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A
B
A
C
Was
it
all
right,
so
tonight's
Workshop
is
going
to
focus
on
how
tax
dollars
support
learning.
C
Our
mission,
vision
and
belief
statements,
which
I
hope
you
will
see
we
are
using
as
our
North
Star
and
working
to
keep
the
main
thing.
The
main
thing
for
all
of
our
students,
the
building
Block's
Focus
tonight,
is
really
on
a
high
level
of
collaboration
and
communication
sharing
where
we
are
in
the
process
throughout
our
norms
and
expectations
as
shared
in
our
previous
presentations.
Our
Focus
remains
on
values
and
aspirations.
C
The
budget
timeline
we
are
at
the
February
7th.
This
is
the
second
budget
work
session.
How
the
budget
supports
student
learning
you'll
see
that
the
February
15th
deadline
is
been
crossed
off,
as
the
board
approved
the
opt-out
resolution,
which
makes
the
15th
deadline
know
and
void,
and
that
the
any
tax
increase
is
limited
to
the
Act
One
increase
and
a
note.
A
final
note
is
anyone
who
did
receive
a
homestead
application
in
the
mail.
C
C
You
could
get
the
application
at
the
assessment
office
as
well.
Okay
and
I
believe
you
could
get
it
online
at
the
district
website.
I
will
check
that,
while,
while
we're
in
move
the.
D
Assessment
office
is
at
the
administration
building
55
East
Court
Street
on
the
fifth
floor
or
sixth
floor.
Excuse
me
thank.
C
Sure
sure
I've
added
to
this
slide,
which
we've
shown
before
the
independent
fiscal
offices
forecast
for
act
one
in
the
next
three
preceding
years.
So
the
FY
25,
26
and
27
you'll
see
that
the
independent
fiscal
office
is
forecasting
an
increase
to
the
4.1
next
year
of
4.5
in
the
24-25
year,
down
to
four
percent
in
25
26
and
then
at
3.8
percent
in
26
27..
So
the
the
Act
One
it
continues
to
to
be
relatively
High
and
certainly
at
its
highest
level.
C
Since
you
know
the
2008
nine
year
and
and
it's
largely
due
as
we've
shared
in
discussing
act,
one
largely
due
to
the
strong
growth
in
Statewide
average
weekly
wages,
which
account
for
half
of
the
the
calculation
so
as
earnings
increase.
That
is
putting
pressure
on
the
ACT
one.
C
So
this
just
shows
that
future
and
as
we
will
get
into
into
the
discussion
tonight,
looking
at
our
curriculum
in
in
when
the
district
aligned
with
the
Common
Core
Curriculum,
really
starting
in
2019
in
the
1920
year
and
just
as
a
point
since
then,
we've
actually
been
operating
below
the
act.
One
as
we've
talked
about
this
slide
just
shows
the
update.
You
can
see
the
Act
1
increases
assumed
across
the
top
of
this
slide.
I've
now
updated,
25,
26
and
27
with
the
ifo
forecast,
and
that
is
driving.
C
C
C
C
The
assumptions
that
are
included
in
this
current
model
in
our
current
plan,
some
of
these
we've
gone
through
some
of
these
I,
just
want
to
make
sure
that
it
is
clearly
understood.
We
have
a
full
step
increase
at
the
start
of
the
23-24
school
year
for
all
members
who
are
on
the
salary
Matrix
a
0.95
increment
increment
to
that
Matrix,
and
that
includes
the
0.2
percent
return.
That
was
a
part
of
the
the
redone
and
the
their
contract
that
we
redid
in
2020.
yeah.
C
C
Okay,
the
the
budget
plan
does
not
assume
any
changes
to
our
class
sizes
to
policy
126
and
its
related
ARS.
There's
no
change
in
in
the
assumptions
around
class
size.
There's
no
changes.
Programmatic
changes
to
our
secondary
course
offerings.
So
the
courses
that
we
are
planning
the
educational
model
that
we
are
running,
we
are
Contin
that
is
consistent
in
our
current
plan.
C
The
admin
and
support
staff
increase,
which
has
been
shown
before
is
in
line
with
the
U.S
Bureau
of
Labor
Statistics
at
3.7
percent,
based
on
the
feedback
of
our
board
meeting
earlier
this
school
year.
At
our
safety
and
security
briefing,
the
preliminary
budget
does
include
re-establishing
a
district-wide,
Safety
and
Security
position
that
would
centralize
related
responsibilities
and
improve
proactively
our
security
efforts
that
it
would
include
a
school
police
officer.
It
could
include
two
school
resource
officers
and
additional
roaming
security
officers.
C
C
C
The
resource
offices
are
split
with
the
municipality,
so
I
believe
we
are
assuming
about
eighty
thousand
dollars
each
for
those
I
think
they
are,
their
compensation
would
be
split,
we
would
have
one
from
upper
Southampton
and
one
from
Warminster
and
the
school
police
officer,
salary
I,
think
is,
is
a
little
bit
higher
than
that,
and
this
includes
benefits.
C
C
Yes,
thank
you
very
much
Dr
Betten,
so
that
that
is
is
a
key
to
that
process
right
so
that,
before
the
the
townships
would
would
sign
on
for
that,
they'd
want
to
know
that
that's
not
an
in
and
out
position.
We
don't
think
it's
great
this
year
and
not
great
next
year,
right
so
they're
going
to
hire
a
person
they're
going
to
staff
to
that,
and
they
would
certainly
be
looking
for
that
longer
range
commitment
for
that
RSO
position.
Sro
position.
Excuse
me
excuse.
E
Yes,
all
the
fringe
benefits.
Would
they
then
be
paid
by
the
township.
C
The
the
specifics
on
the
math
I
would
need
to.
We
need
to
shore
up
I'd.
Imagine
that
we
would
pay
our
half
to
the
township
to
that
municipality
and
they
would
never
pay
them
through.
E
Right
right,
if
you
recall
the
the
salary
and
benefits
or
the
number
given
to
us
by
the
Chiefs
and
those
people
are
a
part
of
their
own
employee
bargaining
unit,
so
everything
will
still
run
through
them.
We
will
be
paying
them
our
portion
of
the
contribution
to
the
township,
assuming
that
Township
even
agreed
to
do
and.
C
G
Mr
Greenwood:
yes,
how
many
school
security
officers
and
what's
the
salary
benefit.
C
For
them,
I
believe
we
had
eight
security
officers
and
I
think
that
salary
is
is
a
support
staff
salary
that
ranges
between
18
and
20
dollars
an
hour
thanks,
Mr.
A
Greenland,
yes,
in
the
past,
when
we
had
the
police
officer
in
the
school
district,
pardon
me
wasn't
that
money
also
that
came
from
the
federal
government,
50
50
cut.
C
H
C
C
C
C
That
those
capabilities
to
arrest
and
so
forth
and
then
to
Resource
Office
school
resource
office
so.
H
H
G
Is
that
true
yeah,
so
what
it
would
be
is
a
school
police
officer
is
exactly
the
same
as
a
talent
show
police
officer,
they're
certified
by
the
Commonwealth
as
a
police
officer,
it's
just
instead
of
being
employed
by
the
township
they're
employed
by
the
district.
All
right,
thank
you.
Mr
goodheart.
E
C
H
Yes,
so
so
then
my
other
question
is
do
so
all
three
of
those
officers
are
licensed
to
carry.
Is
that
correct,
correct
and
they
would
be
carrying?
Obviously.
E
Spo,
it
would
be
the
board's
decision,
but
yes,
they're
all
able
to
carry
a
school
resource
official
would
be
in
their
normal,
uniform
and
have
to
be
in
their
uniform.
Township
municipality
will
not
have
a
SRO
working
in
a
school
and
not
be
in
uniform
in
our
full
year.
Spo
by
code
is
the
employee
of
the
district.
That's
the
only
difference.
H
A
E
We
can't
approach
them
unless
we
know
the
board
is
willing
to
do
it.
We've
had
a
meeting
with
the
Chiefs
to
make
sure
they
were
okay
with
it
and
gave
us
information,
but
they,
you
know
they're
bored
in
their
Township.
There's
the
meeting
that
night
as
well
as
in
a
previous
meeting.
We
would
not
approach
them
without
the
go
ahead
from
the
board
correct
to
have
that
conversation.
So
we
have
not
had
any
meetings
with
the
elected
officials
no,
but.
C
There
we
go.
Thank
you,
while
I
don't
want
to
spend
a
lot
of
time
on
this
slide.
It
is
intended
really
to
show
how
difficult
it
is
when
we
try
to
judge
ourselves
against
neighboring
districts
where
real
estate,
values
and
and
their
tax
base
are
not
really
comparable.
So
this
chart
shows
Centennial
the
neighboring
districts
that
touch
Centennial,
so
Centennial
Central
box,
Council,
Rock
and
Neshaminy,
and
you
can
see
the
assessed
value
at
Centennial
is
563
million
dollars
that
assessed
value
at
Central.
C
A
Don't
mind
please:
when
you
take
Central
box
I
said,
for
instance,
some
of
their
houses.
Many
of
their
houses
are
seven
eight
hundred
thousand
dollars
their
new
construction.
That's
a
lot
of
tax
dollars
with
new
constructions.
You
know
that
yep
warm
is
super.
Se
I
won't
talk
about
South
Hampton
Mr
Martin
can
do
that.
A
A
C
Yep
and
again
I
I,
it's
not
a
slide.
I
want
to
spend
a
lot
of
time
on
I'm,
just
sharing
it,
because
you'll
hear
comparisons
being
made
right
and
and
it's
sort
of
an
unjust
comparison
to
to
your
points
that
you're
you're,
making
Mrs
Lynch.
E
Yes,
Mr
Smith
Lynch.
You
actually
made
the
point
of
the
slide.
That
is
exact
point
of
the
slide.
What
you
just
said,
that
is
a
it,
is
erroneous
to
compare
our
district
with
the
resources
that
exists
with
property
value
and
business
development
and
and
the
tax
millage
comparison.
So
you
just
said
exactly
what
the
point
of
that
slide
is
to
show.
C
You,
okay
and
then,
as
the
title
slide
indicated,
we
want
to
really
provide
some
historical
context
to
our
educational
model
here
at
Centennial
and
the
work
that
we're
being
done
is
being
done
to
improve
our
outcomes
so
from
there
I'm
going
to
turn
it
over
to
Dr
Betten.
E
Part
of
what
we
shared
previously
in
the
budget
conversations
is
the
return
on
investment
that
public
education
presents
and
I'm
not
going
to
read
this
to
anyone,
but
the
research
that
was
released
by
Penn
State
several
years
ago
go
back
to
the
previous
Slide.
The
first
layout
is
that
fact
that
the
higher
the
education
of
the
community,
it
actually
has
a
positive
impact
on
Civic
and
political
participation
from
that
Community
they
tend
to
be
participating
more
in
voter
and
volunteerism,
as
well
as
make
better
informed
decisions.
E
E
Education
and
employment,
we,
the
research,
has
shown
that
it
has
a
dramatic
economic
benefits
for
the
individual
and
a
high
school
graduation
has
been
historically
the
foundation
of
opportunity
for
post-secondary
opportunities.
In
fact,
there
has
been
a
big
movement
to
actually
push
farther
away
from
now.
The
idea
that
everyone
has
to
have
a
degree
and
look
more
at
the
skills,
trades
and
abilities
learned
at
the
high
school
level
as
well
as
mbit,
and
also
the
community
college
or
skill
and
trade
schools.
E
It
has
a
direct
impact
on
our
community
with
regards
to
it's
the
best
opportunity
to
reduce
the
crime
and
its
cost
on
society
by
levels
of
criminal
activity
in
our
community
are
generally
lower
when
the
level
of
education
is
higher
and
the
end
result.
The
Bureau
of
economic
research
has
said
for
every
one
dollar
spent
on
school
funding
a
person's
property
value
increases
by
20..
So
the
point
of
those
two
slides
is
that
anytime,
we
are
addressing
our
educational
system
and
improving
the
quality
of
student
learning
and
their
outcomes.
E
Each
year,
a
research
is
done
about
the
trends
that
are
happening
in
K-12
education.
The
first
Trend
number
one
is
about
the
fact
that
leaders
have
to
make
strategic
plans
and
meaningful
action,
which
I
will
tell
you
that
what
we
have
been
doing
since
2019
aligns
with
that.
E
The
second
of
the
five
major
trends
that
were
articulated
for
2023
was
the
urgency
around
academic
recovery
has
heightened
and
that
the
focus
on
high
quality
and
structural
design,
and
what
you
will
see
is
that's
exactly
what
Centennial
has
been
doing
when
this
was
released.
This
year,
we
were
pleasantly
happy
to
see
that
these
five
Trends
actually
align
with
what
is
already
happening
in
Centennial.
In
fact,
next
slide.
E
When
you
think
about
the
leaders
and
their
strategic
plans,
it's
a
meaningful
action.
There
are
some
really
core
aspects
of
that
next
slide.
E
You
know
we
have
to
think
about
the
the
new
leaders
that
we're
inheriting
out
data,
strategic
plans
and
mission
statements
and
other
things
like
that,
but
we've
updated
our
mission
statements
we're
working
on
our
comprehensive
plan,
which
actually
is
what
the
district
uses
for
strategic
planning
the
gaps
that
we
have
identified,
provide
unique
opportunity
for
us
to
work
with
our
school
board
and
Community
to
reimagine
the
district
which
we
are
doing
as
well
as
we
actually
reimagined
our
middle
schools
next
slide.
I
I
We
are
here
to
talk
about
I'm
here,
to
share
on
behalf
of
the
office
as
Mr
Greenwood
mentioned
in
his
opening
slides
tonight's,
about
high
levels
of
collaboration,
communication,
which
is
one
of
the
building
blocks
of
high
performing
schools
and
we're
here
to
share
We've
you've
heard
us
use
the
term
Roi
right
return
on
investment
and
return
on
instruction.
Really
we're
here
to
help
share.
I
You
know:
has
the
money
been
that
we've
been
spending
on
these
recovery
efforts
the
past
few
years?
Is
it
working?
So
that's
what
we're
here
to
talk
about
right.
This
first
slide
kind
of
gets
to.
You
know
we're
talking
about
two
big
areas.
I
Tonight,
one
alignment
of
our
programs
and
two
the
pandemic
and
the
impacts
both
of
those
have
had
on
student
outcomes
for
those
who
have
been
on
the
board
for
a
few
years
since
I've
been
here,
Dr
Ben's
been
here,
Mr
Greenwood
and
the
current
team
we've
shared
the
struggles
that
that
we
faced
as
a
district
in
the
past,
and
so
you
know
some
of
the
challenges
we
have
faced
in
the
work
we're
doing
to
help
get
caught
up.
I
What
we're
currently
doing
and
what
we
need
to
do
moving
forward
is
going
to
be
a
focus
these
next
few
slides.
This
particular
slide
touches
on
a
little
bit
of
the
past,
as
well
as
the
present
to
remind
everybody,
because
this
is
public
on
our
website.
We've
talked
about
this
in
Prior
meetings,
but
just
to
kind
of
recontextualize.
What
one
of
our
major
challenges
has
been
here
in
Centennial
is
the
lack
of
alignment
to
the
Pennsylvania
core
standards
going
as
far
back
as
2010.
I
The
Pennsylvania
Department
of
Education
shifted
away
from
an
old
set
of
Standards
to
a
new
set
of
standards
for
math
and
reading
and
English
language
arts.
The
new
standards
were
more
rigorous,
they
were
built
around
more
Future,
Ready
skills
and
more
critical
thinking,
and
then
right
after
that,
2010
or
11
adoption.
They
changed
up
the
state
assessments
to
match
those
new
outcomes,
so
they
gave
districts
about
a
four-year
window
to
get
adjusted
to
and
plan
for
that
transition.
I
And
if
you
look
at
the
bar
chart
or
the
line
line
graph
on
the
right
excuse
me,
we
started
tracking
for
you
all
and
put
into
a
visual
where
our
achievement
was
prior
to
the
new
standards.
So
if
you
look
at
and
we're
just
going
to
focus
on
the
blue
line
right
now,
which
is
our
math
pssa
scores
prior
to
the
new
prior
to
2010
or,
excuse
me
14
15,
which
is
when
the
new
assessments
were
given.
We
were
scoring
pretty
consistently
in
the
70s
80s.
I
You
know
not
too
bad
considering
you
know
where
we
were
as
a
district.
Unfortunately,
in
the
four
years
between
2010
and
2014-15,
we
did
not
make
the
adjustment
and
the
alignment
in
our
resources
to
the
Pennsylvania
core
standards.
Our
scores
dropped.
If
you
look,
our
math
scores
dropped
about
40
50
over
a
two-year
period,
our
reading
dropped.
I
What's
that
the
standards
changed
and
and
we
we
didn't,
we
did
not
make
that
adaptation
right,
and
so,
if
you
look
and
again,
we
had
a
lot
going
on.
We
were
consolidating
schools
and
we
had
talked
about
this
in
Prior
prior
meetings
the
past
couple
years,
so
we
are
for
secondary
mathematics.
It
took
us
nine
years
to
get
aligned
with
a
proper
resource
in
order
to
address
the
new
learning
outcomes.
It
took
us
10
years
for
Elementary
10
years
for
elementary
math.
I
Excuse
me:
we
had
some
foundational
skills
in
there
for
a
while
moved
away
from
them.
We're
now
back
to
them
our
English
program,
while
it
was
quote,
unquote,
aligned
a
couple
years
after,
as
we
found
out
later
down
the
road.
Some
of
those
newer
programs
didn't
really
readjust
their
their
build.
They
just
sort
of
put
some
supports
in
and
said
yeah
we're
aligned
but
turned
out
they
really
weren't
and
so
now
for
secondary
reading.
I
I
Prior
to
the
pandemic,
we
had
a
lot
of
catching
up
to
do
over
a
nine
to
13
year
span
of
getting
our
resources
fully
aligned
to
the
new
outcomes.
Getting
the
professional
development
in
place.
One
positive
outcome
of
the
pandemic
was:
we
were
given
additional
resources
through
us
or
funding
to
be
able
to
address
these
needs
now.
I
Obviously,
that
money
was
given
to
address
The
Unfinished
learning
from
the
pandemic,
because
even
if
you
look
a
little
bit
farther
to
the
right
on
the
chart,
we
had
stabilized
a
little
bit
of
our
achievement,
but
then
the
pandemic
obviously
had
a
large
impact
on
finished
learning
a
year
and
a
half
of
being
home
virtual
hybrid.
You
know
sort
of
back
and
forth
between
zoom
and
in
person.
So
you
know
we
talked
about
this
I
believe
a
year
ago.
I
You
know
you
would
never
want
to
say
you
know
we
were
lucky
in
any
sense
than
the
term,
but
one
of
the
benefits
of
getting
the
money
post
pandemic
was.
We
could
address
The
Unfinished
learning
from
the
pandemic,
as
well
as
the
lack
of
alignment
and
and
the
struggle
we
had
had
prior
to
the
pandemic
and
trying
to
get
ourselves
caught
up.
I
I
What's
that
which
leads
to
Trend
too
right,
which
we
had
talked
about
and
you'll
see.
This
highlighted
in
the
data
that
we're
sharing
is
urgency.
Around
academic
recovery
really
heightens
the
focus
on
instructional
design,
and
that's
where
we've
been
for
the
past
few
years,
so
jumping
ahead
here,
look.
E
Yeah
sorry
about
the
Anthony,
but
did
you
want
to
highlight
now
you've
covered
it
that
urgency
and
I
think
the
important
thing
is
that
the
work
that
we're
doing
also
I
think
is
on
the
slide
before
or
after
that,
where
the
CSD
was
actually
featured
in
the
National
publication.
That's
right
here
they
are
highlighting
the
work
that
we
have
been
doing
that
we
actually
were
listed
as
a
spotlight
and
an
example
of
the
work
that
was
around
urgency
of
academic
recovery.
E
So
the
things
that
we
are
doing
here
in
Centennial
was
pushed
out
to
districts
all
across
the
country
as
an
example
of
work
to
focus
on
high
quality
and
structural
design.
Yeah.
I
And
one
of
the
key
pieces
of
that
taking
a
look
back
at
this
slide
is
highlighting
the
critical
need
to
improve
high
quality
tier
one
Core
Curriculum,
which
means
the
basic
General
Ed
curriculum
that
all
students
receive
and
going
back
a
few
slides.
That's
where
our
alignment
wasn't
really
in
place
for
a
little
bit
of
time
after
the
shift.
I
This
slide
also
highlights
how
long
this
could
potentially
take
right.
You
know
covet
hit
pandemic
hit
in
the
spring
of
night.
I
was
20..
We
had
that
hybrid
model
throughout
the
2020
2021
school
year,
we've
been
back
in
person
now
for
the
past
year
a
year
and
a
half.
I
However,
if
you
take
a
look
at
the
student
cohorts
down,
the
left
during
the
pandemic
is
the
middle
column,
so
our
current
first
graders
were
a
year
or
two
around
Pre-K
during
the
pandemic,
and
if
you
go
right
down
the
list,
our
current
12th
graders
were
in
grade
nine
when
the
pandemic
hit.
I
So
you
had
a
year
and
a
half
of
interrupted
learning
where
students
were
impacted
academically
socially
emotionally,
and
that
was
the
combination
of
the
full
shutdown
in
the
spring
of
20,
as
well
as
that
hybrid
virtual,
that
we
had
two
years
ago
during
20
20
21..
The
point
of
this
is
just
because
we're
a
year
and
a
half
we're
eventually
going
to
be
two
years
quote
unquote
out
of
the
pandemic.
I
We
still
have
students
for
the
next
12
years,
traveling
through
our
school
system,
who
had
a
year
and
a
half
of
interrupted,
learning
and
unfinished
learning.
How
long
will
those
effects
last?
What
does
that
look
like
in
terms
of
what
we're
trying
to
do
to
support
and
close
those
gaps?
Is
really
the
question
we're
trying
to
get
to
today,
but
we
know
that
for
the
next
12
years,
we're
going
to
have
students
that
have
some
Gap
and
some
unfinished
learning
somewhere
along
their
way
that
we're
going
to
have
to
address.
I
How
did
we
address
that?
This
goes
back
to
that
Trend
too,
and
urgency
around
academic
recovery,
with
a
focus
on
design.
The
first
slide
is
a
list
of
curriculum.
Supports
resources,
stuff
right
foundations,
kids,
to
help
with
our
early
readers
geodes.
If
you
remember
approving
those
about
two
years
ago,
those
were
the
the
decodable
readers
that
we
had
for
our
early
student
grades.
We
had
to
buy
manipulative
kits
to
support
our
math
adoption
for
K-5,
social,
emotional
and
academic
learning
resources.
I
Professional
development
both
for
online,
as
well
as
social,
emotional,
academic
learning,
focused
our
summer
programming.
Our
Panther
Cubs
program,
which
has
been
highly
successful,
which
you'll
hear
about
in
about
another
board
meeting
or
two
you
know,
has
been
a
really
great
way
for
our
K-5
students
to
close
some
gaps
over
the
summer
prior
to
coming
back,
because
those
were
students
that,
in
these
early
early
years,
were
impacted
and
we're
trying
to
get
them.
I
School
ready,
both
not
only
academically
but
a
lot
of
what
we
dealt
with
that
first
year
or
two
back
was
just
socially
students,
not
understanding
how
to
act
and
function
in
a
school
right.
Walking
lines
sit
in
the
classroom
either.
There
was
just
a
lot
of
social,
emotional
and
behavioral
challenges
that
our
students
faced
along
with
that.
I
Our
second
big
efforts
were
built
around
people
positions
right,
and
this
has
been
an
ongoing
conversation
in
the
room,
adding
an
instructional
coach
to
help
out
at
our
elementary
level,
which
was
really
hard
hit
in
terms
of
not
being
aligned,
as
well
as
throughout
the
pandemic,
adding
student-facing
Specialists
to
support
our
gaps
in
mathematics
that
we
were
facing
General
Ed
teachers
for
English
language
development.
You
know
our
ELD
population
is
growing.
I
We
have
to
add
a
teacher
there,
adding
power
Educators
to
help
support
our
ELD
students,
adding
coordinators
at
at
the
admin
level
to
help
support
for
digital
online
learning,
for
ELD,
for
social,
emotional,
academic
learning,
so
ELD,
English
language
development,
adding
counselors
to
help
support
our
students
for
issues
around
alcohol,
drug
and
tobacco
use
and
mental
health
I
mean
these
were
all
supports
right
A
lot
of
these,
especially
the
academic,
focused
ones.
Again.
We're
needs
pre-pandemic
because
of
the
13th,
the
9
to
13
years.
I
It
took
us
to
get
aligned
the
pandemic
accelerated
and
added
to
those
already
existing
needs.
So
these
are
all
supports
of
what
we've
been
spending
our
money
on
and
as
Mr
Greenwood
shared
over
and
over
through
our
Esser
funding.
92.6
percent
of
the
Esser
money
has
been
focused
on
these
instructional
efforts.
Right
really
keeping.
As
you
hear
Dr
Bennett
say
the
main
thing,
the
main
thing,
which
is
teaching
and
learning,
and
really
focusing
our
efforts
on
helping
to
close
the
gaps
from
the
alignment
challenges
as
well
as
the
pandemic.
I
So,
and
if
you
look
at
our
mission,
we
are
living
our
mission
right
now
as
a
as
a
district
right,
implementing
a
coordinated
articulated
academic,
athletic
and
arts
program
that
provides
instruction
aligned
with
Pennsylvania
academic
standards.
We
are
making
decisions
around
resources
and
around
Personnel
aligned
to
our
mission
to
help
improve
student
outcomes,
so
there
there
is
an
urgency
that
teaching
and
learning
matters,
reading,
Specialists
matter,
math,
specialist
matter,
instructional,
coaches
matter,
coordinator
positions
for
seal
online
learning,
English
language,
science,
development.
It
matters
our
special
education
department
matters.
I
The
collaboration
you've
heard
Mrs
Bolton
talking
a
lot
of
these
meetings
about
how
much
we're
working
with
student
services
these
days,
making
joint
decisions
around
curriculum,
around
assessments
around
programming
and
at
the
end
of
the
day
as
I
started.
This
with
this
is
really
about.
Are
we
getting
a
return
on
our
investment?
Are
we
getting
outcomes
based
off
the
money?
I
We're
spending
and
I
think
you'll
be
pleased
with
the
results
so
far,
I
will
say
that
it
took
us
nine,
just
taking
us
9
to
13
years
to
get
caught
up
to
the
state,
so
the
pssa
data,
the
Keystone
data-
we're
not
there
yet,
but
we
now
have
aligned
consistent
systems
and
programs
for
assessment
internally.
I
That
will
help
show
that
we're
well
on
our
way.
We
have
the
big
in
Feb,
February,
28th
board
meeting
will
be
the
status
of
student
academic
performance
a
little
bit
more
in
detail
a
little
bit
more
comprehensive.
What
we
were
thinking.
We
would
give
you
guys
sort
of
a
little
bit
of
a
little
bit
of
a
teaser
tonight,
so
that
you
see
that
we
are
the
money
that
you're
spending
as
a
district
taxpayers
are
spending
that
we're
spending
is
actually
getting
us
results.
I
So
this
is,
what's
called
an
mtss,
a
multi-tiered
systems
of
support,
tiered
pyramid
tier
one.
There
are
students
considered
at
or
above
grade
level
right.
So
that's
like
your
gen,
your
Core
Curriculum
in
a
typical
nationally
normed,
a
typical
pyramid
runs
at
about
75
to
80
percent
of
your
students
should
be
at
or
above
grade
level
in
your
classes,
a
tier
two
students
that
are
typically
one
grade
below
grade
level
in
a
in
a
tiered
model.
I
There's
about
15
to
20
percent
of
your
students
are,
in
that
tier
two,
only
about
a
grade
level
below
and
then
tier
three
students
who
are
two
or
more
grade
levels
below
roughly
within
your
whole
population,
you're.
Looking
at
five
to
ten
percent.
Okay,
how
is
that
addressed?
Tier
one
is
addressed
through
your
General
Ed
curriculum,
your
Core
curriculum
right
are
Eureka.
Math
are
the
written
wisdom,
curriculum
Network
report,
we're
going
to
be
bringing
forward
this
spring,
the
springboard
College
Board,
Eli,
springboard
Ela
program
for
secondary
English,
CPM,
mathematics,
college
preparatory
mathematics.
I
Tier
two
is
handled
through
a
variety
of
of
small
group
interventions.
You'll
hear
us
talk
a
little
bit
about
I-Ready
data
IXL
data.
These
are
assessment
platforms
that
help
us
to
figure
out
where
our
students
are
and
then
how
to
provide
those
interventions.
Then
tier
one
tier
three
are
more
individualized
needs
and
interventions
that
way.
So
here's
where
we
are
at
this
point
in
the
year
with
our
reading
data
grades,
K
to
eight
for
iready
I-Ready,
is
one
of
the
assessment
platforms
that
we
purchased
last
spring
to
implement
this
year.
I
There's
a
statement
at
the
bottom
from
the
Ohio
School
District,
Chief
academic
officer.
That
says,
when
half
of
your
students
are
receiving
tier,
two
or
Teresa
support
tier
2
or
tier
three
supports
that's
when
you
know
you
have
a
tier
one,
instructional
programming
challenge
problem
issue,
so
we
can
going
back
to
the
earlier
slides
we're.
Finally,
getting
our
tier
one
caught
up,
we've
started
to
get
it
caught
up
in
a
line
since
2019,
then
the
pandemic
hit.
So
we
are
hovering
around
that
50
mark
in
tier
two
and
tier
three.
I
So,
on
the
left
hand
side,
our
fall
assessment
data
came
out
and
said:
okay,
we're
at
this
point.
In
the
year
grades,
K
to
8
overall
about
32
percent
of
your
students
are
at
the
tier
one
level
right.
Our
hope
is
that
it's
closer
to
we
go
back
about
75
or
80
right,
but
again
going
back
to
lack
of
alignment
for
9
to
13
years
pandemic.
I
We
were
struggling
a
little
bit.
Our
tier
two
is
around
38.
Tier
3
is
around
29..
In
half
a
year,
our
teachers,
our
Specialists,
our
mtss
program,
has
moved
our
students,
an
18
decrease
out
of
tier
three
and
tier
two,
which
is
what
you
want
with
a
19
increase
into
tier
one.
So
we've
moved
from
32
percent
of
students
in
tier
one,
the
general
Core
Curriculum
at
grade
level
to
51.
I
Those
are
big
jumps
for
half
a
Year's
worth
of
work
in
Reading,
even
more
so
again
we're
getting
a
little
bit
into
the
end
of
February
presentation,
but
thought
this
was
worth
sharing
the
other
reading.
The
other
report
we
get
out
of
iready
is
progress
towards
annual
typical
growth,
so
I
ready
sets
a
nationally
normed
median
off
three
over
three
million
students-
data
Across
the
Nation
and
says
at
this
point
in
the
year
mid-year.
We
typically
see
about
68
percent
growth
achievement
towards
growth
nationally.
I
So
when
you
think
about
over
three
million
students,
that's
pretty
reliable
data,
our
students,
the
work
our
teachers
are
doing
and
our
Specialists
are
doing,
and
our
principals
are
doing
we're
already
at
92
percent
of
our
students.
Having
achieved
this,
our
students,
having
achieved
92
percent
of
their
projected
annual
growth,
and
it's
only
February-
that's
really
it's
something
to
celebrate
there
is
we're
not
going
to
share
it
tonight,
but
in
February
there's
also
a
measure
called
stretch
growth
right.
I
So
if
we're
hitting,
you
know,
let's
say
you
know
we're
at
92
percent
now
the
hope
is
that
we're
gonna
continue
to
move
forward
and
we'll
see
students
hitting
our
typical
annual
growth
prior
to
the
year
being
up.
Then
the
question
becomes
all
right.
Well,
where
are
they
in
terms
of
their
stretch?
Growth?
Do
we
have
kids
moving
more
than
one
or
two
great
levels,
Beyond
where
they
should
be
by
the
end
of
the
year?
I
Similarly,
for
math,
we
were
only
at
about
15
percent
in
the
fall
and
tier
one,
we're
now
at
37
percent,
about
a
19
increase
and
again
decreases
in
tier
three
and
tier
two.
All
really
positive.
Math
students
as
well
are
above
the
national
Norm
medium,
which
for
mathematics
is
62
percent.
I
We
are
at
70
percent
already
tours,
so
we're
almost
three
quarters
of
the
way
towards
our
annual
Year's
growth,
we're
just
over
halfway
through
the
school
year,
so
really
happy
to
report
that,
on
behalf
of
the
office,
teaching,
learning
Mr,
Watson
work
he's
doing
our
teachers,
our
Specialists
and
the
team
we're
working
on
on
our
interventions
or
mtss.
You
know
and
I
think
a
shout
out
to
Dr
best
and
the
principals
I
know.
Over
the
years
we've
been
working
on
changing
structures
in
the
buildings.
I
Our
schedules,
our
Middle
School
schedule
to
build
in
an
intervention
period,
we're
working
through
an
elementary
scheduling
process
right
now,
under
his
leadership,
to
try
to
look
at
how
can
we
provide
more
structured
time
for
interventions
for
elementary
students?
So,
as
Mr
Greenwood
pointed
out
earlier
in
the
presentation,
this
is
really
high
levels
of
collaboration
and
communication.
It's
about
resources,
it's
about
people,
it's
about
professional
development
and
it's
about
systems
and
structures
that
we've
been
putting
into
place.
I
A
Just
for
a
minute,
please,
yes,
the
results
that
you're
showing
us
are
fantastic.
Thank
you,
but
I'm
concerned
about
is
that
the
Esther
funds
are
drying
up
and
from
your
verbiage.
2024
is
the
end
yep,
so
we
have
put
employees
on
to
help
the
pandemic
to
get
everything
moving
higher
than
has
been.
Yes,
what
is
your
vision
for
the
employees
that
we
hired
with
the
Esser
funds
and
they
leave,
and
we
have
these
people
that
have
helped
us
reach
our
goals
of
their
future
employment
or
being
in
the
budget.
I
I'll,
let
Mr
Greenwood
speak
to
that
I.
Think
what
we're
trying
to
share
is
that
Beyond
2024
we're
still
going
to
be
dealing
with
these
challenges.
We're
still
going
to
be
dealing
with
trying
to
close
gaps
for
kids,
because
it's
not
it's
not
going
to
stop,
because
it's
two
years
out,
three
years
out
from
the
covid-19
pandemic.
I
I
We
have
had
at
least
I
know
one
employee,
maybe
two
move
into
open
teaching
positions
and
get
full
contracts
when
those
opportunities
have
come
about
Our,
Hope,
obviously,
and
why
we're
having
this
conversation
is
to
try
to
extend
as
many
of
these
positions
because
they're
having
an
impact
I
mean
when
you
look
at
the
growth
we're
seeing
in
the
kids
in
Reading,
when
you
look
at
the
growth
we're
seeing
in
math
and
we're
getting
ourselves
to
sort
of
that
standard
of.
I
I
We
don't
want
to
have
to
see
that
stop
and
that's
part
of
the
conversation
tonight
is
we're
spent
a
lot
of
money
on
on
resources
and
on
people
and
putting
things
in
place,
they're
having
an
impact,
a
positive
impact
on
student
growth
and
achievement,
and
so
we're
happy
to
share
that.
But
I
think
that's
a
great
question
and
that's
why
we're
having
it
now
is:
we've
got
another.
We've
got
this
year
and
next
year
to
plan.
What
do
we
do?
I
F
D
Just
one
one
question:
how
much
I
know
that
we,
our
students,
experience
some
loss
over
the
summer?
How
much
of
that
is
shown
in
or
or
it
can
even
be
estimated?
What
that
looks
like
at
in
the
fall
when
the
when
the
students
come
back,
and
is
it
normal
to
see
some
growth
or
similar
to
this.
I
So
there
is,
there
is
something
called
summerslide.
Yes
right,
that's
a
that's
a
thing
you
know
until
we
had
I'll
be
honest
until
we
got
this
platform
in
place,
one
of
the
other
systems
we've
been
working
on
is
testing
Windows.
So
if
you
remember,
we
had
map
testing.
You
remember
that
terminology.
From
a
few
years
ago,
measures
of
academic
progress.
We
were
using
some
different
versions
of
that.
I
I
So
now
that
we
have
I
ready,
we've
had
now
I
think
two
years
of
consistent
windows
for
testing
we're
gonna
have
a
better
idea:
Mrs
Island
Berg,
going
into
next
year
and
the
year
after
once
we
have
a
consistent
tool
in
place
and
consistent
sets
of
time
in
order
to
be
able
to
say-
and
we
are
doing
a
third
we're
doing
a
third-
a
third
round
of
testing
at
the
end
of
the
year,
so
that
we
can
go
into
the
summer
with
all
right.
You
started
here.
I
Your
midpoint
was
here
you're
ending
here
we
didn't
have
have
because
of
the
old.
The
old
platforms
took
a
lot
longer
and-
and
you
know
once
the
kids
are
done
with
the
pssas
and
keystones
it's
it's
a
hard.
It's
a
hard
ask,
but
the
way
that
this
platform
works
it's
a
little
bit
more
amenable
to
having
a
third
data
point
so
we'll
be
able
to
measure
from
there
to
the
fall.
Then,
as
students
are
moving
into
a
new
grade
level
for
teachers,
here's
what
they
ended.
I
C
Okay,
and
so
that
that
is
our
presentation
for
the
night,
so
our
goal
was
to
share
where
we,
where
we
are,
where
we're
coming
from
I
think
is,
as
Mr
Gabriel
pointed
out
right,
we
we
have
we're
working
to
catch
up
from
a
a
a
curriculum
standpoint,
an
alignment
standpoint
as
well
as
battling
the
the
effects
of
the
pandemic
right
and
those.
C
C
But
it
really
can't
be
just
one
year
right,
because
the
issues
we
have
the
the
things
that
we
are
working
through
really
require
that
longer
Vision
right
to
to
make
up
for
the
the
challenges
and
and
and
the
shortfalls
that
preceded
2019
when
we
began
through
Mr
Gabriel's
work
in
the
teaching
office
of
teaching
and
learning
really
got
our
self-aligned
and
we're
still
in
that
process
as
he
shared
today.
C
A
D
G
D
A
Since
we
have
two
members
who
are
not
actually
the
members
of
an
audience
members
there
with
the
school
district,
ladies
and
gentlemen,
do
you
have
a
question
you
too
now?
Okay,
we've
had
a
board
discussion.
Has
anyone
else
want
to
add
anything
to
the
presentation.