves,
which
you
know
I,
don't
think
is
my
job
but
I've
taken
upon
myself
and
so
have
other
parents,
because
we're
frustrated
that
it's
being
canceled
without
any
input
from
the
parents
at
all
I
feel
like
Centennial
is
known
for
saying
that
they
care
about
family
values
and
Community
involvement,
but
I
feel
this
has
proven
the
contrary.
I
feel
like
we've,
had
no
involvement
whatsoever.
N
We
didn't
know
that
the
program
was
being
considered
such
a
failure,
and
so
last
night,
when
we
had
no
time
to
do
anything
about
it.
But
in
addition
to
that
there
is
I
would
say
at
least
50
percent
of
the
parents
are
completely
unaware.
This
is
even
happening.
I
think
a
lot
of
them
would
be
here
today
if
they
knew
they
couldn't
attend
the
meeting
last
night
for
a
variety
of
reasons.
N
One
of
them
is
a
doctor
and
was
working
I
sent
her
an
email
and
informed
her,
but
she
had
no
idea
and
can't
be
here
tonight
to
give
her
opinion
so
I
think
all
I'm
asking
right
now,
aside
from
the
fact
that
I
think
the
program
is
incredible
and
was
a
really
good
service
for
Centennial,
something
we
bragged
about
to
our
friends
who
probably
looked
down
on
the
district
a
little
bit
but
hearing
that
that
program
existed
really
lifted
people
up,
but
I'm,
not
even
going
to
make
the
claim
for
why
I
think
you
should
keep
it
because
I
think
it's
incredible,
but
that's
a
whole
other
conversation
today,
I'm
just
asking
that
you
wait
to
eliminate
the
program
and
not
vote
on
that.
N
N
B
B
O
Yeah
it's
Cara
Kuhn,
actually
Cara
goldsworthy
kyun.
Last
week
we
had
received
an
email
notifying
us
that
there
was
going
to
be
a
meeting
held
last
evening,
and
many
of
us
were
working.
I
was
away
for
work
until
Sunday
and
was
just
not
able
to
attend
last
night,
but
we
did
get
a
very
short
letter
in
the
that
was
emailed
to
us
by
our
teacher,
Ms,
Trinkle
and
then
Suzanne
govin
and
basically,
with
the
letter
I
had
stated,
was.
O
Please
accept
this
invitation
to
participate
in
an
informational
presentation
regarding
the
status
of
the
Dual
language
program
currently
offered
at
McDonald
Elementary
School.
The
purpose
of
this
meeting
will
be
to
share
the
program's
present
function
and
considerations
for
future
of
the
program,
and
that
was
pretty
much
all
we
got
so
we
had
no
idea
the
extent
of
what
was
going
to
be
discussed.
O
I
woke
up
to
some
Facebook
Messenger
messages
and
emails
throughout
the
entire
day,
informing
me
of
what
actually
took
place
last
night
and
we
had
basically
no
say
in
or
opportunity
really
to
voice
our
experience
with
the
program
and
ask
if
anything
else
had
been
considered
other
than
just
flat
out
canceling
the
program
I,
my
husband
and
all
of
our
parents
actually
went
through
Centennial,
proud
graduates
of
William,
Tennant
I
actually
went
to
Willowdale.
My
husband
went
to
longstreth.
We
stayed
in
Warminster.
O
We
really
believe
in
this
District
I've
seen
so
many
things
change
over
the
40
some
years
since
I've
lived
here
and
intended.
The
school
was
very
proud
of
the
Innovation
and
different
things
that
we
were
doing
the
Dual
language
program
being
one
of
them
I
feel
like
it
should
be
a
standard
in
every
school,
especially
in
an
area
like
Warminster,
where
we
have
so
many
multilingual
families.
It's
a
great
way
to
offer
an
inclusive
environment
for
people
to
actually
interact
more
with
individuals
that
come
from
a
Spanish-speaking
family
instead
of
an
English-speaking
family.
O
Like
my
son,
he
is
in
third
grade
he's
in
the
second
cohort
of
the
program.
Absolutely
loves
all
of
the
students.
I
know,
there's
some
talk
about
some
concerns
around
them.
Only
knowing
the
kids
that
they've
been
going
through
the
program
with
for
six
years,
but
I
can
tell
you
that
most
of
the
kids
in
this
program
are
very
involved
in
sports
and
other
programs,
and
they
have
so
much
interaction
with
many
other
children.
K
Hi
everybody
I'm
Annelise,
wood
I
too,
am
a
graduate
of
William
Tennant,
and
so
is
my
husband.
Like
you
heard
here,
you
know
we
were
very
shocked
about
this
news
last
night
that
we
were
delivered
and
I
was
somebody
that
couldn't
be
there,
because
there
was
a
conflict.
The
McDonald's
School
drama
club
had
their
performance
last
night.
That
was
at
the
same
time
in
the
gym,
so
I
was
so
torn
between
this
conversation.
K
That
I
knew
was
gonna
likely
turn
out
this
way
because
I'm
my
students
in
fourth
grade
we've,
come
before
the
school
board.
Before
many
of
you
were
in
this
room
when
Dr
Ortiz
spoke,
I
spoke
on
behalf
of
the
parents
and
you
guys
were
ready
to
vote
this
as
a
pilot
program.
You
wanted
to
make
it
a
program.
I
remember
many
of
you
were
very
excited
when
we
were
really
looking
to
take
it
to
the
next
level.
Obviously
that
was
a
time
during
covet.
K
There
was
a
lot
of
competing
priorities,
lots
of
new
administrators
coming
in
and
you
know
it
was
continued
and
we
did
the
best
that
we
could.
We
had
lots
of
transparency
with
the
parents
with
the
teach
teachers
during
this
past
three
years
through
these
challenges
and
I
think
we
worked
really
well
together,
we
looked
at
what
the
opportunities
were.
We
understood
that
we
weren't
meeting
some
of
the
program
goals.
We
recognized
that
a
lot
of
it
is
not
measured.
You
know
it's
about
inclusivity,
it's
about
the
Multicultural
competency
that
our
children
are
being
exposed
to.
K
That's,
not
measured
that
hasn't
been
measured.
Our
level
of
literacy,
our
literacy
in
Spanish,
has
not
been
measured.
So
in
really
hearing
the
presentation,
second
hand
and
viewing
the
sides
this
morning
myself,
you
know
I
really
was
confused
about
what
outcomes
they
were
looking
at
to
determine
that
this
program
was
not
a
success.
In
My,
Daughter's
Eyes,
who
I
think
is
10
and
would
love
to
be
involved
in
this
decision-making
process
and
I.
K
Think
a
lot
of
the
other
students
I
think
they
should
be
asked
like
we
speak
at
Centennial
about
giving
our
students
a
voice.
This
is
kind
of
silencing
them
I
think
they
would
give
us
great
ideas
on.
Maybe
you
know
it
can't
look
how
it
is
today.
We
have
a
very
small
cohort,
but
I
think
they
would
have
ideas
about
how
it
could
look
for
their
fifth
grade
year.
K
That's
all
so.
I
also
ask
that
you
postpone
the
vote
that
you
encourage
the
administrators
that
that
are
in
here
in
the
room
to
work
with
us
parents
to
work
with
the
students
to
work
with
the
teachers,
and
we
talk
about
other
Solutions
besides
just
the
one
that
will
be
shared
with
you
later,
which
is
to
dismantle
the
program.
Thank
you.
B
P
Hi,
my
name
is
Jessica
Loveless
I
have
a
daughter
in
third
grade
at
McDonald,
Elementary
School
who's,
also
in
the
Dual
language
program.
I
fail
as
if
I'm
sure
as
other
parents
do,
that
the
lack
of
communication
and
24-hour
notice
before
a
vote
canceled
the
Dual
language
program
is
grossly
unfair.
Their
parents
who
have
been
mentioned,
who
either
do
not
know
about
this
or
have
not
had
enough
time
or
anything
to
know
of
this
and
are
canceling
our
beloved
program,
seems
so
unfair.
P
It's
unfair
to
judge
a
program
on
progress
or
failure
right
after
covet
wrecks
such
havoc
on
our
lives,
let
alone
our
children's
education
progress
to
say
that
children
are
not
making
the
progress
truly
angers
me.
My
daughter
is
of
a
non-hispanic
background
and
was
introduced
to
Spanish
through
the
Dual
language
program.
P
She
struggles
heavily
with
ADHD,
and
this
program
gave
her
a
proper
chance
to
learn
Spanish
and
help
her
focus
better
at
school.
She
is
thrived
through
this
program.
She
has
come
home
excited
to
tell
me
new
Spanish
words.
She
now
goes
to
the
library
just
to
get
out
Spanish
books
to
read
to
her
brother.
She
sings
and
speaks
in
Spanish
at
home,
and
she
started
watching
Spanish
programs
through
the
guidance
of
her
teacher.
P
She
truly
loves
this
program
and
was
devastated
when
my
husband
had
to
come
home
last
night
and
tell
her
that
they're
thinking
of
canceling
this
program,
these
children
have
already
had
to
struggle
through
the
covet
problems.
Now
a
major
program
they
love
will
be
taken
away.
We
live
in
a
big
Hispanic
area
with
many
Spanish-speaking
children
at
McDonald.
Stopping
this
program
ends
the
burgeon
of
communication
and
connection
that
was
being
built.
P
P
Many
could
not
attend
due
to
work
lack
of
child
care,
leaving
many
in
the
dark
on
this
discussion,
which
is
wrong.
24-Hour
notice
is
not
enough
time
to
tell
us
the
Dual
language
programs
ending
and
being
voted
on.
We
want
more
information,
more
facts
and
definitely
more
say
in
our
children's
future.
In
the
program
we
ask
that
tonight
you'd
consider
not
voting
on
it
and
holding
off
until
another
time
when
better
information
and
better
decisions
can
be
made.
Q
I,
too,
am
a
parent
of
a
child
in
the
Dual
language
program.
My
daughter,
Kira,
is
in
third
grade
in
the
Dual
language
program
at
McDonald,
Elementary
School
I
chose
to
move
into
this
District
I
came
from
Philadelphia
I
wanted
for
my
children.
More
diversity
than
most
Bucks
County
areas
can
offer.
Q
Q
Q
The
problem
was,
is
that
we
did
get
off
track
with
covid
and
the
administrators
that
came
in
afterwards
chose
not
to
then
re-engage
with
the
program
they
let
it
die.
It
did
not
have
the
support
that
it
needed.
It
did
not
have
the
Staffing
that
it
needed
and
they
let
things
die
out
at
least
come
to
us.
If
that's,
what
you're
planning
on
doing
and
be
honest,
that
that's
what
you've
chosen
but
to
say
that
the
re
the
research
did
not
meet
the
reality
is
disingenuous.
Q
J
L
R
R
It
started
I
I
couldn't
believe
that
you
know
if
this
was
being
offered
in
a
public
school
and
that
my
CH,
my
daughter,
would
get
a
chance
to
participate
in
it.
I
have
seen
growth
in
my
daughter,
my
daughter,
even
though
I'm
a
Spanish
background,
I
am
a
bilingual
person.
R
My
daughter
has
gained
a
lot
of
confidence
in
speaking
in
Spanish
to
her
grandparents.
She
has
learned
to
read
in
Spanish
and
as
much
as
I
would
love
to
take
credit
for
that.
I
did
none
of
that
those
were
your
teachers.
Those
was
that
was
the
program
at
McDonald's
and
I.
Think
that
we
haven't
done
enough
to
honestly
thank
and
really
appreciate
the
teachers
who
have
invested
time
and
who
have
really
dedicated
time
to
this
program.
R
This
program
is
golden,
and
you
you
need
to
realize
that
there
is
several
you're,
giving
these
kids
the
opportunity
to
build
a
skill
set
that
they
will
not
likely
get
anywhere
else,
because
I'm
bilingual
I
can
tell
you,
you
know
I've
seen
my
resume
go
from
bottom.
All
the
way
to
up
I
have
seen
people
offer
me
jobs
for
a
higher
pay,
because
I
can
speak
two
languages.
This
is
a
great
opportunity
for
our
children,
especially
in
this
District,
especially
at
this
time.
R
I,
don't
think
that
the
program
has
has
had
the
ability
to
so
honestly,
grow
and
and
fulfill
all
the
things
that
it
should
have
had
it's
lacking
resources,
it's
lacking
effort
and
I.
Think
that
you
know
we
need
to
really
push
push
to
to
make
this
work.
This
is
a
great
program.
This
makes
your
your
District
stand
out.
It
does
because,
when
I
talk
to
other
people
about
this
program,
they
are
so
amazed
that
this
is
even
being
offered.
R
So
I
honestly
urge
you
guys
to
really
see
the
value
in
this
program,
see
the
the
skill
set
that
you
are
investing
in
these
children.
This
is
something
that's
you're
gonna,
you
know
you're
gonna
cultivate
from
this.
You
know
and
like
I
said,
you
know
as
a
fan
speaking
mom
I
am
so
proud
of
this
and
I
would
hate
to
see
it
go
away
and
I
did
not
like
that
presentation
yesterday
that
that
presentation
lacked
data.
It
lacked
a
lot
of
information.
R
I,
don't
think
you
can
fully
evaluate
a
program
if
you're
not
talking
to
the
kids
that
are
part
of
it,
if
you're
not
talking
to
the
parents,
if
you're
not
getting
data
at
that
space.
If
you
can't
tell
me
that
a
program
didn't
work,
if
you
haven't
really
tested
these
children
to
see
if
they
speak
Spanish,
if
they
have
made
any
progress
in
Spanish,
there's
no
data
to
back
up
the
fact
that
it
didn't
work,
and
so
for
that
thing,
I
think.
R
For
that
reason,
I
think
this
is
being
prematurely
ending
and
the
other
thing
I
want
to
say
in
my
last
10
minutes
is
my
daughter's
going
into
the
fifth
grade.
I,
don't
think
that
just
ending
the
program
and
tossing
her
into
a
different
classroom
right
now
is
the
right
way
to
go.
I
think
you
need
to
engage
the
parents
I,
think
you
need
to
engage
with
the
kids
and
and
dictate
how
that
should
go.
Thank
you.
Thank
you.
Thank
you.
B
B
S
Can
we
have
one
of
our
Representatives
yeah.
T
U
B
T
Person
they
handed
in
accordance
all
right.
Thank
you.
Thank
you.
Please,
all
right,
I'm
here
on
behalf
of
the
William
Tennant
music
boosters
Association,
we
proudly
support
the
music
program
by
providing
funds
for
band
music,
competition
fees,
marching
band,
drills,
show
props,
gorgeous
uniforms
and
flags.
We
also
pay
for
guests
conductors
and
clinicians
to
work
with
students.
In
our
music
program.
This
year
we
agreed
to
fund
the
guests
conductor
to
work
with
middle
school
students.
T
Today,
your
focus
is
on
the
marching
band.
A
40-plus,
Year
tradition
of
being
the
face
of
William
Tennant
High
School
within
the
community.
A
marching
band
is
more
than
a
pep
band
that
performs
at
football
games.
In
addition
to
Celebration
of
bands,
our
band
competes
in
four
to
six
cavalcade
band
competitions
every
fall.
The
band
also
represents
the
community
at
the
Hatboro
holiday
parade
every
November
and
every
Memorial
Day,
including
this
one
in
Ivyland
and
Warminster
parades
as
well
as
the
memorial
Remembrance
in
Southampton.
T
The
band
is
not
a
seasonal
activity.
There
are
fundraising
events
in
a
food
truck
festival
where
the
students
perform
during
the
quote
off
season.
The
students
put
in
countless
hours
to
make
sure
they
are
ready
for
each
and
every
performance.
It's
really
hard
work,
but
rewarding
students
in
marching
band,
learn,
socialization,
music,
appreciation,
discipline,
teamwork
and
sportsmanship
marching.
Man
plays
a
pivotal
role
in
their
High
School
experience.
T
Resigned
in
March
and
his
assistant
can
director
Camille
price
resigned
unexpectedly
on
May
13th.
We
can
understand
the
students,
feelings
of
Abandonment
and
anxiety
concerning
the
future
of
an
activity
that
means
so
much
to
them.
The
wtmba
is
doing
what
we
can,
but
we
need
the
district's
help.
The
mortu
band
uses
the
same
district-owned
instruments
used
by
students
in
other
music
programs
and
classes,
and
they
are
in
dire
need
of
being
replaced
and
repaired
instruments
are
dented
dirty
and
smell.
T
T
The
wtmba
board
members
understand
the
budget
may
already
be
set
for
2023-2024
school
year.
We
ask
that
you
reconsider
the
amount
allocated
to
the
marching
band
staff
in
the
hopes
of
attracting
more
qualified
Personnel
we've
done.
Research
in
our
school
district
allocates
a
few
thousand
dollars
less
than
the
lowest
neighborhood
neighborhood
District.
T
In
the
absence
of
a
director
or
Association
president
has
been
working
with
cavalcade
advance
to
ensure
that
the
band
is
scheduled
for
complex
competitions.
This
fall,
but
we
need
to
hire
qualified
director
really
is
ASAP
everyone
who
runs
for
school
board.
Those
are
Juan,
those
who've
lost.
They
all
claim
to
be
doing
it
for
the
children.
The
WT
MBA
is
doing
what
we
can,
but
tonight
I'm
asking
you
for
your
help.
What
can
you
do
for
the
children
all
right?
Thank
you.
B
T
You
know
practices
Suite
of
five
I'm
telling
our
grandparents
are
flexible
and
hard
to
get
somebody
necessarily
from
another
school
district
or
whatever
they're
coming
from
to
get
here
to
do
that,
we're
flexible,
we
we
will
push
for
evening
practices
If
the
parents,
you
know
work
with
that
anything
we
can
to
get
a
good
director
like
these
kids.
You
know
feel
comfortable
with,
because
I'm
telling
it
I
I
know
they
work
really
well.
I'm.
G
G
I
will
tell
you
that
I
had
the
pleasure
of
speaking
to
both
former
directors
and
I'll
just
say
this
and
I'm
more
than
happy
to
meet
with
you
all
it's
more
than
just
adding
dollars.
You
touched
on
one
thing
they
mentioned
just
now
about
the
time,
but
there
are
some
things
that
adults
have
to
change
both
within
the
boosters
and
within
our
organization
else.
We
won't
keep
it
directly.
They
said
there
are
some
adult
things
that
have
to
change,
and
one
of
them
that
I
think
was
a
Salient
point.
G
G
That
means
some
things
that
we've
done
in
the
past
won't
be
to
be
done
until
we
rebuild
it,
but
I'm
more
than
happy
to
share
that
in
a
meeting
with
you
all,
but
one
of
them
was
the
time
and
flexibility.
One
of
them
was
also
things
like
not
scheduling
other
activities
doing
established
practice
times,
so
there
are
things
that
absolutely
are
being
discussed
that
can
be
done.
G
G
B
H
Hi
I'm
Sam,
Cardin
I'm,
a
10th
grader
at
Williamton,
high
school
and
I
am
a
part
of
the
marching
band
and
I'm
In
Color
Guard
I
first
joined
the
marching
band
a
year
ago
and
ever
since
I
felt,
like
I
found
a
place
where
I
truly
belong
being
in
marching
band
has
taught
me
time
management
the
ability
to
learn
new
things,
create
long-lasting
friendships
and
to
even
be
more
outgoing,
without
the
marching
band
being
a
tenant.
My
happiness,
my
mental
health
and
outgoing
personality
will
eventually
just
vanish.
H
B
B
S
God
willing,
but
I've
also
had
the
opportunity
and
honor
of
being
a
park
and
rec
chair
of
Ivyland
Borough
and
involved
with
the
marching
band
for
the
last
14
years.
So
I
think
I
have
a
perspective
from
both
sides
and
I
kind
of
I
will
chime.
In
with
me.
You
Mrs
lynchden,
saying
that
there's
nothing
quite
like
the
marching
band
as
an
advocate
for
what
all
of
Centennial
School
Districts
stands
for.
What
we
do
in
educating
our
kids
and
giving
them
perspective
I
would
chime
in
and
agree
with
Sam's
comments.
S
There
are
a
number
of
kids
who
Shone
because
of
that
program
and
I
believe
we
have
the
potential
Dr
best
to
make
it
a
program
not
only
for
all
the
kids
who
are
currently
in
the
high
schools,
but
in
the
middle
schools
as
well.
So
I
welcome
your
invitation
to
help
us
rebuild
and
reform
and
make
this
something
to
be
proud
of.
There
is
nothing
that
advocates
for
our
district,
our
community,
more
than
the
marching
band.
Thank
you.
Thank.
B
V
Hi,
my
name
is
Arlo
austiner
I'm,
the
section
leader,
one
of
the
section
leaders
of
Pitt
and
I've,
been
in
William
tennis,
marching
band
for
three
years
now
and
I
would
like
to
thank
you
for
letting
us
speak
tonight.
First,
marching
band
has
become
my
entire
life
all
three
years.
That
I
was
in
it.
I've
gained
so
much
leadership
from
it.
I've
learned
to
grow
and
I've
gained
more
more
confidence
to
play
in
front
of
people
as
due
to
all
the
football
games.
V
V
We
didn't
have
any
competitions
right,
so
my
sophomore
year
was
my
first
year
doing
it,
but
I
remember
when
I
first
came
home
from
the
first,
like
unofficial,
mini
marching
band
meeting
my
freshman
year,
I
talked
my
mom's
ear
off
for
like
two
hours
straight,
because
I
was
so
excited
and
I
was
so
happy
because
I
found
my
family
and
it
was
just
so
much
fun
to
be
there.
Unfortunately,
the
last
two
years
has
been
kind
of
a
wreck.
V
But
then
he
also
quit
unfortunately,
but
I
know
that
my
fellow
sex
leaders
and
students
and
the
parents
have
been
working
really
hard
to
make
different
events
happen,
like
the
food
truck
festival
and
the
upcoming
Memorial
Day
parades,
but
I
know
that
currently
today,
my
section
news
and
I
have
been
working
on
how
to
do
the
Memorial
Day
Parade,
what
times
you're
having
practices?
V
What
songs
were
singing
and
what's
set
up
to
do
for
our
parade
and
I'm
really
excited
to
do
it,
but
I
can't
do
it
if
I
don't
have
a
marching
band
season
next
year,
we
also
did
get
new
uniforms
and
they
are
very
nice
and
I
would
like
to
wear
those
because
they're
not
like
20
years
old.
These
are
new.
E
U
U
Mean
we
do
support,
we
complete
support,
I,
don't
want
to
take
away
from
them,
but
I
just
wanted
to
all
right.
So
I'm,
the
parent
of
two
William
Tena
high
school
students
I'm
here
today
to
speak
about
Athletics
at
William.
Tennant
I
moved
into
this
District
a
little
over
five
years
ago
from
New
Jersey
to
help
my
son,
who
suffers
from
educational
disabilities
to
get
a
better
education.
U
However,
I
did
not
realize
that
moving
to
this
District
would
mean
sacrificing
the
sports
that
my
kids
love
I
have
three
children
and
I
have
ingrained
in
them.
How
important
Athletics
are
for
them,
because,
as
a
kid
myself
myself,
I
was
unable
to
participate
in
sports,
which
I
believe
was
a
reason.
I
ultimate,
ultimately
got
in
trouble
and
dropped
out
of
school.
I
did
end
up
getting
my
GED
and
graduating
from
Rowan
University,
with
a
low
and
Justice
degree.
U
I'm,
not
saying
that
every
kid
that
doesn't
participate
in
some
type
of
extracurricular
activity
will
end
up
such
as
myself,
but
many
studies
and
articles
have
been
written
about
how
extracurricular
activities
do
Aid
in
keeping
kids
out
of
trouble.
So
this
brings
me
to
what
I
would
like
to
discuss
with
all
of
you
today
I'm
extremely
disappointed
in
the
amount
of
support
that
Centennial
School
District
gives
to
the
students
of
the
of
this
District
when
it
comes
to
Athletics.
U
I
know
I've
mentioned
that
I
moved
here
from
New
Jersey
a
little
over
five
years
ago,
however,
I
was
born
and
raised
in
Pennsylvania
and
attended
myth,
Acton
High,
School
I
can
remember.
My
sister
was
a
cheerleader.
My
brother
was
a
football
player.
The
school
would
provide
uniforms
practice
uniforms,
sweatshirts,
sweatpants,
all
types
of
gear
I
never
saw
my
brother
have
to
fundraise
for
football
ever.
The
school
would
also
provide
a
bus
for
athletics,
have
pep
rallies
and
Turkey
Bowl.
U
U
It's
exhausting
just
explaining
what
they
must
do
to
get
there
we're
trying
to
raise
money
to
help
our
our
kids
and
future
kids.
That
plan
to
participate
in
football
now
I
only
say
football,
because
currently
that's
what
my
kids
are
in,
but
I'm
well
aware
that
the
other
sports
are
treated
just
like
football.
U
Unless
they're
winning,
but
how
do
we
create
a
winning
team
without
having
a
support,
and
these
kids
will
tell
you
themselves
that
they
don't
feel
supported
by
this
District
we're
trying
to
get
this
team
to
be
more
involved
in
community,
so
that
residents
that
don't
have
kids
on
team
still
want
to
come
watch
and
be
proud
to
pay
their
school
taxes
and
also
be
proud
to
support
all
the
panther
teams.
I
know
as
a
taxpayer,
parent
and
Resident
I
have
yet
to
feel
the
support.
U
B
I
am
difficulty
my
glasses
can't
see
your
handwriting.
W
Hi
I'm
Karina
fusner
I'm,
a
10th
grader
at
Williamson,
high
school
I'm
in
the
marching
band
and
I'm
part
of
the
pit,
so
the
marching
band
has
changed
my
entire
High
School
experience
in
the
most
positive
direction
coming
in
it.
Let
me
become
friends
with
upperclassmen
who
made
me
feel
comfortable
in
the
new
school
I
have
made
so
many
friendships
in
all
grades.
That
impact
me
and
helped
guide
me
as
I
navigate
high
school
I
have
made
most
of
my
strongest
bonds
through
band
and
I
want
everyone
to
experience
the
same
Joy.
W
W
Marching
band
means
so
much
in
my
life.
It
is
impossible
to
describe
every
way
which
impacts
me
recently.
I
have
been
asked.
My
parents
jokingly
if
we
can
move
to
Upper
Moreland
because
of
their
talented
and
put
together
Marchman
program.
They
have
an
incredible,
well-known,
marching
unit
and
puts
everyone
in
all
when
you
watch
them
now:
I
love
our
band
community
and
my
many
amazing
friends.
Yet
our
opportunities
especially
now
prohibit
us
from
achieving
the
level
where
we
would
like
to
compete.
W
W
B
G
We're
trying
our
Darkness
I
will
tell
you
that
right
now,
there's
one
applicant,
a
band
person
in
Maryland
was
a
full-time
job
and
I
can
tell
you
they
won't
move
if
they
don't
have
a
full-time
job
here,
because
they
can't
give
up
a
job.
And
that's
one
of
the
things
that
we
have
to
talk
about
that
as
a
former
athletic
director.
G
If
we
want
to
support
our
programs,
but
right
now,
there's
one
applicant
and
the
person
who
left
you
know
and
I
noticed
the
districts
they
compare
this
to
a
very
wealthy
districts.
Also,
we
have
a
lot
more
resources
than
we
have
financially
with
a
tax
base,
the
the
one
that
the
lady
mcfacton
she
said,
yeah.
B
Excuse
me
just
for
a
minute,
sir.
Well,
the
gentleman
I
can't
hear
you
because
you're
sitting.
G
Down
the
gentleman
left,
obviously
for
an
incredible
opportunity,
a
full-time
job
in
Council
Rock
and
a
position
and
some
other
things,
the
other
person
left,
because
it
was
becoming
too
challenging
to
do
their
job
and
get
here
to
do
the
job.
So
there's
some
internal
things
that
we
have
to
to
part
of
your
answer.
Your
question
is
that
I
have
to
look
at
and
to
try
to
make
some
changes
of
how
we
structure
our
opportunities
to
attract
people.
So
absolutely
we're.
G
D
D
D
They
were
wonderful
teachers,
in
fact,
the
band
director's
wife,
Mary
trezza,
was
also
a
music
teacher
here
who
wrote
the
William
Tennant
alma
mater
back
then
wow.
Hopefully
we
still
have
today,
so
we
certainly
want
to
support
the
William
Tennant
band,
but
it's
a
shame
that
we
can't
find
teachers
who
also
want
to
take
this
on
just
as
I
think.
Sometimes
the
teachers
could
be
football,
coaches
or
basketball,
coaches
and
everything
else.
That's
the
best
way
to
do
it.
D
B
X
I
just
wanted
to
make
certain
that
the
parents
and
all
of
the
musicians
and
color
guard
in
this
room
understand
that
it
is
the
utmost
priority
to
make
sure
that
this
program
continues
and
excels.
Please
know
that
and
I
understand
personally
how
important
these
relationships
are
that
you
build.
This.
Is
your
football
team?
This
marching
band
deserves
the
same
attention
that
any
of
our
Sports
deserve,
so
I
wanted
to
just
voice
that.
Thank
you.
Y
I'm
sorry
I
was
not
planning
on
speaking
so
I
didn't
fill
out
a
green
card,
but
Dr
Ben
I
would
like
to
as
a
president
of
the
marching
band
Association.
Ask
you
if
we
could
have
a
meeting
with
the
entire
parent
organization
so
that
we
could
find
out
what
it
is
was
communicated
to
you
that
we
are
lacking
in
that.
Y
Z
O
Z
Okay,
be
it
resolved
that
the
Centennial
School
District
Board
of
school
directors
3.1
approves
the
request
for
Centennial
School
District
and
the
Bucks
County
Intermediate
Unit
to
enter
into
use
of
funds
agreement
for
the
implementation
of
individuals
with
disabilities?
Education
Act
Part
B
idea
award
for
the
2023-2024
as
per
the
attached.
Z
3.2
approves
the
request
for
Centennial
School
District
and
the
Bucks
County
Intermediate
Unit
to
enter
into
a
use
of
funds
agreement
for
the
implementation
of
individuals
with
disability,
Education
Act
Part
B
Ida,
section
619
award
in
the
amount
of
four
thousand
two
hundred
thirty
nine
dollars
and
zero
cents
for
the
2022-2023
year.
As
per
the
attached.
P
G
Z
Okay,
we're
going
to
be
bringing
up
Mr,
Gabriel
and
Mr
osnick
additional
targeted,
State
Improvement
for
William
Tennant,
High
School.
AA
Good
evening,
everyone,
as
we
have
done
for
the
past
few
years,
we've
taken
the
time
to
discuss
with
the
board
and
in
the
additional
target,
support
Improvement
case.
Ask
for
approval
of
the
plan
that
William
Town
high
school
has
put
in
place
to
increase
student
achievement
throughout
the
school
over
the
next
school
year
before
I
turn
over
to
Mr
osnick.
AA
Just
to
you
know,
review
the
mission
and
vision
briefly,
you
know
a
lot
of
this
is
about
trying
to
make
sure
that
we're
implementing
a
coordinated
and
articulated
academic,
athletic
and
arts
program
aligned
to
the
Pennsylvania
academic
standards
and
ensuring
that
all
students
are
prepared
and
if
you
remember,
we've
been
through
atsi
before
with
the
high
school
we've
been
through
TSI
with
a
few
of
the
buildings.
In
the
past
few
years,
McDonald
Willowdale
have
been
in
TSI
Klinger,
Middle
School
was
in
TSI
at
one
point.
These
are.
AA
This
is
just
a
way
of
the
state,
basically
saying
hey.
We
found
some
some
holes
in
your
data
for
certain
groups
of
students
and
you
need
to
really
look
at
focusing
on
them
this
year
and
we're
going
to
provide
some
support
and
some
guidance
through
building
a
plan
in
a
school-wide
planning
in
a
comprehensive
planning
portal.
So
to
speak.
So
I
will
turn
it
over
to
Mr
ostnick
to
discuss
the
specifics
of
what
they've
been
doing
at
tenant.
AA
In
order
to
increase
the
achievement,
growth
for
student,
certain
demographics
and
students
in
the
high
school,
as
well
as
what
what
we're
going
to
be
doing.
Moving
forward.
AB
Thank
you.
Those
first
couple,
slides
I,
just
want
to
say
our
our
leadership
in
our
district
We
Begin
every
meeting
with
those
Mission
division
slides.
We
take
a
look
at
targeting
our
students
Improvement
and
improving
instruction
to
start
practically
every
meeting.
We
have
amongst
our
staff
and
that's
the
way
we
see
Improvement
starting
right.
We
start
with
Mission,
we
start
with
the
vision,
and
then
we
move
from
there
and
part
of
why
we're
excited
about
our
atsi
plan
as
much
as
it
is
a
burden
from
the
state.
AB
AB
The
number
I
want
to
focus
on,
though,
is
are
students
receiving
special
education
services.
At
23,
those
are
the
students
that
have
been
identified
as
needing
the
extra
that
an
atsi
plan
can
give
us
by
the
state
for
us
to
develop
this
plan.
For
so
those
are
the
students
that
we
are
are
targeted
for
for
the
2324
school
year.
AB
Mr
Gabriel
spoke
to
much
of
this
the
reason
behind
the
TSI
plans.
It
is
coming
out
of
the
Essa
plan
and
we
are
looking
to
improve
strategies
and
intensive
support
for
our
students
at
the
school.
So
we
were
designated
for
students
with
disabilities.
The
indicators
that
we
were
cited
for
were
achievement
in
math
in
LA
and
then
growth
in
Matthew
in
ela,
and
we
are
hoping
to
develop
a
plan
that
not
only
raises
up
our
achievement
for
our
students
with
disabilities,
but
all
students
across
the
school
back
in
2021
22.
AB
We
had
an
ATI
Grant
and
that
kind
of
encapsulates
the
work
we
did.
That
year.
We
increased
student
engagement
through
high
interest
tax
texts,
diverse
tax,
non-fiction
texts.
We
increase
student
access
to
math
resources,
including
IXL,
which
has
been
a
staple
for
the
last
few
years
that
drives
our
instructional
remediation.
AB
We've
increased
our
instructional
resources
for
yales
and
then
we've
purchased
professional
development
for
our
teachers.
Last
are
this.
Current
year
we
hired
two
English
language,
instructional
assistants,
which
have
been
a
huge
help
with
our
increasing
Yale
population.
AB
Our
professional
development,
through
college
board,
to
support
our
Eli
instruction
was
purchased
and
then
again,
iready
and
IXL
licenses
were
purchased
and
that's
really
facilitating
the
benchmarking
that
we're
doing
the
data
collection
and
then
the
conversations
that
really
Drive
improving
instruction
among
our
staff
I
mean
that's
the
core
of
what
we're
doing
and
what
we
believe
will
improve
our
results
at
William,
Penn,
High
School.
So
for
next
year
we
just
have
two
slides
on
our
plan.
For
next
year.
AB
We
have
job
and
Predator
excuse
me,
embedded
professional
development
for
both
College
Board
springboard
curriculum,
which
is
our
English
curriculum
at
the
high
school
and
then
professional
development
for
our
Math
teachers
through
the
CPM
curriculum
that
we
use
9th
through
11th
grade
ELA,
students
will
participate
in
IXL
data,
analysis,
analysis
and
reflection.
Our
data
analysis
that
we
do.
AB
So
that
is
a
long-term
goal
for
us
and
we're
hoping
to
build
on
what
we
did
this
year
to
move
that
forward
next
year.
Lastly,
our
teachers
will
be
doing
a
lot
of
data
analysis
themselves,
so
we'll
be
working
with
teachers
with
their
peers
and
administrators
to
review
the
data
in
front
of
them
in
data
teams,
and
we
established
them
this
year
and
we'll
be
continuing
to
work
with
them
and
then
we'll
also
be
doing
monthly
meetings
to
you
and
analyze
student
data
to
prioritize
student
needs
and
develop
appropriate
interventions.
AB
All
of
this
is
tied
to
standards.
All
of
this
is
tied
to
the
work
and
the
the
purchases
that
you've
approved
over
the
last
few
years,
and
we
anticipate
that
we're
going
to
see
even
more
buy-in
and
even
more
success,
as
our
students
come
to
a
second
year
of
IXL
and
our
teachers
continue
to
develop
their
skills
in
the
curriculum
and
the
resources
that
you've
provided
and
I'll.
Take
any
questions.
If
you
have
any.
AB
Yes,
absolutely
Miss
Carlson,
so
it'll
go
through
and
it's
Dynamic,
so
they'll
go
through
and
they'll
do
benchmarking
regularly
and
that'll
identify
strengths
and
weaknesses
for
them,
it's
basically
AI
based
and
if
anybody's
freaked
out
about
AI,
it's
not
that
kind
of
AI.
It's
the
AI.
That's
really
going
to
help
us
right.
Take
a
look
at
what
do
our
students
know?
What
do
they
need
to
know
and
it
provides
actually
the
remediation
rate
within
that
system
for
them
to
go
back
and
Target
the
practice
that
they
need.
AB
So
we've
spent
this
entire
year
developing
that
practice
with
our
teachers
next
year
they
already
have
a
Baseline
and
we've
been
doing
a
lot
of
end-of-year
meetings
with
our
teachers
individually,
where
we'll
mention
listen
next
year,
get
our
kids
to
buy
in
and
be
the
ones
to
analyze.
Their
own
data
is
really
that
next
level,
but
yes,
it
absolutely
targets
there.
That's.
Z
Fantastic,
so
something
that
they
already
excel
at.
They
can
kind
of
put
that
to
the
side
and
focus
on
you
know
what
they
need
to
strengthen.
That's
just
it's
such
a
wonderful
thing.
It
really
is.
X
Thank
you.
My
question
is
and
I
think
what
I'm
hearing
is
that
this
won't
require
additional
testing
it's
going
by
their
performance,
that's
existing
and
developing,
and
that's
the
data
that
they're
using
and
not
additional
time
from
curriculum.
AB
Absolutely
so
we're
trying
to
limit
that
as
much
as
possible.
We
used
to
do
testing
that
would
take
maybe
a
day
of
instruction
like
a
class
period.
This
system
allows
us
to
do
it
within
you
know
10
or
15
minutes,
maybe
like
a
warm-up
activity
once
every
other
week.
Something
like
that.
So
it'll
regularly
check
in
we're
doing
more
frequent
check-ins
that
are
shorter,
that
allow
the
system
to
go
ahead
and
continue
to
develop
better
interventions
for
each
student,
Mr.
AB
Goal,
okay
by
the
end
of
next
year,
we'd
hope
so
all
of
those
will
be
based
on
Keystone
results.
Z
AB
I
I
wouldn't
be
able
to
say
I
mean
we
know
that
we
have
students
that
are
struggling
to
come
out
of
coven
right,
but
we
were
designated
for
atsi,
I,
believe
prior
to
covid,
and
so
we're
still
working
through
that
process.
I
will
tell
you
that
we're
only
looking
at
students
with
disabilities,
where
I
think
it
was
a
little
bit
of
a
broader
designation
prior,
so
we're
moving
in
the
right
direction.
Yeah.
AA
If
I
can
just
jump
in
just
just
for
clarity,
the
original
designation
was
pre-coveted
and
it
went
back
as
far
as
2015-16
in
terms
of
the
data
and
we've
been
very
open
with
the
board
about
our
struggles
over
the
years
with
aligned
curriculum,
which
are
all
things
starting
actually
with
CPM
math
in
2019-20
was
the
first
time
we
aligned
any
of
our
core
programs
to
the
actual
standards
10
years
later
than
you
know
hope,
but
better
late
than
never
so,
and
that's
that's,
been
a
big
Focus
the
past
few
years,
so
I
think
we're
still
seeing
a
little
bit
of
that
as
it.
F
It's
hard
to
believe
my
cafeteria
voice
doesn't
light
up.
The
room.
I
was
just
saying
that
it's
harder
to
get
out
because
in
order
to
get
out,
you
need
a
certain
percentage
of
students
to
make
a
certain
amount
of
growth
and
because
of
the
pandemic,
we
didn't
have
enough
kids
doing
the
State
Testing
to
even
measure
right.
So
we
don't
have
good
data
I.
Think
our
kids
have
made
a
lot
of
progress
and
will
continue
to
grow.
F
This
year's
algebra
data
looked
amazing,
but
those
kids
were
11th
grade
this
year
and
they
took
that
test
when
they
were
in
eighth
grade.
They
were
our
highest
math
students.
Our
biology
looks
awful
because
almost
nobody
took
it
that
year,
so
it's
harder
for
us
to
get
out,
regardless
of
whether
we're
designated
or
not.
We
need
to
be
in
a
pattern
of
continual
evaluation
and
Improvement,
and
that's
where
we're
going.
F
F
Z
AA
So
good
evening,
I
would
like
to
start
tonight
by
acknowledging
and
thanking
the
parents
who
showed
up
to
the
meeting
last
night.
They
came
to
speak
tonight
to
Advocate
on
behalf
of
their
children.
AA
There
was
much
of
the
same
emotion
and
thoughts
were
shared
last
night,
as
were
today,
I
I
I
have
to
tell
you
if
I
were
in
your
shoes
too
and
I
was
promised
one
thing
and
something
completely
different
played
out.
I'd
be
upset
as
well.
I
have
two
children
that
are
Elementary
age,
I.
Think
as
a
district,
you
know
it's
not
easy
to
admit
failure,
but
I.
This
did
not
come
across
last
night,
but
I
do
need
to
say
we're
sorry.
AA
As
a
district,
we
failed
you
when
we
failed
your
students
from
the
idea
of
this
program
to
how
it
was
planned
for
and
how
it
was
or
was
not
implemented,
did
not
set
it
up
for
success
and
we're
going
to
share
a
little
bit
of
that
tonight.
AA
This
also
isn't
the
first
time
that
we
brought
this
program
to
the
board
for
discussion
like
this
two
years
ago.
If
you
all
remember
with
Dr
Ortiz,
we
came
and
had
a
big
discussion
with
the
board
about.
Possibly
this
is
really
those
things
post,
coveted
right
after
covet
hit.
We
had
to
shut
the
program
down
during
covid
and
really
we're
kind
of
deciding
what
what
should
we
do
next,
because
it
was
an
Inception
as
a
pilot,
and
we
really
only
had
one
year
and
then
had
coveted
and
went
from
there.
AA
So,
just
a
little
bit
of
context
there
in
terms
of
the
goals
for
tonight,
we
we
want
to
try
to
sort
of
give
the
big
picture
of
the.
Why?
How
and
what
of
how
this
was
planned
for
and
implemented,
as
well
as
some
of
the
historical
contexts
of
some
of
the
challenges
we
faced
with
the
program
as
well
as
you've
heard
our
record
and
again,
this
is
our
recommendations,
Administration
right
we're
bringing
this
to
the
board
as
a
recommendation.
Ultimately,
it's
up
to
you
to
decide
where
you'd
like
to
go
with
this
program.
AA
You
know,
and-
and
so
that's
that's
kind
of
that's
where
we
are
now
so
to
the
parents
that
saw
this
last
night.
There
are
two
new
slides
in
the
slide
deck
I'm,
just
giving
you
the
heads
up.
It
caused
me
to
reflect
on
I
think
our
messaging
last
night,
as
well
as
what
we
maybe
didn't
make
clear
enough.
So
we
wanted
to
make
sure
that
was
clear
today,
I
don't
want
to
start
with
this
quote
by
John
Wooden.
AA
Any
structure
must
have
a
strong
Foundation,
the
cornerstones,
anchor
the
foundation
and
what
I
want
to,
and
you've
all
seen
this
slide
before.
You've
seen
this
in
our
data
presentations,
the
Dual
language
planning
side
of
it
aside,
when
you
talk
about
a
solid
foundation
for
an
academic
program
like
a
dual
language
program
to
be
brought
into
a
district,
there
already
needs
to
be
in
place
a
solid
general
education,
core
tier
one
program,
as
we've
shared
for
three
years
now.
AA
We
have
not
had
that
in
a
long
time,
especially
the
elementary
schools
we'll
go
all
the
way
back
to
2014
when
the
standards
changed
and
we
did
not
you've
seen
drops
in
our
reading
scores.
We've
seen
drops
in
our
math
scores.
We
we
were
in
the
middle
of
four
different
math
Pilots
of
four
different
programs
for
four
straight
years
we
and
we're
still
dealing
with
the
residual
effects
of
students
who
are
now
in
the
high
school,
who
still
missed
that
foundational
level
of
math.
Reading.
We
had
a
similar
challenge.
We
had.
AA
We
had
gotten
rid
of
a
really
robust
phonics
program
right
around
2014-15
and
implemented
a
subpar
core
tier
one
programming
Journeys.
AA
So
right
in
the
middle
of
all
that
we
decided
as
a
district,
to
bring
a
dual
pile,
a
dual
language
pilot
into
the
districts,
contextually
understanding
what
needed
to
be
in
place
that
wasn't
and
trying
to
bring
something
like
this
like
that
in
would
make
it
very
challenging
for
this
to
actually
be
successful.
As
you
know,
what
we've
or
since
2020
what
we
have
planned
for
what
we
have
implemented,
what
we
have
used
air
outfits
like
Hanover,
to
help
us
with
evidence-based
research,
has
worked
right.
AA
We've
seen
really
great
growth
in
our
data
in
our
IXL
data
in
our
I-Ready
data,
I
think
you
are
going
to
be
incredibly
pleased
at
the
next
meeting
or
two,
whichever
one
we
bring
it
to.
We
are
80
done
our
third
round
of
I
already
and
I
Excel
data.
The
growth
has
been
phenomenal.
We
were
Mr,
rutz
was
kind
of
giving
us
a
little
bit
of
a
preview
today.
So
we're
really
excited
to
bring
that
you
know.
AA
We've
talked
about
it
back
in
February,
I
really
said:
if
we're
about
to
bring
that
to
the
board
and
again,
the
reason
I
want
to
spend
a
little
bit
of
time
on
this,
because
I'm
I
want
to
make
sure
that
we
understand
contextually.
AA
Then
you
throw
the
pandemic
in
the
middle
of
that
as
a
lot
of
the
the
parents
mentioned
and
as
all
we've
all
been
talking
about
for
a
few
years,
and
that
idea
of
Unfinished
learning
really
sort
of
took
priority
and
took
precedence
the
past
few
years
in
order
to
make
sure
that
we
are
giving
our
students
standards,
aligns
up-to-date,
rigorous,
engaging
curriculum
and,
and
that
that's
what's
been
happening
and
with
the
adoption
of
weight
and
wisdom,
what
will
continue
to
happen
into
the
fall
all
right.
So
why
do
a
language
program
again?
AA
I,
don't
believe
any
of
us
would
disagree
and
myself
included
with
what
the
potential
outcomes
of
a
well
planned
and
well-implemented
program
could
be.
You
know
it
promotes
language,
development,
English
and
Spanish.
It
helps
students
become
bilingual
and
biliterate,
it
helps
promote
Multicultural
competency,
it
helps
promote
student
voice
and
it
exposes
students
to
another
language
in
the
primary
years,
which
we
know
is
really
great
for
kids.
That
just
doesn't
happen
to
be
a
thing
generally
speaking
across.
You
know
our
our
district
and
most
of
the
county.
AA
When
you
think
about
this-
and
this
came
out
of
a
research-backed
outfit,
the
center
of
research
on
education,
diversity
and
Excellence,
which
we
had
we've
taken
a
call
with
a
few
years
ago,
when
I
first
got
here
in
1920
Dr
betting
got
here
in
2020.
We
got
on
a
call
with
this
outfit
out
of
out
of
California
and
said:
hey.
We
have
a
blue
language
program,
but
it
doesn't
look
or
feel
like
we
believe
it
should.
AA
Can
you
help
us
out
and
talk
to
us
about
this,
and
so
when
we
think
about
the
three
outcomes
really
of
a
program
like
this,
there
should
be
academic
outcomes
which
we
always
are
hoping
for.
There
should
be
career,
ready
skills
outcomes,
so
the
social
emotional
side
of
things
working
well
with
others.
You
know
the
socialization
piece,
as
well
as
dual
language
proficiency,
so
becoming
bilateral
and
bilingual
I'm
not
going
to
go
through
this.
This
was
an
idea
that
began
in
I,
believe
January
of
17,
and
then
here
is.
AA
That
was
what
it
was
first
presented
at
the
time
to
the
principal
McDonald
and
since
then
these
were
all
the
different
board
meetings
that
this
program
had
been
discussed
from
the
approval
of
the
pilot
up
through
some
training
adoptions
of
a
textbook
for
the
pilot,
as
well
as
decisions
that
the
district
had
to
make
throughout
the
course
of
covet
and
moving
forward
and
I
apologize.
AA
If
anybody
takes
this
Slide
the
wrong
way,
that
was
not
the
intent
but
I
think
what
we're
trying
to
get
across
here
is
that
we
worked
with
the
crdce.
You
know
when
you,
when
you
talk
or
create
cred.
Excuse
me
when
you
talk
about
what
the
steps
are
to
implementing
a
program
like
this
properly.
You
have
to
clarify
your
mission
to
figure
out
your
purpose
and
motivation
develop
a
mission
statement
that
should
be
an
inclusive
process.
It
should
include
board.
It
should
include
Community.
You
have
to
gather
information.
AA
Do
we
have
the
population
that
this
would
serve?
Do
we
have
the
support?
What
about
curriculum
instruction
and
assessment
goals,
and
and
do
we
have
a
program
evaluation
in
place?
We
have
to
choose
a
program
model,
it's
developmental,
two-way
immersion.
Most
of
the
day,
half
the
day,
less
than
half
a
day,
there's
a
multitude
of
models
that
you
can
pick
from
that
would
best
fit
your
situation,
assessing
your
Readiness
again
back
to
support
Time,
Financial,
Resources,
curriculum,
professional
learning,
Etc
and
then
actually
putting
an
action
plan
together.
AA
You
know,
what's
our
timeline
and
what
are
our
first
steps
talking
with
the
center
for
research
and
education,
Excellence,
the
two
big
takeaways,
where
we
really
need
to
make
a
commitment
to
long-term
Financial
Resources
for
this,
because,
if
you're
looking
to
grow
a
program,
it
means
you're,
adding
cohorts
right.
We
heard
in
the
bullets
of
why
do
this?
You
know
the
idea
of
equity,
the
idea
of
multiculturalism
that
should
be
everywhere,
and
every
student
should
have
a
shot
at
that
right.
So
keeping
this
solely
in
one
building
is
not
the
answer.
AA
Think
about,
because
what
you
don't
want
to
have
happen
is
what
happened
here,
which
is
we
had
an
idea.
We
did
this
in
six
months
we
had
no
real
clear
plan
Beyond
year,
one
and
then
again
covet
didn't
help
the
situation,
but
without
a
Cornerstone
without
a
strong
foundation
without
a
strong
basic
general
education,
tier
one
foundation
and
then
without
a
really
thoughtful
long-term
plan.
AA
It's
it's
where
we
are
today
and
and
so
within
six
months.
These
were
the
actions
that
we
took
as
a
district
and
and
looking
into
some
of
the
some
of
the
decisions,
selecting
curricular
materials.
You
know
we
didn't
really
select
true
bilingual
materials.
We
went
and
bought
Spanish
versions
of
existing
resources
in
some
cases
and
and
the
the
attrition
for
Staffing
was
the
financial
plan
for
teachers.
So
what
that's
saying
is
well
we're
going
to
hope
that
we
have
a
decline
in
enrollment
so
that
we
can
just
reallocate
a
position
each
year.
AA
Well,
we
know
here
we've
been
having
teachers,
enrollment
is
ballooned,
so
there
was
really
no
financial
plan
for
long-term
sustainability
other
than
attrition
and
again
this
I'm
not
making
this
up.
We
went
back
through
the
records
and,
if
you
take
the
time
to
comb
through
the
board,
minutes
comb
through
the
slide
decks.
That's
where
we
are.
AA
This
is
just
another
look
at
a
timeline
in
terms
of
the
district.
This
was
a
look
at
the
numbers.
First
cohort
started
in
1819
with
50
kindergarten
students.
We
are
now
at
17.
a
lot
of
reasons
for
that.
Some
kids
moved
out
of
District,
but
again
from
the
get-go
we
never
really
established,
or
it
was
never
really
established
how
we
were
going
to
track
and
keep
track
of
where
kids
were
and
why
they
were
moving
in
and
out.
We
they
did
try
at
the
beginning
of
19
started
another
cohort.
AA
Then
you
hit
covet
and
you
saw
those
numbers
you
actually
dropped.
We
had
at
the
time
we
had
conversations
with
the
principal
to
talk
about
what
to
do
and
how
to
handle
it,
and
then
that
has
dropped
to
about
23
students
and
then
again
during
covid.
AA
We
chose
not
to
add
a
third
cohort
for
a
number
of
reasons,
but
one
is
when
we're
looking
at
the
larger
landscape,
kids
weren't,
getting
instruction
in
Spanish
at
the
level
and
the
amount
that
they
should
have
been
in
a
true
dual
language
program
and
we
weren't
able
we
were
having
a
hard
time
finding
dual
language
teachers.
It
was
another
challenge
that
when
we
did
go
out
and
look.
AA
G
So
separate
from
the
impact
of
covet,
the
one
main
goal
that
that's
always
in
place
in
any
dual
language
is
fluency
by
fifth
grade
right.
Bilinguals.
Excuse
me
by
fifth
grade
being
biliterate.
That
is
one
standard
measure.
That's
applied
to
every
program,
no
matter
what,
if
a
student
is
not
biliterate
by
fifth
grade,
there's
a
problem
in
your
program.
G
Yes
and
I-
know
this
because
of
three
years
in
Texas
yeah
in
my
Caucasian
student
gave
the
state
of
the
welcome
address
at
the
National
Association
of
bilingual
education
fluently
in
Spanish
by
fifth
grade
that
is
I
heard
the
parents
say
there
were
no
goals.
Was
that
the
main
arching
goal?
Do
you
have
any
record
of
that
saying
that
that's
a
basic
premise,
no
matter
if
anything
else
is
not
mentioned,
that
is
the
basic
premise.
AA
And
and
that's
a
great
question-
and
we
actually
so
so.
To
be
honest,
this
wasn't
on
our
radar
up
until
we
started
to
look
at
Staffing
in
the
buildings
and
then
Dr
G
had
reached
out
to
us
about
some
some
really
serious
Behavior
challenges.
We
were
seeing
in
the
students
that
had
been
together
for
about
five
years
already,
with
the
same
teacher
in
the
same
group
of
kids
from
kindergarten
all
the
way
up
through
fourth
grade
and
again,
the
plan
wasn't
to
Loop
the
teacher
that
much
the
plan
was
to
have
two
teachers.
AA
We
only
have
one
teacher
her
per
cohort
at
this
point
and
the
question
we
asked
was
well:
do:
can
they
speak?
Are
they
bilingual
and
biliterate,
and
one
of
the
challenges
was
again
going
back
to
the
setup
and
Inception
of
the
program?
No
assessment,
no
assessment
was
put
in
place.
Going
back
to
you,
take
a
three-year
process.
You
trunk
eight
into
six
months.
Things
are
gonna,
get
missed
an
assessment
of
whether
or
not
the
kids
can
actually
are
actually
bilingual
and
biliterate.
We're
talking.
Reading.
AA
Writing
speaking
to
the
level
is
what
you're
talking
about.
We
don't
have
an
assessment
for
that,
but
I
would
like
Dr
G
to
talk
a
little
bit
about
her
experience
coming
similar
to
Dr
bettens
from
a
district
with
the
bilingual
program,
two
Centennial
into
McDonald's,
specifically
to
discuss
a
little
bit
about
what
she's,
noticing
and
and
her
Mr
Excuse.
L
AA
L
AA
L
L
L
Apologizing
and
taking
ownership,
she
made
a
commitment
and
I,
don't
know
about
you,
but
I
honor,
my
commitments,
so
we
need
to
figure
it
out,
there's
only
two
cohorts:
they
only
want
to
go
to
fifth
grade.
We
need
to
figure
it
out
and
give
them
the
best
that
we
can
for
the
rest
of
the
time
we
can't
just
we
can't
just
say
you
know:
sorry,
parents,
you
know.
Sorry
kid
see
you
later.
We
can't
do
that.
That's
wrong!
AA
AC
So
I'm
Deanna
Grace,
Nadia
I'm,
the
principal
at
McDonald
and
I,
just
want
to
let
you
know:
career-wise
I've
been
a
World
Language
teacher
before
I
was
an
administrator.
I
grew
up.
Bilingual
I
have
multilingual
family
members
and
I
do
believe.
A
hundred
percent
in
the
value
of
speaking
a
second
language
or
multiple
languages,
I
do
know
what
it
takes
to
have
a
program
in
order
to
make
students
be
fully
bilingual,
and
that
is
dedication
and
time.
AC
I
was
hired
in
2003
to
work
for
Phoenixville
Area
School
District,
which
was
one
of
the
only
districts
at
the
time
that
had
a
Spanish
Immersion
program.
It
was
so
well
built.
There
was
one
teacher
at
every
grade
level,
so
there
was
a
kindergarten
first.
Second,
third,
fourth,
fifth
grade
teacher:
each
of
them
spoke
both
Spanish
and
English.
AC
AC
The
program
was
so
strong
that
the
district
itself
had
to
hire
me
as
a
flesh
teacher
to
provide
more
Equity,
so
that
Spanish
was
offered
to
all
students,
not
just
the
lottery
students
that
got
into
the
program.
It
became
an
issue
for
the
district
because
it
was
so
popular
and
not
all
students
were
given
the
same
opportunity.
AC
AC
Therefore,
I
became
a
high
school
Spanish
teacher,
because
I
knew
I'll
get
45
minutes
a
day.
With
these
key,
these
kids
and
I
know
they'll
become
fluent
because
they
need
a
minimum
of
45
minutes
a
day
to
become
totally
fluent
so
I
could
see
kids
growth
from
one
year
as
freshmen
to
their
senior
year
and
getting
a
three
to
a
five
on
an
AP
language
test.
So
coming
into
this
building,
I
was
really
excited.
AC
So
what
would
have
been
a
stronger
program
is
to
make
sure
that
there
is
one
teacher
per
grade
level
and
not
forcing
teachers
to
Loop,
because
they,
of
course
want
to
do
their
best
job
and
make
sure
that
the
kids
are
doing
everything
they
need
to
do
so.
Our
teachers
have
been
pooling
resources,
doing
everything
they
can,
but
the
reality
is,
our
kids
are
not
getting
more
than
30
to
45
minutes
a
day
in
Spanish.
AC
So
when
I
walk
in
and
I
assess
the
children,
I'm
I
come
right
in
and
I
try
to
converse
with
them
in
Spanish,
they
are
not
able
to
hold
a
full
conversation.
The
way
we
would
expect
them
to.
At
this
time,
I've
asked
my
teachers
if
I
were
to
give
the
kids
in
fourth
grade
right
now,
a
Spanish
level
one
or
two
tests
from
the
high
school.
How
would
they
do
they
said?
Please
don't
do
that
to
them.
If
you
did
it,
we
would
have
to
guide
them
through
it.
AC
Could
you
explain
looping
looping
is
when
I
start
with
a
kindergarten
I'm,
a
kindergarten
teacher
most
of
our
kindergarten
teachers
have
been
teaching
kindergarten
several
several
years,
so
they've
mastered.
What
they
do
so
our
teachers
have
come
in
to
kindergarten
and
then,
in
order
to
continue
the
program,
they
follow
the
kids
to
first
grade.
So
then
they
have
to
learn
the
first
grade
curriculum,
so
they're,
they're
learning
as
they're
teaching,
they're
planning,
they're,
constantly
planning
and
then
again,
then
they
have
to
learn
the
second
grade
curriculum.
Then
they
have
to
learn
the
third
grade
curriculum.
AC
AA
Thank
you,
Dr
J,
I,
I
think
as
well.
In
fact,
Mrs
rancato
back
to
your
point.
You
know
I,
don't
think
anywhere
in
here.
Are
we
hoping
to
just
lightfully
pull
this
out
from
under
people?
If
we
look
at
the
original
plan
that
we
shared
back
in
2018,
the
plan
was
to
run
this
through
the
2022-23
school
year,
which
is
now
so
the
original
pilot.
This
is
the
fifth
year.
AA
You
know
adding
the
second
pilot
the
year
after
obviously
would
push
that
fifth
year,
one
more,
but
the
original
plan
of
five
years
is
now
and
and
I
think,
as
I
mentioned
before,
our
need
in
the
general
education
tier
one
core
programming
to
be
aligned
to
have
stable,
consistent,
evidence-backed
curriculum
supporting
our
students
was
a
major
focus
when
we
got
here
to
improve
achievement
and
growth
and
and
putting
a
program
like
this
on
top
of
a
shaky
Foundation,
which
is
what
it
was
four
straight
math
Pilots
a
consistent
element.
AA
Reading
resource
is
a
lack
of
a
robust
phonics
program.
At
the
time
right,
we've
been
remedying
that
we've
presented
to
you
guys
at
nauseum.
We've
been
rabbiting
that
the
past
three
years
and
we're
finally
seeing
results,
and
it
was
unfortunate
that
the
decision
was
made
to
bring
this
in
at
the
time
they
did.
Would
we
be
in
a
better
spot
in
another
year
or
two
once
this
is
all
stabilized
to
consider
something
like
this?
AA
Probably
because
we'd
be
aligned
and
we
would
have,
we
would
have
curriculum
and
programming
that
was
consistent
and
up
to
date
you
know
where
this
as
I
was
mentioning
before,
where
we
started
to
converse
around
this
was
we
started
looking
at
Staffing,
we
started
looking
at
class
sizes,
Dr
G
had
you
know
shared
with
us,
the
stress
of
teacher
looping.
AA
We
have
a
teacher
right
now
that
can't
teach
Beyond
fourth
grade,
so
we
were
kind
of
concerned
about
how
that
money,
because
of
her
certification,
how
that
could
impact
things
we
heard
we
were
hearing
from
some
families,
and
actually
there
was
two
families
at
least
two
families.
Last
night
it
was
two
who
shared
that
their
children
were
struggling
social
emotionally
and
they
shared
it
with
us
in
the
meeting
with
with
their
peers
not
being
able
to
socialize
Beyond
this
group
of
17,
and
then
it
came
out
as
we
dug
a
lot.
AA
We
you
know
again,
we
had
this
wasn't
on
our
radar.
We
dug
a
little
bit
deeper.
Spanish
wasn't
happening
to
the
level
that
it
with
the
three
hours
a
day
recommended
versus
where
it
is
now.
You
know
I
I,
think
with
where
we
are
with.
We
have
a
class
now
of
17
and
23,
which
obviously
strains
the
sizes
of
other
Elementary
classrooms.
You
know
and
I
don't
have
the
exact
numbers
Dr
best
shares
that
out
with
you
on
a
weekly
basis,
but
as
enrollment
continues
to
balloon,
this
could
trigger
additional
staff.
AA
If
we
keep
it
this
way,
rather
than
spread
these
students
out
into
the
regular
into
the
regular
classroom
with
the
other
students.
So
so,
as
I
mentioned
earlier,
you
know
it's
not
that
we
are
against
the
idea
of
a
program
like
this,
but
I
think
the
question
we
wanted
to
put
to
the
board
and
and
really
share
and
go
through
what
wasn't
done.
What
was
done?
The
challenges
we
face
and
consider
is
this
program
and
investment
we
are
looking
to
and
can
afford
to
make
moving
forward.
AA
You
know
again
our
from
the
lack
of
alignment
for
over
12
years
to
the
covet
pandemic
and
the
unfinished
learning
that
we
faced.
We
had
to
prioritize
our
programming
for
all
kids
and
the
ideas
of
Multicultural
education.
The
ideas
of
equity
are
in
every
are
across
most
all
of
our
classrooms
here
in
Centennial.
How.
AC
I've
asked
my
teachers
what
they're
able
to
dedicate
and
they're
they're
focused
at
least
30
to
45
minutes
no
more
than
an
hour
if
they
can,
when
they
can,
because
they
really
are
more
focused
being
third
and
fourth
grade
being
pssa,
tested
areas.
Learning
new
materials,
like
written
wisdom,
they've
really
had
to
focus
more
so
on
that,
but
they
have
also
been
trying
to
pull
their
own
materials
and
find
resources,
because
what
we
had
provided
in
the
past
was
not
ideal.
Thank
you.
E
Yeah,
it
seems
like
a
lot
of
this,
revolves
around
not
being
able
to
have
the
teachers
to
keep
this
going.
Well,
it's
a
piece
of
it.
It's
a
piece
of
it.
Yeah
Mr
Wilson,
has
done
a
great
job
in
HR
of
getting
10
vacancies
on
board
to
fill
holes
with
vacancies.
E
AA
Before
we
go
there,
can
we
talk
about
what
doing
it?
The
right
way
would
look
like
we'll
talk
about
what
what
that
what
that
entails?
If
you
take
a
look
at
this
slide,
if
we
were
to
continue,
our
recommendation
would
be
to
hit
a
planning
reset
and
actually
follow
the
three-year
evidence-based
framework
that
exists,
so
we'd
have
to
spend
the
next
two
years
with
committees,
Mission
Vision
goals,
Gap
analysis,
PD
materials
exploration
and
purchase
and
then
begin
to
implement
in
year.
Two
look
at
upkeep
continue
implementation
and
growth.
AA
What
you
need
to
start
to
consider
here
is
this
annually
is
gonna,
as
you
mentioned,
Mr
Wilson's
going
to
be
busy
we're
looking
at
recruiting
and
hiring
teachers
on
an
annual
basis.
If
we
want
to
really
pull
this
up,
the
kids
don't
have
Spanish
in
the
middle
school
until
8th
grade.
So
if
we
really
want
to
do
this,
we
look
at
doing
this
through
through
seventh
grade
and
and
there's
the
approximate
cost
per
per
teacher.
If
you're
only
hiring
one
a
year,
the
other
concerns
or
are
not
concerns.
AA
The
other
considerations
would
be
professional
learning
commitments.
Time
again,
we're
just
getting
wisdom
in
place.
We've
got
you
heard,
Sciences
coming
down
the
road,
we're
going
to
have
materials
we're
going
to
have
to
commit
to,
and
the
question
becomes
twofold:
how
do
we
expand
into
the
middle
schools
and
how
do
we
expand
to
the
other
buildings,
because
keeping
a
program
like
this
in
a
singular
building
is
inequitable
to
the
rest
of
the
kids
in
the
district,
and
it's
not
it's
not
it's
just
not
Equitable
and
and
to
deny
students
access
to
a
program.
AA
AA
Do
we
hire
three
teachers
per
year
again,
going
back
to
the
original
plan
of
you
know,
the
the
plan
for
the
teacher
was
through
attrition,
which
is
is
not
a
plan
right,
that's
a
hope
and
a
prayer
that
we
have
enough
of
a
drop
in
enrollment,
that
we
have
open
positions
to
add
positions
and
clearly
we
haven't
right.
AA
We've
added
we've
had
we've
had
class
sizes
go
up,
we've
had
ELD
populations,
explode,
we've
added
teachers
in
areas
across
the
whole
District,
so
so
this
is
what
this
would
look
like
if
this
was
something
again
to
the
parents,
credit
they're
right,
the
commitment.
Wasn't
there.
We
can
say
from
our
angle
the
planning
and
implementation
outside
of
the
first
year,
anything
beyond
that,
even
with
covid
without
covid.
Wasn't
it
wasn't
planned
for
long
term,
and
this
is
why
we
are
where
we
are
and
it's
awful
and
it's
a
shame.
AA
You
never
want
to
see
something
fail
that
you
believe
in
and
I
just
you
know,
and
I
said
I
would
be,
I
would
be
angry
as
well,
and
I
would
feel
duped
as
well.
But
this
is
an
unfortunate
you
know,
situation
from
a
multitude
of
incidences
and
the
pandemic
being
from
a
from
a
flawed
setup
and
implementation
to
a
flawed
long-term
planning
to
a
foundation
of
sand
that
was
originally
built
on
with
not
having
solid
aligned,
core
stable
tier
one
programming.
AA
To
begin
with
to,
then
everything
that's
happened
since
it's
a
failure
on
our
end
as
Administration,
100
and
and
I
and
I
said
that
earlier
and
I'll
say
it
again.
It's
just
again
when
you
talk
about
what
came
out
of
the
pandemic
and
where
our
priorities
had.
AA
So
that's
why
our
recommendation
was
to
curtail
the
program
which
we
shared
with
the
parents
last
night,
which
obviously
you
all
know
have
known
at
this
point,
we
did
host
a
parent
event.
Last
night
we
we
sent
out
an
email
a
week
prior
and
had
a
chance
for
them
to
you
know
we
wanted
to
share
with
us
share
this
with
them
ahead
of
time,
and
you
know,
as
I
said,
thank
you
for
coming
out.
Thank
you
for
sharing
your
feelings.
AA
We
did
offer
the
idea.
We
already
had
a
teacher
and
we
have
Club
hours
for
this
to
offer
an
after-school,
Spanish
club.
We
did
hear
the
parents
last
night
say
that
after
school
could
be
tough
and
they
really
encouraged
us
to
consider
trying
to
offer
something
during
the
day
or
looking
into
it.
We
are
seriously
we're
not
just
saying
that
we
are
it's
talking
to
Dr
best
a
little
bit
on
the
way
home
last
night,
and
we
talked
with
Dr
g
a
bit
about
what
are
ways
that
we
could
maybe
offer
something.
AA
Obviously,
it's
not
going
to
be
as
robust,
but
off
on
top
of
the
Spanish
club
offer,
maybe
something
during
the
day
for
these
particular
students
until
they
finish
out
their
next
two
years
in
McDonald.
AA
X
You
so
I
had
a
couple
questions
it.
It
does
seem
obvious
that
we
started
out
the
program
with
only
a
one-year
plan.
Yep
transitioning,
these
students
in
the
middle
school
is
problematic,
would
have
been
problematic
last
year,
so
I
and
I'm
and
I
don't
typically
say
things
like
this,
but
I
feel
like
we
should
have
did
or
did
maybe
I
should
ask
a
question:
did
we
touch
base
with
parents
at
the
beginning
of
school
year
and
say
this?
Is
the
fifth
year
we're
going
to
be
looking
at
this
I.
AC
I
was
still
getting
familiar
with
how
the
program
worked
and
whatnot
understand.
So
no
I
was
still
figuring
in
the
ins
and
outs
of
what
was
happening
and
how
my
teachers
were
doing
with
the
program.
AA
No,
and
and
to
call
this
a
dual
language
program,
I
think,
does
an
actual
do
language
program
a
disservice.
We
are
not
with
where
we
are
now.
This
is
not
a
dual
language
program.
This
is
40
minutes
of
Spanish
in
a
self-contained
classroom
for
a
particular
group
of
kids
in
a
building
right.
It's
not
a
dual
language
program
at
this.
X
Point
understood:
okay,
the
the
other
thing
that
I
wanted
to
say
is
I
apologize
to
the
parents
and
to
the
students.
I
can
completely
understand
that
the
timing
should
have
been
different
in
notifying
you
and
and
this
being
the
fifth
year
we
probably
should
have
stepped
up
in
some
Manner
and
said:
hey
guys,
it's
the
fifth
year
we're
going
to
be
looking
at.
You
know
the
success
of
the
program
and
I
think
when
that
side
went
up
about
the
success
it
wasn't
about
the
students
being
failing
at
the
program.
X
It
was
about
us
not
providing
the
resources
that
were
necessary,
they're
great
I
am
sure,
but
I
but
I.
If
I'm
not
mistaken,
I
feel
like
some
of
the
parents,
took
it
on
us,
okay,
well,
you're
saying
it
failed.
What
do
you
mean
by
that?
Are
you
saying
our
students
failed?
No
we're
not
saying
your
students
failed,
we're
saying
we
fail
the
students
so
again,
I'm
I'm,
sorry
that
that
we're
here.
L
Children
failed.
These
parents
are
pissed
off,
they
know
we
failed
them,
so
they
have
some
of
them
have
one
or
two
years
left
and
basically,
what
we're
telling
them
is
sorry.
Your
kids
have
got
to
go
back
to
regular
class.
We
we
didn't
do
right
by
them.
We
asked
you
to
make
a
commitment
for
five
years
and
we're
not
going
to
keep
up
our
commitment.
That's
what
I'm
hearing
I
honestly,
don't
think
this
program
should
go
to
middle
school
and
and
and
I
think
we
we
should
finish.
L
You
finish
out
what
we
committed
to
you
and
then
not
put
you
through
this
again
in
middle
school,
because
you'll
just
get
disappointed
in
Middle
School.
Honestly,
that's
how
I
feel
I
mean
I'm.
Looking
at
your
faces
and
I
I
can
do
I.
Congratulate
you
because
I
don't
know
that
I
could
be
quite
as
nice
as
you
are.
L
B
B
E
Thank
you,
yeah
I
see
this
as
as
being
in
two
parts.
The
one
part
is:
should
this
program
continue
and
should
we
enroll
new
students
in
it
and
I
think
like
Mr
Gabriel's
presentation?
Clearly
we
need
to
do
more
work
and
do
it
the
right
way
for
the
next
time
around,
but
the
other
part
of
this
is
we
owe
these
parents
and
these
students
that
we
made
a
commitment
to
them.
They
all
worked
very
hard,
and
you
know
some
of
the
parents
were
saying
help.
Their
students
are
doing
so
well.
E
G
Them
so
I
asked
Madam,
chair,
I
I
would
be
really
remiss
when
I
know
that,
what's
happening,
but
finding
language
teachers
to
even
go
down
that
path
without
a
reality
check
and
let
Mr
Wilson
share
with
you,
the
challenge
of
because
that's
what
he
talked
about,
that
we
couldn't
even
find
Spanish-speaking
teachers
to
actually
do
the
model
that
he
talked
about.
First,
so
Mr.
A
Wilson
yeah
I
was
going
to
good
evening.
I
was
going
to
speak
to
the
nature
of
what
the
market
is
right
about
now,
with
finding
Spanish
teachers
in
our
region
and
even
outside
of
our
region.
A
Right
now
it
is
a
very
it
is
a
challenge
and
it
has
been
for
some
time
if
you
are
a
Spanish
certified
educator
in
our
region
across
our
region.
It
is,
it
is
a
seller's
market.
You
can
literally,
you
know,
place
your
find
your
location
here.
A
We
certainly
could
conduct
such
a
search,
Mr
gehardt,
and
ask
for
one
of
our
vendors
to
go
ahead
and
do
that.
But
I
have
not
I've
yet
to
see
a
vendor
who
specializes
in
just
finding
Spanish
speaking
certified
teachers
right.
It
would
be
a
vendor
that
just
provides
Subs
right
and
I
doubt
that
they
in
this
case
would
fare
any
better
than
with
districts
in
general.
Are
are
faring
with,
because
we're
all
trying
to
find
our
language
teachers
with
many
other
languages
going
away.
A
G
E
AA
AD
Yes,
I
would
just
like
to
say
speaking
on
this,
I
would
like
to
apologize
to
the
parents,
because
I
feel
we
failed.
You
also
I
would
just
like
to
say
I
see
the
program,
didn't,
isn't
a
success,
the
way
it
was
intended
to
be,
but
that
doesn't
mean
it's
a
total
failure,
because
if
you
don't
try,
you'll
never
succeed.
So
this
is
like
a
learning
curve.
I
mean
I.
I
can
understand.
We
never
did
this
before
maybe
going
forward.
We
can
build
upon
this,
but
and
I.
AD
Let
once
again
I
would
like
to
apologize
to
you,
because
you
have
the
children
invested
in
this
and
there's
some
way.
We
could
honor
Our
obligation
to
you
and
phase
this
out
some
way,
so
your
children
would
finish
and
just
end
the
program
and
and
restart
it
somehow
where
it
was
better
than
it.
We
delivered
you
and
that's
saying
you
want
to
stay
with
it,
even
though
we
realize
we're
failing
you,
so
that's
something
you
might
want
to
choose
to
opt
in
or
opt
out.
You
know
what
I'm
saying.
So,
that's
that's.
Z
We
have
one
more
for
Maria
Pfeiffer.
AE
My
name
is
Maria
Pfeiffer,
I'm,
a
Warminster
resident
and
parent
of
children
in
our
district,
not
necessarily
part
of
the
program.
I'm
sorry
I
wrote
some
notes,
as
the
presentation
was
going
I'm
an
educator
myself.
In
fact,
Dr
G
and
I
were
colleagues
back
at
our
time
at
North
Penn
and
as
such
I
pride
myself
in
being
a
fierce
advocate
for
teachers,
parents
and
students,
not
only
the
ones
that
are
in
my
classroom,
but
also
in
my
community,
especially
when
those
students
are
part
of
my
own
family.
AE
AE
So
I
was
taken
aback
to
hear
the
news
that
a
vote
would
be
on
the
agenda
tonight
to
end
the
program,
let
alone
that
some
of
the
parents
were
I'm.
Sorry,
some
parents
were
not
aware,
and
students
were
also
not
involved
in
this
conversation.
So
first,
like
the
other
parents
here
earlier
tonight,
I
would
also
like
to
request
rescheduling
of
that
vote
in
hearing
this
presentation.
I
understand
completely
what
has
been
explained
in
terms
of
the
insufficiencies
in
this
program's
preparation
and
implementation.
AE
When
it
comes
to
the
training,
materials
and
Staffing,
and
unfortunately,
it
seems
that
the
situation
could
have
been
prevented.
Instead,
it
seems
we
are
reacting
to
the
reality
that
has
unfolded,
which
means
the
program
is
potentially
up
for
a
vote
to
be
eliminated
in
many
situations,
I
do
understand
cutting
losses.
If
that's
what
has
been
determined
this
would
be,
but
given
the
nature
of
what
has
been
promised
to
students
and
parents,
I
think
it's
only
right
to
make
this
work.
AE
I'm
not
saying
this
is
some
Easy
feat
like
you're,
going
to
just
be
able
to
whip
these
resources
from
anywhere
or
time
money.
The
program,
race,
materials
Logistics
that
will
be
involved
in
making
this
happen,
but
I
do
think
that
these
children
families
are
owed
the
best
solution
rather
than
the
elimination
of
the
program.
AE
If
I
may
make
one
request,
it
would
be
helpful
if
there
could
be
a
new
presentation
for
parents
and
Guardians
that
would
include
quantifiable
data
that
will
provide
clear
and
objective
evidence
for
the
proposal
of
ending
the
program.
I
think
the
presentation
here
tonight
spoke
to
that
and
but
being
able
to
actually
see
the
numbers.
I
think
would
be
something
helpful
to
make
this
more
concrete
to
understand.
AE
Another
comment
that
I
would
just
like
to
add
is
I
was
kind
of
I'm
sorry
30
seconds,
surprise
about
the
behavioral
component
of
the
concerns
for
ending
the
program
like
I
said:
I've
been
a
teacher
and
I,
don't
think
anyone
who
has
ever
been
a
teacher
has
ever
been
in
a
class
that
doesn't
have
behavioral
programs
I
get
or
concerns
I
get
it
that
this
cohort
specifically
has
been
together
for
a
really
long
time
with
the
same
teachers
and
the
same
students.
AE
But
we
have
been
successful
because
of
our
parent
involvement
and
because
of
our
own
intrinsic
motivation
to
do
well.
So
we
chose
to
live
here,
knowing
that
we
could
make
sure
our
children
were
successful.
But
after
being
here
just
for
these
three
short
years
that
my
daughter
has
been
in
school
in
the
first
year
of
my
son
in
kindergarten,
I
hands
down,
truly
believe
this
is
the
place
to
be
because
of
all
the
innovations
that
are
happening
in
such
a
short
amount
of
time.
AE
D
Thank
you.
Madam
president,
we
did
have
a
finance
committee
meeting
and
I'm
going
to
ask
Mr
Greenwood.
We've
we've
gone
over
this
budget
12
times.
There's
very
little
has
changed,
there's
one
or
two
new
items.
The
rest
is
the
same
as
it's
been
so
if
he
could
just
highlight
what
the
new
items
are
that
we
maybe
haven't
heard
before,
and
then
we
can
go
from
there,
but
we
still
have
a
few
decisions
if
anybody
wishes
to
make
them.
D
We
are
currently
looking
at
a
budget
deficit,
not
a
budget
surplus
and
we're
trying
to
reduce
costs,
not
add
additional
costs.
So
with
that
in
mind,
I
would
just
ask
that
Mr
Greenwood
highlight
rather
than
go
through
the
34
pages
of
this
budget
again
for
nth
time,
just
highlight
and
he's
very
good
at
it
what
the
changes
might
be.
If
that's
all
right
with
you.
Madam
president,
thank.
AF
AF
B
AF
Stop
at
our
quote,
just
because
it's
important
as
Mr
Martin
shared
in
the
end
of
April,
the
board
approved
a
2.9
percent
proposed
final
budget
with
a
deficit
of
646
thousand
dollars.
That's
where
we
last
left
it.
I
will
jump
through.
Prior
to
that.
At
that
meeting
we
talked
about
things
that
were
still
being
uncovered
and
finalized.
One
of
those
was
our
health
care
plan.
The
health
care
plan
came
back
with
a
above
budget
by
10,
which
is
325
000,
which
increased
our
deficit.
AF
We
continue
to
evaluate
and
continue
to
reach
out
to
Folks
at
Keystone
to
better
identify
and
better
zero.
In
on
the
EIT
Revenue
expectations,
we
continue
to
meet
with
Folks
at
pasbow
and
understanding
what
the
Commonwealth
is
doing
with
regard
to
funding
education,
the
governor's
budget
is,
is
wonderful,
it's
a
very
large
as
pro-education
budget,
but
as
the
congressman
I
believe
his
name
was
I
forget
his
name.
It
was
here
in
April
as
well.
AF
Monroe
that
doesn't
his
work
doesn't
get
started
until
June,
which
is
unfortunate
for
school
districts,
because
we
need
to
know
that
now,
so
we
have,
we
have
assumed
a
a
part
of
Governor
Shapiro's
budget,
assuming
that
he
gets
78
80
percent
of
what
he
asked
for
above
that
we
would
have
some
we'd
have
some
benefit
to
that.
AF
The
idea
of
the
budget,
as
was
called
out
and
at
our
April
meeting,
was
really
a
look
at
these
ideas
right
and
and
presenting
them
to
you.
So
that's
why
I
stand
here
again
today
to
share
these
slides.
The
budget
is
a
a
part
of
the
board's
responsibility.
We
have
shared
a
number
of
these
slides
in
in
evaluating
different
reduction
opportunities.
We
shared
these
with
the
finance
committee
a
week
and
a
day
ago,
and
we
want
to
bring
it
to
the
board
at
large.
AF
So
these
we'll
skip
those-
and
this
is
the
list
we've
talked
about.
So
we've
shared
this
list
throughout
our
planning
period
as
late
as
February,
28th
and
I
will
just
quickly
step
through
them.
So
a
proposed
option
is
to
reduce
our
Safety
and
Security
plan
the
administration
and
put
together
a
proposed
Safety
and
Security
plan.
It
includes
the
SPO
Mr
Ward
who
joined
our
team.
It
includes
cyber
security,
professional.
AF
It
includes
security
guards,
a
change
from
our
monitor
program
to
full-fledged
security
guards,
ones
that
are
not
just
sitting
at
a
desk
signing
people
in
but
are
actively
moving
about
and
throughout
our
building.
That
would
look
like
two
people
at
each
Elementary
School,
one
signing
people
in
while
the
other
one
is
walking
about
and
that
they
can
switch
places.
AF
Similarly,
at
the
middle
school,
an
addition
of
two
of
them
at
the
high
school,
so
as
we
will
move
through,
I
will
collect
the
thoughts
at
the
end
this
has
been
out
and
shared
and
and
and
what
the
board
or
what
the
administration
had
proposed.
AF
Second
opportunity
was
to
reduce
the
increase
for
the
ACT
93
and
support
staff
per
that
our
act,
93
agreement
and
the
the
support
staff
agreement
that
went
in
last
year.
Those
both
include
included
that
the
District
administration
would
provide
to
the
board
these
Labor
Statistics.
So
we
have
shared
with
the
board
the
U.S
Bureau
of
Labor
Statistics
back
in
December,
the
very
first
budget
presentation.
AF
We
shared
the
increase
at
September
of
22,
and
that
was
the
number
we
carried
into
our
budget,
an
increase
of
3.7
percent
that
was
updated
in
January,
with
the
December
number
that
number
climbed
to
4.3
percent
and
most
recently,
is
it
4.4
through
March
labor
cost
in
the
labor
cost
index
is
a
key
driver
to
the
Act
One
index.
As
we've
talked
about
throughout
the
planning
period,
the
act
one
is
is
heavily
impacted
by
wage
inflation,
particularly
among
educators.
AF
So
an
opportunity
for
the
board
could
make
an
adjustment
to
that.
That
proposal
that
Administration
has
put
forward.
Is
that
it?
Oh
sorry,
staff
reductions
was
another
area
of
conversation.
Centennial
is
very
intentional.
With
regard
to
Staffing
is
discussed,
numerous
positions
are
mandated,
IAS
pcas,
the
district
doesn't
have
an
opportunity
to
say
yay
or
Nate
to
those
those
positions
come
with
IEPs
and
are
really
required
to
be
handled.
AF
There's
not
many
businesses
out
there
that
have
such
requirements,
whether
it's
the
municipalities
or
it's
a
for-profit
business,
not
many
companies
work
and
they
say
you
have
to
hire
these
people
and
we're
not
going
to
fund
them
for
you.
You
just
need
to
have
them
on
board,
so
education
is
different.
It's
important
that
we
all
know
that
you
can
look
at
our
from
20
October
of
2020
through
March
of
2023
we've
added
two
administrator
head
counts.
One
was
the
social,
emotional
and
academic
learning
coordinator,
and
the
second
is
the
student
services
mtss
coordinator.
AF
Those
are
really
driven
out
of
needs
and
to
remediate
audit
issues
that
we
have
encountered
throughout
our
planning
period
as
we
lurk
as
we
work
to
really
deliver
for
our
students
at
all
levels.
We
have
added
41
total
support
staff
positions
of
the
41
36
of
them
are
these
instructional
AIDS
additional
in
that
period
of
time
are
bus
drivers,
Food
Service
people,
groups
that
we
actually
hit
had
a
hit
to
right.
AF
We
really
lost
a
number
of
Staff
members
at
the
at
that
level
during
the
pandemic,
so
that
was
another
area
and
within
the
professional
ranks
we
added
23
teacher
professional
staff,
two
of
those
in
Behavioral
Health,
two
ELD
teachers,
five
elementary
teachers,
five
special
education
teachers
and
five
instructional
coaches
that
were
funded
through
our
Esser
plan,
again
really
trying
to
put
our
money
where
our
mouth
is
and
deliver
on
our
educational
promises.
AF
So
those
are
the
that
group
review
of
Elementary
class
sizes.
This
has
been
discussed.
We
discussed
it
at
the
finance
committee
meeting
as
well
and
and
how
one
goes
about
that.
AF
Currently
enrollment
is
defined
by
policy
K
to
one
class
sizes
top
out
at
25,
second
and
third
grade
top
out
at
27
and
fourth,
fifth
grade
are
for
29..
So
those
are
the
policy
driven
class
sizes
and
if
you
you
incremented
them
by
one,
you
could
save
in
each
level
you
could
save
about
145
000,
the
incremented
them
by
two
you
could
save
close
to
360
000
in
in
compensation
based
on
those
teacher
counts
another
opportunity,
not
that
I'm
recommending
that
Administration
is
not
recommending
that
we're
just
responding
to
to
the
requests.
AF
Student
Choice,
reduce
student
choice
right,
secondary
programming,
I,
think
student
choice
at
particularly
at
our
secondary
levels
has
has
been
a
fabric
and
a
part
of
Centennial
for
some
time
and
I
think
we
have
executed
that
very
well
at
the
at
the
high
school
level.
I
think
we
are
working
to
do
that
at
the
middle
school
level
and
it
it's
it's
an
understanding
right,
I,
don't
know
if
it
was
intentionally
shouted
out
when
we
went
down
that
road,
but
allowing
students
to
choose
their
path
inherently
creates
opportunities
for
smaller
class
sizes.
AF
So
those
that
is
a
a
byproduct
of
that
we
certainly
today,
if
class
sizes
are
too
small.
We
do
not
roll
those
programs
out
and
we
we
make
adjustments
to
that,
but
again
evaluating
our
programming,
similar
to
the
conversation
it
just
ensued.
Right.
Creating
these
opportunities
does
come
at
a
a
cost,
limiting
or
capping
the
buxomat
or
Bucks
County
Intermediate
or
not
the
middle
box.
Institute
of
Technology
excuse
me,
enrollment.
We
are
still
waiting
for
middlebox's
Budget
to
come
back
to
us.
AF
They
reviewed
it
as
we've
talked
about
over
the
past
couple
weeks,
the
financial
difficulties
that
they've
had
not
monetarily
but
in
in
managing
and
in
reporting
we're
expecting
to
see
their
their
budget
shortly.
I
emailed
Dr
Val
this
evening,
looking
for
an
update
on
that,
but
that
capping
that
enrollment
is
is
something
that
could
be
considered
it
as
well.
We're
spending
roughly
ten
thousand
dollars
per
student
for
the
students
that
we
enroll
at
mbit
and
that's
for
a
half
a
day
program.
AF
So
the
half
day
is
is
a
ten
thousand
dollar
fee
and
we've
certainly
increased
our
enrollment
at
middlebox,
as
a
number
of
schools
have.
AF
Reducing
the
number
of
bus
stops
and
routes
that
certainly
made
the
list,
although
I'm
not
certain
that
there's
a
mathematical
equation
as
much
as
I
would
love
to
find
one
to
saving
money,
I
think
wear
and
tear
on
the
buses.
If,
as
we
begin
to
limit
those,
but
more
so
create
better
efficiencies
and
less
crowded,
buses
would
certainly
be
a
byproduct
of
changes
to
those
routes
or
walking
zones.
AF
I
will
I
will
skip
that
and
I'll
come
right
back
is,
as
shared
earlier,
the
idea
of
adopting
a
structurally
unbalanced
budget
and
using
using
proceeds
and
surpluses
from
a
prior
year
to
sort
of
offset
those
deficits.
That's
certainly
not
a
habit
and
a
plan
that
we
would
Embrace
long
term,
but
you
know
understanding
that
was
also
something
that
that
we
shared
right
when
we're
able
to
take
some
some
proceeds
and
some
benefits
of
the
earlier
year
and
take
them
on
so
at
the
last.
AF
The
last
budget
meeting
right,
those
were
shared
Mr
Martin
asked
for
sort
of
the
the
meat
and
potatoes
of
it
right.
What
what
do
those
numbers
mean,
and
so
that's
what
we
came
back
to
try
to
deliver
for
for
him
and
for
for
all
of
you
as
board
members,
so
that
we
clearly
articulated
at
least
a
value
to
each
one
of
those
sort
of
decisions.
AF
B
B
B
Just
how
exciting
it's
going
to
be
in
June
I
mean.
Are
we
going
to
change
class
size?
No,
no.
Are
we
going
to
change
routes?
No.
Are
we
going
to
do
these
things
that
maybe
we
could
suggest
no
way
Jose
you
found
two
million
dollars
take
a
million
out
plug
it
still
buy
your
buses.
Thank
you
for
all.
You
do
I'm,
sorry,
I'm,
sorry,
but
I
I'm,
like
Mr
Martin.
If
I
hear
this
one
more
time,
I'm
gonna
blow
my
Breeze
out
and
I
know,
I
shouldn't
have
said
that
I
did
not
say
it.
D
Madam
President:
we
should
look
for
reductions
right
up
to
the
time
that
we
adopt
the
final
budget
and
just
I'd
say
we
have
all.
This
quote
unquote
found
money
most
of
it's
from
the
federal
government
which
goes
away,
and
if
you
want
to
have
a
difficult
time
next
year,
more
difficult,
that's
fine,
but
just
we
could
adopt
a
budget.
That's
what's
going
to
happen
correct.
If
we
don't
continue
to
try
to
find
reductions
where
they're
possible,
the
majority
board
doesn't
want
to
do
it.
That's
fine
with
me,
Mr.
B
B
B
D
B
B
You
break
me
up
operation
committee,
Mrs,
Sandusky,.
AG
B
I
think
we've
been
sitting
too
long
item
six
is
educated
student
services
committee,
Miss
cross
and
there's
a
long
list
of
items
for
you
to
read.
Yes,.
L
AG
Z
Z
Anybody
all
right,
then
so
I'll
save
those
for
last
and
we'll
do
them
separate
all
right.
Be
it
bizarre
that
the
Centennial
School
District
Board
of
School
director
6.2
a
approves
the
instructional
Coach
K
to
12
science
and
technology,
job
description
and
position,
effective,
July,
1st
2023.
This
is
the
repurposing
of
existing
position.
There
is
no
additional
cost
to
the
district.
Z
6.2
C
approves
a
quote
from
journeyed.com
for
the
renewal
of
adobe
sign,
Adobe,
Creative,
Cloud
and
Adobe
license
licenses
for
district
devices.
District
costs
not
to
exceed
twenty
thousand
one
hundred
twenty
three
dollars
and
ninety
five
cents
approves
a
memorandum
of
understanding
between
the
Centennial
School
District
and
the
Vita
Educational
Services
for
collaboration
for
adult
literacy.
Services
no
cost
to
the
district.
E
Z
G
L
I
just
want
to
ask
a
question
and
I
just
really
would
I'm
just
asking
for
a
very
short
answer.
If
somebody
could
tell
me
what
is
nearpod,
your
pod.
L
AA
If
I
can
not
to
belabor
things,
but
I
do
want
to
give
Mr
rutz
a
shout
out
with
this
list
board
you're
going
to
be
getting
in
this
week's
weekly
update
the
work
Joe's
been
doing
with
his
team
to
really
analyze
usage
of
a
lot
of
these
tools
that
we
accumulated
during
the
pandemic,
with
some
of
the
decisions
that
his
team
has
made
this
year
around
these
resources,
we're
able
to
save
about
sixty
thousand
dollars
in
our
budget
by
not
spending
it
in
order
to
really
streamline
and
do
a
more
focused
job
and
you
buy
the
resources
we're
actually
using
so
I
just
want
to
give
Joe
and
his
team
a
shout
out
for
really
spending
the
time
to
focus
on
that
return.
AA
On
investment
return
on
instruction
with
you
know.
During
the
pandemic,
we
accumulated
a
lot
out
of
need,
but
now
we're
starting
to
really
trim
down
tools
that
are
redundant
or
tools
that
teachers
just
aren't
using
so
shout
out
to
him
for
helping
to
Mr
Martin,
save
some
some
money
in
there
to
help
with
the
budget.
E
Z
Aye
any
Nays
or
extensions
okay:
this
is
broncato
I'm
ready
for
the
next
one.
Oh
okay
motion
passes
all
right:
6.2
G,
be
it
resolved.
The
Centennial
School
District
Board
of
school
directors
approves
their
curtailment
of
the
Dual
language
program
at
McDonald,
Elementary
School,
effective,
June,
10
2023
can
I
get
a
second
second.
L
All
right,
Mrs
brancato
I'd
like
to
make
a
motion
to
table
this
until
we
give
the
parents
the
opportunity
to
even
know
what's
going
on,
because
some
of
them
have
not
even
heard
this.
This
news
so
I
think
we
need
to
give
them
at
least
that
respect
before
we
vote
on
this.
G
L
B
Z
G
G
Z
D
D
Z
Z
All
right,
so
the
motion
is
that
this
is
going
to
be
tabled
until
June
13th,
when
parents
Community
everyone
involved
can
be
have
sufficient
notification
and
discussion.
So
can
we
put
a
vote
on
that?
Maybe.
G
B
Options
I
think
I
would.
P
B
B
AD
AD
D
Martin,
please
thank
you
so
much,
there's
six
items
in
the
finance
committee
three
or
present
for
information
three
or
four
action.
Anybody
one
of
these
pulled
or
changed
now,
hearing
none
7.1.
L
No
I
was
just
going
to
challenge.
Mr
I
was
just
gonna
challenge
you
to
say
this
fast
as
you
possibly.
D
L
B
D
Martin
I'm
not
going
to
watch
it
7.1
presented
for
information,
a
Pennsylvania's
School
liquid
asset
fund
monthly
report,
7.1
B,
the
Consumer
Price
Index
and
7.1
C
to
Homestead,
slash,
Farmstead
exclusion,
property
tax
relief
for
information
now
for
approval,
be
resolved.
AD
One
one
question
on
7.2:
C
can
I
just
ask
you:
what
are
them
two
Vans
being
used
for.
AD
So
would
that
be
included
in
the
five
bosses
we're
looking
at
too.
AF
AD
D
AG
B
I
have
one.
Graduation
is
June
7th,
and
this
ends
an
era
of
my
family
of
three
sons,
one
daughter-in-law
two
grandchildren
and
my
granddaughter
graduating
on
June
7th.
So,
ladies
and
gentlemen,
we
have
to
pray
that
I
have
a
great
grandchild
to
continue
on.
Thank
you
not
going
to
happen
a
lot
of
boys
in
that
family,
okay,.
AG
Quickly
to
refer
back
to
the
science
curriculum
thing
earlier,
Hands-On
learning
and
engaging
education
experiences
in
the
interest
of
transparency
I'm
in
the
I'm
on
the
board
for
Craven
Hall,
Historical
Society,
but
I
bring
it
up
because,
besides
being
a
frequent
place
for
field
trips
in
the
former
home
of
Centennial
classes
and
administrative
offices
sent
Craven
Hall
hosts
the
annual
Middle
School
stem
class,
Steamboat
Race
each
spring
yeah,
and
that
happened
just
this.
After
just
this
morning
and
afternoon,
Klinger
and
Long
college
we're
back
again
to
compete.
AG
Mr
deisler,
Mr
Edney
brought
the
brilliant
young
Engineers
over
once
again
and
we
offer,
of
course,
pizza
party
and
snacks
for
the
kiddos
and
it's
always
a
fun
time.
A
friendly
competition
and
this
year,
Klinger
won
so
taking
the
three-year
Title
reign
of
Log
College
down
they'll
be
added
to
our
official
plaque
and
it's
great
I
look
forward
to
next
year
already.