►
Description
No description was provided for this meeting.
If this is YOUR meeting, an easy way to fix this is to add a description to your video, wherever mtngs.io found it (probably YouTube).
A
B
If
not
a
person,
I
do
prefer
deferred
some
of
my
time
to
the
public
presentations.
The
only
thing
I
would
like
to
share
because
your
colleague
can
speak
to
it
is
tonight
on
the
agenda
is
appointment
of
the
principal
for
Davis
Elementary
School
Mr
there
is
Mr
osnick,
you
can't
sit
back
there.
You
come
up
to
the
front,
so
they
can
see
you.
E
E
It
is
good
to
know
that
we
have
good
quality
assistance
within
the
district,
so
this
is
really
a
movement
from
within
the
district,
which
is
great
news,
he's
going
to
bring
a
lot
of
good
stuff.
You
know
with
him.
You
know
to
Davis
Elementary
School.
We
are
really
longing
for
somebody.
That's
going
to
stay
around
and
be
with
us.
You
know
for
quite
some
time.
We
need
a
little
bit
of
stability.
E
B
Each
of
you
did
receive
a
summary,
but
you
also
had
a
copy
in
your
folder
of
his
full
resume,
and
all
of
the
comment
Madam
chair
is
on
your
agenda.
Tonight
is
the
appointment
of
a
new
band
director,
a
graduate
of
the
University
of
Notre
Dame,
with
a
major
in
music
and
a
minor
in
biological
sciences,
so
that'll
be
on
agenda.
Also.
Thank
you.
A
Okay,
that's
wonderful
noise.
We
have
next
item
on
the
agenda.
2.6
is
probably
comments.
Does
anyone
have
a
comment
to
make?
We
have
one
green
card.
Thank
you.
Thank
you.
Oops
excuse
me.
Okay,
we
have
Patty
Hartline
from
the
marching
band.
F
Good
evening,
I'm
here
just
to
say
thank
you
first
Dr
Ben.
Thank
you
for
meeting
with
us
tonight.
We
were
very
happy
with
the
direction
the
meeting
went,
I'm
very
happy
to
meet
with
Dr
henrichen
Mr
Creighton
as
well,
so
we're
looking
forward
to
the
new
year
and
we're
excited
for
the
new
director.
That's
actually
all
I
wanted
to
say.
I
only
need
it.
What
15
seconds
to
say
it,
but
I
just
wanted
to.
Thank
you.
Thank
you.
G
A
G
Okay-
and
there
is
a
correction
to
move
that
3.9
The
increased
athletic
opportunities
until
after
the
presentations,
so
you
can
actually
see
what's
going
on
and
then
we'll
we
can
approve
it.
G
A
D
G
G
I
know
authorizes
the
business
administrator
to
close
the
2022-2023
Centennial
School
District
books,
as
of
June
30th
2023,
incorporating
all
accruals
therein
to
pay
the
2022-2023
bills
that
are
due
by
June
30th
2023
as
accrued
to
transfer.
The
budget
amounts
necessary
for
processing
these
expenditures,
subject
to
the
review:
ratification
by
the
board
of
school
directors
owner
about
August
15
2023
to
pay
the
2023-2024
bills
that
are
due
before
the
August
15
2023
regular
meeting
I
give
her
a
meeting
of
the
board
of
School
director
some.
G
We
already
did
that
one
didn't
we,
no
no
Board
of
School
director
suffix
review
and
ratification
by
the
board
honor
about
August
15th
and
directs
the
administration
to
proceed
with
preparing
for
the
necessary
audit
for
the
fiscal
year.
2022-2023
further
directs
the
business
administrator
and
or
designee
to
record
or
adjust
commitments
of
fund
balance
in
any
of
the
following
categories:
future
capital
projects,
other
post-employment
benefits
and
retirement
contributions.
Finally
authorizes
the
business
administrator
and
or
designated
chair.
G
Oh,
we
already
did
that
finally
authorizes
categories:
future
capital
projects,
other
pro-employment
benefits
and
the
retirement
contributions
finally
authorizes
the
business
yeah.
We
did
that
business
administrator
and
our
designated
transfer
and
amount
not
to
exceed
the
projected
2022-2023
fiscal
year
Surplus
if
there
is
one
at
internal
closing
to
either
the
capital
reserve
fund,
32,
Debt,
Service
fund,
40
or
a
combination
thereof
consistent
with
the
district's
multi-year
Financial
strategy.
G
Thank
goodness
that
is
over
3.4
approves
the
agreement
and
me
3-13
school
for
the
3
22
4
school
year
and
the
summer
time
of
2024
District
costs
is
122
942.51.
As
per
the
attached,
approves
the
agreement
and
release
for
student
1-19
to
attend
Hilltop
preparary
school
for
the
2023-2024
2024
2025
and
2025
2026
school
year.
The
tuition
and
one-time
new
student
fee
for
the
2023-2024
school
year
is
54
950
tuition
for
the
2024-2025
and
2025
2026
are
each
estimated
to
be
53
950,
plus
any
additional
increases.
As
per
the
attached.
G
3.6
authorizes
the
district
to
enter
into
an
attorney-client
fee
contract
with
the
France
Law
Group
alpc
and
Dylan
McCandless
King
kotler
and
Graham
LLP
and
Levine
Legal
Group
for
the
commencement
of
legal
action
against
social
media
companies,
meta,
Tick,
Tock,
YouTube,
Etc,
said
actions
shall
be
for
the
purpose
of
claiming
monetary
damages.
As
per
the
attached
skipping
over
3.7,
we
will
come
back
to
that
3.8
appoints
Thomas.
Greenwood
has
board
treasurer
for
the
2023-2024
school
year
at
no
additional
compensation.
G
Okay
so
so
3.9
again
we're
moving
after
presentations
all
right.
So
can
we
do
all
in
favor
for
all
of
these,
except
for
the
3.7.
E
C
This
is
islandberg
for
the
health
and
safety
plan,
Mr
garrixon,
yes,.
E
H
I
I
There
we
go
good
evening.
Everybody
I'm
here
tonight
to
provide
a
brief
snapshot
into
our
student
growth
and
achievement.
This
is
looking
at
end
of
the
year
data
we've
been
with
you
at
several
times
during
the
school
year
before
in
the
fall
to
take
a
look
at
previous
year.
We
also
presented
a
mid-year
check-in
as
well,
and
so
we're
here
today
to
present
an
end
of
the
year,
look
into
our
achievement:
data
Just,
A,
Brief
Review,
our
mission,
vision
and
belief
statement
at
Centennial.
I
You've
seen
some
of
this
before,
but
I
want
to
make
sure
that
we
connect
our
objectives
for
tonight
to
some
of
the
building
blocks
of
high
performing
schools,
we're
going
to
ensure
that
stakeholders
are
engaged
in
the
educational
process
and
decision
making
that
aligns
to
building
block
number
four
building
block
five
aligns
to
our
objective
of
utilizing
evidence-based
strategies
in
the
classroom
and
ensure
that
the
curriculum
is
aligned
to
academic
standards
and
reviewing
assessments
and
I
to
identify
student
progress
aligns
to
building
block
six,
which
is
the
frequent
monitoring
of
learning
and
teaching
norms
and
expectations.
I
I
First
thing
we're
going
to
look
at
today
is
tonight.
Excuse
me
is
District
level
data
I'll
be
looking
at
a
couple.
Data
points,
Dynamic
indicators
of
basic
early
literacy
skills,
which
we
know
as
Dibbles.
It's
kind
of
slang,
we'll
look
at
some
I-Ready
growth
data
and
also
some
IXL
growth
data.
Tonight.
I
First,
we'll
look
at
K3
Dibbles
this
composite
score.
What
you
see
on
your
left
in
the
light
blue
is
from
the
fall.
Our
fall
assessment,
beginning
of
the
year,
was
in
September
and
in
the
darker
blue
to
your
right
is
our
end
of
year,
our
spring
assessment,
which
usually
occurs
around
the
April
May
window.
I
We
had
a
composite
increase
of
116
points,
which
is
a
34
increase
from
beginning
of
the
year
to
the
end
of
the
year
and
our
K
one
two
and
three
students,
the
composite
score
represents
growth
in
items
such
as
phonics,
phonemic
awareness,
phonological
awareness
and
you'll
see
some
notes
that
we
keep
you've
seen
this
in
some
previous
presentations
along
the
right,
because
we're
now
have
systems
and
structures
in
place
we're
getting
into
your
two
of
Foundations
in
geodes
year,
two
of
hegarty
early
literacy
curriculum
and
we're.
Also
in
year.
I
Four
of
our
aim:
Institute
work
with
aligning
to
the
the
principles
of
structure
literacy,
so
we're
starting
to
see
the
results.
The
fruits
of
some
of
our
labor
here
I
just
want
to
quickly
review
the
tear
pyramid.
We
call
it
an
education
tier
three
students
that
are
two
or
more
grade
levels
below
a
grade
level,
tier
two
one
or
more
grade
levels
below
and
tier
one
students
at
or
above
grade
level,
and
this
is
where
we
want
to
be
able
to
move
students
Frontier
three
into
tier
two
and
from
tier
two
into
tier
one.
I
We
saw
similar
growth
for
K-8
math
tier
three.
We
saw
a
17
decrease
in
tier
three
students
moving
them
out
of
tier
three,
a
27
decrease
students
in
tier
two
moving
them
out
of
tier
two
for
a
44
increase,
moving
students
again
into
tier
one,
from
Fall
to
Spring,
beginning
of
the
year
to
end
of
the
year.
I
We
switch
gears
a
little
bit.
We
use
I
ready
for
our
diagnostic
assessment
tool,
grades
K8
and
then
we
switch
and
we
use
IXL
in
grades,
9,
10
and
11..
Let
me
start
with
reading
in
grades.
9
10
11.
this
this
kind
of
a
composite
score.
If
you
will,
it
includes
reading
strategies,
vocabulary,
writing
and
grammar
mechanics.
I
For
math
grades
9
through
11.
again,
this
is
combines
algebra
and
geometry.
It's
all
four
percent
increase
for
grade
nine
from
Fall
to
spring,
so
a
12
percent
increase
in
10th
Grade
and
a
one
percent
increase
for
grade
11.
I
want
to
break
out
the
math
you're
going
to
see
we
break
out
the
math
here.
A
little
bit.
I'll
show
you
this
and
looking
at
just
grades.
I
Nine
and
eleven
specifically
for
algebra.
Excuse
me
nine
and
ten.
It
should
be
ten.
For
geometry.
We
saw
a
six
percent
increase
in
algebra
for
ninth
grade.
That
is
the
course
in
ninth
grade
and
geometry
is
the
course
excuse
me
for
11th.
My
apologies,
what's
amazing
about
this
growth
is
what
you
see
is
a
161
Point
growth
from
Fall
to
Spring
in
Geometry.
I
know
that
represents
a
26
percent
increase
within
the
IXL
platform.
I
A
100
100
Point
growth
represents
one
school
year
of
growth
So
within
the
IXL
platform,
our
students
grew
a
year
and
a
half
within
a
school
year,
so
that
growth
is
pretty
astounding
that
tip
to
the
teachers
and
students
there
again.
A
lot
of
this
is
because,
as
I
mentioned
earlier,
we're
getting
on
in
years
now
we're
in
year
four
of
CPM.
So
we
have
structures
and
some
stability
in
our
curriculum
and
our
instruction
and
our
assessments
to
show
that.
I
Quote
again,
you've
seen
before
in
reflecting
on
these
end
of
the
year
data:
it
is
the
school
districts
the
the
instructional
program.
The
curriculum
is
the
primary
contribution
Society
to
the
vehicle
through
which
the
schools
prepare
well-educated
citizens
who
are
capable
of
contributing
to
society
locally
nationally
and
globally.
All
this
stuff
matters
I
know
that
was
a
quick
look.
Any
questions
regarding
our
district
level
data.
E
I
Spring,
that
also
always
depends
on
the
student,
because
it
depends
on
the
baseline
from
where
the
student
comes
in.
If
I
go
back
to
the
IXL,
for
example,
we
have
some
parameters
in
IXL,
as
I
said
growing.
A
hundred
points
is
one
year's
worth
of
growth.
So
we
want
to
see
that
even
with
the
algebra,
we
grew
almost
50
points.
Now
that's
half
a
year.
It's
not
a
full
year
as
we
would
want
to
see
but
again
coming
out
of
the
pandemic.
I
I
We
always
have
learning
loss.
We
always
have
learning
loss.
One
thing
that
we've
tried
to
do
this
year
to
defray
some
of
that
and
you've
seen
this
in
the
in
the
CSD
weeklies
and
in
your
board
updates.
We
rolled
out
summer
math
and
reading
Pathways
using
these
platforms.
Students
have
access
to
I-Ready
and
I
excel
year
round.
I
So
in
order
to
help
ease
the
the
the
the
summer
slide
as
you,
if
you
will,
we've
made
these
available
to
all
students
and
parents
there's
no
guarantee
that
that
won't
happen,
and
we
saw
this
a
lot
obviously
coming
out
of
the
pandemic
when
that
kind
of
compounded
itself
coming
out
of
that
with
Summer
learning
loss.
But
we
can
do
what
we
can
do
again
with
providing
resources
and
these
tools
to
students
year
round
to
help
slow
that
loss
a
little
bit.
I
J
Mr
Ruck
yeah.
It's
always
a
challenge
to
understand
some
of
these
slides.
But
in
earlier
in
your
presentation,
you
shared
two
slides
in
a
row
that
showed
growth
in
ninth
grade
and
10th
grade
and
actually,
if
I
interpret
it
right,
a
regression
in
grade
11..
What?
What
is
that
attributable
to
that
nine
and
ten
did
very
well
evidently
and
11
the
results
weren't
the
same,
we.
I
Are
looking
at
that,
we
are
looking
at
that
I
think
we
might
have
be
beholden
to
the
schedule
a
little
bit
in
that
in
11th
grade
with
students
having
electives,
we
may
not
have
captured
some
students
in
a
reading
class
in
English
class
capturing
their
data.
We
also
have
more
Reliance
on
other
reading,
Assessments
in
grades
11
and
12..
So
we
are
still
digging
through
that
data
to
see
why
we
had
it
was
minimal,
but
I
grant
you.
It
was
a
recession.
We
do
not
want
to
see
that.
H
Guys
great
presentation,
the
numbers
were
great:
the
growth
is
really
amazing.
I
started
doing
a
great
job.
Just
the
question.
I
have
is
I'm,
assuming
we're
still
suffering
some
coveted
learning
losses
so
of
those
Improvement
numbers.
How
how
much
of
that
is
attributed
to
just
recovering
from
covid,
as
opposed
to
without
covert
what
those
numbers
would
look
like
with
just
normal
growth
in
those
Seasons,
without
having
the
covert.
I
Loss,
that's
a
great
question.
That's
hard
to
answer.
I!
Think
I
would
answer
this
way,
though
we
saw
really
good
growth.
If
you
remember
our
scores
in
2021,
remember
2020,
we
didn't
have
any
PSS
or
key
students
in
2021
we
saw
a
really
good
rebound,
Mr,
ginhardt
and
because
we're
back
in
school-
and
they
now
had
access
to
standards,
aligned
curriculum
all
right.
So
that
was
great.
I
What
we
really
were
looking
for
was
2022
to
see
if
those
Trends
maintained
and
for
the
most
part
they
did
we're
waiting
to
get
this
year,
data
from
pssa
and
keystones,
and
if
we
see
those
those
same
Trends
me
we're
not
regressing.
That's
a
good
sign
that
we're
heading
in
the
street
in
the
right
direction.
Again
it
was.
I
We've
talked
about
this
ad
nauseam
and
I
apologize,
but
we've
it
was
kind
of
a
one-two
gut
punch
with
where
we
were
as
a
district,
getting
our
house
and
what
our
prior
to
the
pandemic,
then
the
pandemic
heading.
So
one
thing
that
we
were
looking
at
in
OTL
is:
okay.
We
came
out
of
the
pandemic
and
you
got
this
test
and
you
got
piece
of
seas
and
keystones
in
2021
and
of
course
you
got
a
good
rebound
because
kids
are
back
in
school,
but
did
we
see
that
again
in
2022
we
did?
I
K
Be
right
here
good
evening,
everybody
and
that
was
kind
of
a
really
good
transition.
We
added
these
slides
today
based
off
some
conversations
with
a
few
of
the
board
members
over
the
past
week,
as
Mr
rutz
pointed
out.
If
you
think
about
again
hard
to
hear
actual
question
was
how
I
was
going
to
open.
K
We
were
in
a
tough
spot
pre-pandemic
with
not
being
aligned
to
standards-based
resources,
basically
in
curriculum,
so
we
were
already
behind
the
eight
ball
and
then
the
pandemic
hit.
So
when
we've
seen
growth,
it's
been
fantastic
locally
as
you've
seen.
The
fact
that
we've
moved
15
of
our
students
were
only
showing
in
tier
one
are
now
at
almost
60..
K
That's
enormous
growth,
getting
the
majority
of
our
students
just
back
to
where
they
should
be
quite
frankly
and
we're
doing
it
in
a
very
I'm
not
going
to
say
it's,
not
quick,
but
in
a
very
targeted,
measured
and
systemic
fashion.
There's
been
some
articles
recently
in
the
papers
about
Bucks,
County,
Schools
specifically,
and
how
the
pre-pandemic
and
post-pandemic
learning
loss
compared
to
each
other.
So
we
wanted
to
address
a
little
bit
of
that
tonight.
K
As
a
backdrop
coming
off
of
Mr
rutz's
presentation
on
our
local
data,
so
we
were
able
to
compile
some
of
this
comes
right
from
the
article
and
then
we
also
did
actually
get
our
our
pssa
data
came
in
literally
I
thought
it
was.
The
initial
data
talked
to
Mr
mutz.
Today,
it's
actually
the
data
data,
so
we
can
share
at
least
a
very
small
snippet
of
that
we're
not
going
to
share
holistically
everything
yet
because
we
still
don't
have
the
Keystone
data.
K
So
we
are
going
to,
though,
show
peer
group
achievement
data
comparisons
from
2019
pre-pandemic
to
to
now,
and
what
we're
going
to
look
at
is
our
just
our
percentage
below
basics
in
math,
reading
and
science,
because
that's
what
was
called
out
in
the
article
so
just
to
pull
from
The
Courier
Times
article
from
last
week
or
earlier
in
the
week
a
comparison
of
data
from
the
2022
State
assessment
tests
and
similar
exams
conducted
before
the
pandemic
in
2019,
show
learning
loss
in
nearly
every
area.
K
Scores
dropped
on
English
and
science
tests,
yet
math
proved
the
toughest
subject:
scores
dropped,
even
in
affluent
communities
that
boast
some
of
the
Region's
best
public
schools.
As
you
all
know,
we
were
not
immune
to
the
impact
the
pandemic
and
some
of
these
drops.
However,
if
you
remember
from
the
Hanover
report
and
the
learning
loss
report
we
did
about
two
years
ago,
we
didn't
drop
as
much
in
some
cases,
so
I
want
to
kind
of
walk
you
through
this
chart.
K
This
is
a
comparison
in
our
percentage
of
below
basic
students
in
math
and
a
lot
of
this,
the
original
three
columns
or
the
two
columns
were
taken
from
right
from
the
Articles,
so
in
2019,
25
of
our
students
were
below
basic,
so
pre-pandemic,
two
years
later,
coming
out
of
the
pandemic,
as
stated
in
the
article
32.7
of
our
students
were
below
basic.
Obviously,
the
percentage
is
going
up.
K
7.7
percentage
points
in
an
area
that
we
want
to
actually
go
down
in
so
to
answer
the
reality
was
yes,
there
was
an
impact
of
covid
and
there
was
some
movement
into
the
below
basic
category.
However,
the
data
that
just
came
out
from
the
spring
were
at
28.2
percent
of
our
students
now
in
the
below
basic
category,
so
it
actually
decreased
a
few
percentage
points
from
the
2022
data
still
above
the
2019
data,
so
we're
still
showing
learning,
loss
or
or
at
least
you
know,
yeah
we're
still
showing
a
little
bit
of
an
impact.
K
But
it's
a
lot
less
than
we're
actually
decreasing
the
amount
of
students.
The
percentage
of
students
that
are
in
below
basic
does
that
make
sense
to
everybody
and
just
for
a
comparison
point
now.
Obviously
we
don't
have
anybody
else's
data
from
this
year
to
show
their
2023.
But
if
you
look
at
the
comparable
school
districts,
we
always
talk
about
our
peer
groups.
K
Ben
Salem
showed
a
15
increase,
15.6
increase
in
their
numbers
and
Below
Basics,
so
almost
double
what
we
were
Habra
Horsham
was
an
8.1
percent
again
a
worthy
rival,
peer
District
that
we've
talked
about
on
multiple
occasions.
Neshaminy
was
a
5.1
percent,
so
slightly
lower
than
we
were
and
then
Quakertown
who
we
look
at
a
lot
for
comparison.
Points
was
13.1
percent,
so
they
had
a
lot
of
students
move
a
lot
more.
K
A
larger
percentage
of
students
move
into
below
basic
between
2019
pre-pandemic
and
2022
post-pandemic
and
Mathematics,
and,
as
we
said,
math
math
was
probably
the
hardest
hit
nationally
in
this
anything
other
than
that
slide
before
I'm
gonna
read
it
so
for
reading
again
same,
if
you
follow
the
same
format,
we
were
at
7.3
percent
of
our
students
in
2019
were
below
basic
two
years.
Three
years
later
so,
post
pandemic,
we
were
at
12,
so
it
was
a
change
of
4.7
percent.
K
More
students
ended
up
in
below
basic
and
right
now
we're
back
down
to
seven
point
nine
percent
this
year.
So
it's
only
0.6
percent
more
than
pre-pandemic,
so
we're
almost
back
to
pre-pandemic
percentages
and
again
we
dropped
from
12
to
7.9
within
a
year
kids
moving
out
of
of
below
basic,
which
is
a
really
it's
a
it's
a
plus
and
I
think.
K
If
you've
been
following
the
local
data,
our
local
data
has
been
trending
in
that
direction,
and
Mr
runts
mentioned
this:
we're
hoping
to
see
that
we're
not
continuing
to
have
kids
grow
and
Below
basic,
but
move
them
out
of
below
basic,
and
both
of
these
slides
are
showing
that
that's
happening.
So
we
are
moving
in
the
right
direction
and
again
as
a
comparison,
Point
Bensalem
between
2019
and
2022
and
again
these
raw
numbers
straight
out
of
the
article.
So
we're
not
sharing
anything.
K
That's
secret
had
a
eight
percent
8.8
increase
of
percentage
of
students
in
a
below
basic
hyper
Horsham
at
3.2
percent,
Michelle
on
the
5.9
and
Quakertown
8.7.
So
again,
these
are
some
of
the
districts
that
we
have
considered
or
the
rivals.
We've
considered
peer
schools
around
the
county
and
surrounding
counties
that
we've
been
leveraging
and
leaning
on
for
about
not
only
comparisons
but
programming
ideas
over
the
past
few
years.
So
that's
our
reading
and
then
for
science
pre-pandemic.
K
We
were
at
9.1
percent
and
then
we
were
at
13.0
in
2022
and
then
we,
which
was
almost
a
four
percent
change,
and
then
we
finished
this
year
at
13.2.
So
we
actually
stayed
about
even
kind
of
evened
up
there.
We
didn't
really
grow.
We
moved
kids
a
lot
in
science,
again,
big
reason
we're
having
the
Hanover
work
done.
We
had
the
biggest
study
done
this
year
around
science,
K-12
and
science
programming.
K
We
know
the
new
standards
are
coming,
so
our
hope
is
to
really
get
that
that
moving
a
little
bit
more
than
than
reading
in
math
reading
math
had
been
moving
in
the
right
direction.
Science
is
sort
of
stayed
flat,
so
we
are
we're,
gonna
be
and
that's
part
of
the
reason
we're
doing
the
work
with
Hanover
and
looking
at
that
over
the
next
couple
years.
K
K
If
you
had
asked
about
you
know,
we
started
in
a
lower
spot
than
we
could
have
been
if
we
had
been
aligned
prior
to
the
pandemic
and
then
the
pandemic
knocked
us
even
lower.
So
it
takes
time
to
dig
out
of
that
hole
to
get
back
up
to
you
know
what
could
have
been,
or
we
aligned
and
had
a
lot
of
these
structures
in
place.
So
a
few
Reflections
here
you
know,
as
we
mentioned
before,
we
did
not
experience
a
steep,
a
decline
as
some
of
our
worthy
Rivals
and
peer
groups.
K
K
The
refocusing
on
teaching
and
learning
is
the
main
thing
and
really
stabilizing
providing
an
environment
for
for
Recovery
and
if
you've
heard
Mr
Greenwood
talk,
Mr
Greenwood
talk
over
and
over
about
the
fact
that
over
90
of
our
escrow
funds
have
gone
towards
that
Focus
towards
teaching
and
learning
towards
recovery
efforts
towards
unfinished
learning
recovery
efforts,
and
you
know
we
are
aligned
to
the
building
blocks
of
high
performing
schools,
and
one
of
the
statements
coming
right
out
of
that
right
out
of
that
document
is
becoming
a
high
performing
School
District
takes
years
of
sustained
commitment.
K
There
is
no
single
thing.
A
school
district
can
do
to
ensure
student
privacy
and
performance,
but
what
we
can
tell
you
is,
as
I
think,
we've
shown
from
the
local
data
and
even
some
of
the
data
here,
while
we're
still
not
there
yet
we're
climbing
out
of
the
hole
that
we
created
ourselves,
pre-pandemic
by
not
being
aligned
within
the
pandemic,
sort
of
deepened
a
little
bit
on
us,
but
we're
getting
out
on
a
sustained
and
systemic
matter.
K
So
to
speak,
and
then
again
the
characteristics
of
high
performing
schools,
which
we
had
mentioned
becoming
High
performing
takes
years
of
seeing
commitment
to
these
nine
nine
areas
and
we
have
been
as
you've
known,
sharing
those
over
and
over
and
connecting
all
the
work
we've
done
to
those
in
our
presentations
over
the
past
few
years.
Few
other
things
to
consider
this
work,
as
you
know,
takes
a
lot
of
people.
K
The
supports
we've
added
with
Esser.
You
know:
we've
added
teachers,
we've
added
instructional
coaches,
we've
added
math,
Specialists,
we've
added
administrators
to
help
support
the
work.
We've
added
the
resources
for
an
aligned,
curriculum
and
Mr
rutz,
and
his
team
have
done
a
phenomenal
job
with
that
we've
built
out
and
have
gotten
very
smart
with
how
we've
spent
money
on
and
integrated
our
instructional
resources.
K
The
assessment
tools
are
now
in
place
that
we
need
between
I,
already
and
IXL,
and
really
just
want
to
remind
everybody
that
sustainable
funding
to
support
these
initiatives
and
maintain
these
efforts
is
going
to
be
necessary.
Most
Esser
and
your
commitment
to
making
helping
us
and
supporting
us
and
making
these
strategic
decisions
is
getting
as
positive
student
outcomes.
So
thank
you
to
the
board
for
for
that
support
and
that
guidance
as
necessary,
and
you
know
if
we
didn't
have
the
you
know
the
pandemic,
and
we
put
all
this
work
in
it.
K
G
K
G
G
L
Good
evening,
everyone
good
to
see
you
I'll
just
wait
for
I
need
to
pull
this
up.
I
am
Meg
Burke
and
I
support
the
English
language
development
program.
Here,
I
first
stood
before
you
in
February
to
share
with
you
what
was
happening
with
our
ELD
population
and
specifically
translation
tools,
ways
we
communicate
with
the
vast
amount
of
students
that
have
come
to
us
since
I've
been
here
and
today,
I'm
going
to
give
you
the
entire
macro
lens
of
what's
been
going
on
and
where
we're
headed
in
the
future,
which
is
really
positive.
L
L
What
I
shared
with
you
in
January
and
what
I'm
sharing
you
with
you
now
in
June?
You
can
see
that
in
January
2023
we
shared
with
you
all
the
numbers
of
who
our
students
here
in
the
district
and
what
languages
they
spoke,
our
number
of
ell
students
and
languages
they
spoke
and
I
can
share
with
you
now
that
that
number
has
tremendously
gone
up.
We
are
currently
serving
over
484
English
language
Learners.
We
have
approximately
197
Spanish
speaking,
students
with
us,
122
Russian
speaking,
students,
81
Ukrainian
speakers
and
25
Uzbek
speakers.
L
If
you
took
the
combination
of
our
Russian
Ukrainian
and
Uzbek
families
and
student
speakers,
it
now
is
higher
than
our
Spanish
population.
Here
in
the
district,
we
have
a
new
language,
I
just
learned
how
to
pronounce
that
when
working
with
students
over
at
McDonald.
This
is
a
language
that
we're
looking
at
having
it
integrated
into
some
of
our
translation
tools.
It
is
very
hard
to
find
anyone
that
speaks
this
particular
dialect.
I
can
tell
you
that
Centennial
has
already
found
two
families
to
help
us
with
it,
which
has
been
really
great.
L
What
is
ELD
and
I'll
just
highlight
it
is
a
program.
It
is
a
federal
program.
It's
not
an
intervention
that
serves
students
who
are
acquiring
English
as
a
second
language,
and
here
in
red
you'll,
see
that
our
language,
instructional
education
program
supports
approximately
484
English
language,
Learners
I
like
to
say
that
we
proudly
support
support
them
and
their
families,
and
we
continue
to
do
so.
We
have
13
ELD
teachers
in
K-12,
we
just
hired
a
professional
care
assistant
who
is
trilingual.
L
We
also
hired
a
special
education,
math
teacher
who
is
bilingual,
who
speaks
English
and
Russian,
and
we
recently
hired
three
bilingual
translators:
Russian
Ukrainian,
German
and
Swedish.
We
are
really
truly
Leading
The
Way
with
who
we're
hiring
as
a
result
of
our
administrative
team
and
and
how
we
really
structure
our
hiring
practices
with
our
connections
within
the
community.
Most
recently,
we
just
posted
two
additional
ELD
positions.
L
Again,
it's
about
kids,
it's
about
supporting
kids
and
it's
also
really
about
collaborating
with
parents,
colleagues,
School
personnel
and
other
appropriate
individuals
regarding
what
the
needs
of
our
English
language
Learners
are,
and
so
we
are
doing
that
and
we
are
really
Paving
the
way
where
other
districts
are
looking
at
us
and
saying.
How
did
you
do
that
and
we
can
show
you
how
we
did
it
in
just
a
little
under
100
days,
here's
some
ongoing
things,
you'll,
see
that
it
says,
participating,
maintaining,
continuing
and
strengthening,
and
this
is
where
change
comes
from.
L
These
are
where
those
student
out
those
positive
student
outcomes
come
from
when
we
start
to
participate
things
on
a
consistent
basis
as
a
team
and
so
you'll
notice
that
here
we
have
participated
in
the
Bucks
County
Intermediate
Unit,
Council
meetings.
We
were
also
part
of
a
leadership
cohort.
We
also
participated
with
the
Department
of
Ed
and
the
State
Education
Association
on
trainings
and
the
professional
development
opportunities
we
were
creating
here
for
our
ELD
students,
teachers
and
families.
The
Partnerships
with
local
businesses
led
to
the
people
that
are
applying
to
to
work
in
our
district.
L
We
want
our
families
to
work
within
our
district
and
it's
working
with
those
24
applicants.
We
have
Partnerships
with
local
churches
to
help
our
local
Ukrainian
families
and
we
continue
to
expand
our
food
pantry,
our
Farmers
Market,
a
clothing
corner
and
additional
food
pantries
and
service
providers
for
our
families.
We
were
just
approached
today
by
the
Warminster
food
bank
and
a
mobile
food
bank
from
the
Bucks
County
Housing
group
that
has
come
and
said.
L
How
can
we
continue
to
support
what
you're
doing
and,
of
course,
our
school
support
systems
for
our
ELD
students
and
families,
especially
those
who've
experienced
trauma?
We
have
been
working
with
school
teams,
administrators
counselors,
psychologists,
mtss
teams,
coordinators,
coaches
and
local
networks
to
see
how
we
can
help
support
the
students
that
come
here
with
the
trauma
of
what's
going
on
in
their
home
countries.
L
Again
I
don't
have
to
read
all
of
this
to
you,
you're,
going
to
see
it
all
in
bold,
creating
continuing,
maintaining
and
really
one
of
the
most
exciting
things
that
happened.
Recently.
We
went
over
to
Anne's
choice
and
we
had
sandwiches
with
the
soup
and
a
group
of
the
residents.
There
asked
how
they
could
help
with
this
work.
How
can
they
create
a
clothing
Corner
over
and
choice
to
serve
our
students
here
at
Centennial
and
so
to
start
to
see
that
happen
is
really
exciting,
because
people
are
looking
at
us
and
saying.
L
L
Recently,
I
had
two
parents
contact
me
and
ask
if
they
could
create
a
family
liaison
position
within
the
home
and
school
Community
to
increase
parent
participation
in
home
and
school
meetings,
knowing
that
parents
sometimes
can't
get
there
and
if
they're
there
they
might
not
speak
English
as
their
first
language,
so
they
wanted
to
create
a
system
of
support
to
communicate
with
them
as
well.
We're
continuing
to
use
talking
points,
I
started
a
cohort
of
teachers
and
parents
and
community
members
using
talking
points
which
you'll
hear
me
talk
about
in
just
a
few
minutes.
L
L
Exciting
things
that
has
called
a
language
instruction
educational
program-
the
acronym
is
an
liep.
We
did
not
have
this
in
place
that
outlined
everything
we
did
in
this
program
and
I
can
say
now
we
have
one.
We
have
been
recognized
at
the
county
and
state
level
for
how
thorough
it
is
and
how
relevant
it
is
to
the
families
and
students
in
which
we
serve.
L
It's
also
aligned
to
our
policy
138
and
its
administrative
regulations
and
program
requirements,
and
it
gives
guidance
in
implementing
instructional
programs
and
strategies
that
best
serve
the
needs
of
our
English
Learners
and
their
families,
and
it
also
assists
administrators
and
teachers
in
how
we
effectively
Implement
language
instruction
for
our
students,
foreign,
the
leadership
structure.
We
have
completely
looked
at
our
leadership
structure
within
our
schools
on
how
we
support
students,
we
created
one
of
the
first
professional
learning
networks
in
Bucks
County
to
serve
our
ELD
families
and
students.
L
We
also
participated
and
shared
our
leadership
structure
at
an
ELD
bciu
leadership,
development
Council,
and
we
also
created
one
of
the
first
language
instructional
education
program.
Manuals
that
you
heard
me
talk
about.
That
has
now
influenced
the
work
of
local
districts,
including
Bensalem,
Neshaminy,
Council,
Rock
and
Central
Bucks
we
realigned
and
examined,
and
the
processes
and
protocols
and
procedures
within
the
process.
L
We
started
something
called
ELD
recess,
which
is
a
professional
development
session,
where
we
encourage
people
to
come
for
15
minutes
on
their
own
time,
stay
for
a
little
and
learn
a
lot
and
we
send
out
everything
shared
in
something
called
ELD
recess,
which
is
a
s'more
newsletter.
We've
had
seven
volumes
of
it
sent
out
and
we've
had
over
I
think
we're
up
to
almost
1500
viewers
across
the
county
and
State
I
had
mentioned
these
things
of
being
recognized
and
who
we've
collaborated
with?
How
do
we
analyze
the
effectiveness
of
what
we're
doing?
L
We
have
bi-weekly
and
monthly
meetings
with
the
office
of
teaching
and
learning,
and
we
do
all
of
the
things
that
Joe
and
Anthony
had
mentioned
in
looking
at
what's
in
place
and
what's
working
Based
on
data
Joe
had
shared
with
you
the
results
of
the
pssa.
We
also
have
the
Wheatus
scores
that
have
come
in
that
have
showed
Positive
Growth
as
well,
which
we
will
add
to
the
pssa
and
keystones.
L
We
were
only
using
it
with
our
L1
twos
and
threes,
we're
now
using
it
with
all
of
our
Learners
we're
also
implementing
National
Geographic
for
all
ELD
students,
and
it's
going
to
be
done
in
K-12.
This
is
the
first
time
Centennial
has
used
an
ELD
program
across
all
12
grade
levels,
which
is
great
for
students
in
its
alignment.
L
L
We
also
actively
are
working
with
we've
been
working
and
I'm
so
glad
William,
Tennant,
High,
School
administrators
are
here
because
what
they've
created
in
that
school
with
student
voice
and
choice
is
incredible,
and
it's
really
helped
us
start
to
look
at
Pathways
for
our
students
to
attend
college
at
the
Bucks
County
Community
College.
We've
also
started
to
align
written
wisdom
with
our
ELD
programming
to
ensure
the
Equitable
alignment
of
that
resource
in
social
studies
in
grades
K4,
we
expanded
our
near
pod
licenses
to
include
components
specifically
for
our
English
language
Learners.
L
We
meet
with
our
Equity
Liaisons
in
each
of
our
buildings
to
also
create
these
opportunities
and
a
common
understanding
of
what
the
ELD
program
is
and
what
it
does.
We
continued
with
our
Davis
dolphin
small
group
program
that
you
had
me
I,
shared
pictures
of
that
with
you
when
I
first
came,
I
can
tell
you
that
the
students
within
this
group,
one
of
them
his
one
request
at
the
end
of
the
year
he
was
really
struggling
to
be
here.
He
was
a
thumbs
down.
He
didn't
want
to
be
here.
L
That's
what
he
told
me
when
I
first
met
him
at
the
end
of
the
year.
His
one
request
to
be
was
to
be
a
thumbs
up
but
to
meet
with
Dr
Betten
and
to
tell
him
that
and
Dr
bedden
spent
time
on
the
most
busiest
day
of
the
school
year
to
sit
with
this
student
and
talk
with
him,
and
it
was
incredible
so
I.
Thank
you
for
that
support.
L
We
worked
with
our
new
teachers.
We
were
recognized
by
the
Pennsylvania
State
education,
Education
Association,
on
how
we're
meeting
the
needs
of
diverse
Learners
and
families
within
our
district.
We
continue
with
the
Microsoft,
translate
trainings
we're
elevating
instruction
again
as
another
professional
development
session
we've
been
recognized
for
and
almost
I
would
say.
Almost
every
administrator
in
the
room
was
part
of
a
full
day
workshop
facilitated
by
Dr
Diana
Dr
Ayanna
Cooper,
an
ELD
expert
who
wrote
a
book
called
Injustice
for
Els.
L
I
also
wanted
to
end
with
our
translation
tools.
We
are
more
than
tools
and
programs.
We
impact
the
lives
of
kids
that
are
with
us
and
I
shared
with
you,
a
video
of
a
child
that
had
just
come
here
and
was
using
with
a
teacher,
a
non-eld
teacher
by
the
way
in
a
morning
meeting
she
was
using
Microsoft
translate
to
be
part
of
morning.
Meeting
and
I
can
tell
you
at
the
end
of
the
year.
L
L
We
had
talked
when
I
was
here
last
about
our
translation
tools.
We
now
have
actually
Four
tools
that
we
know
that
teachers,
parents
and
students
use
within
our
community
because
we
asked
them
and
not
only
do
we
have
a
chart
of
what
they
are,
but
we
actually
have
an
infographic
that
shows
exactly
how
to
use
them
and
when
to
use
them
and
why
we
began
filming
our
digital
story.
Project
I
ended
my
last
session
with
you,
showing
you
a
my
story.
L
Project
from
2019
I
can
say
that
we
have
been
working
to
do
a
my
story,
digital
project
that
will
be
completed,
probably
by
the
end
of
the
summer,
which
represents
our
students.
Now
I
had
been
working
with
our
administrators
and
our
schools
and
our
students,
who
volunteered
to
tell
their
stories
of
why
they
chose
to
be
here
and
it's
moving.
I
didn't
expect
to
have
so
many
stories.
I
think
we
have
almost
60
of
them
across
grades
3
through
12,
and
it's
incredible
and
so
going
through.
L
L
G
M
All
right
so
tonight's
proposal
is,
is
pretty
straightforward.
It's
about
increasing
Athletics
participation
for
middle
school
students.
Our
our
objective
is
is
clear
there,
the
building
blocks.
That
ties
to
is
a
clear
and
shared
Focus,
as
well
as
high
levels
of
collaboration
and
communication
for
some
context.
M
Currently
we
we
have
a
nice
athletic
offering,
but
we
have
combined
seventh
and
eighth
grade
teams
where
most
of
our
teams
were
required
to
cut
athletes
who
who
we
don't
have
room
for
on
the
squads.
M
If
you
take
a
look
at
the
goals
for
Middle
School
sports
main
goal
is
to
provide
students
with
an
opportunity
to
play.
Some
of
them
are
students
who
are
learning
how
to
play
a
sport
without
experience.
We
see
this
a
lot
in
football,
for
example,
and
wrestling.
We
want
students
to
be
able
to
learn
to
work
as
a
team
and
we
also
want
them
to
to
develop
character
traits
for
life
So.
Currently,
these
are
the
sports.
We
offer
in
middle
school
you'll
notice
in
asterisk
next
to
both
lacrosse
and
Tennis
for
boys
and
girls.
M
They
are
listed
in
our
collective
bargaining
agreement
as
coaching
opportunities,
but
frequently
don't
run
or
run
in
every
other
year.
They
just
haven't
taken
off
and
and
I
wanted
to
highlight
that
point
within
our
Middle
School
league,
which
is
the
Lower
Bucks
County
League.
You
can
see
the
the
schools
that
participate
and,
for
some
reason,
were
jumbled
on
the
slide
here.
M
So
we
would
like
the
opportunity
in
certain
Sports,
where,
where
we
think
it
would
be
necessary
to
to
field
an
additional
team
so
that
athletes
aren't
getting
cut
and
that
more
kids
have
an
exp
have
the
opportunity
to
experience
playing
a
middle
school
sport,
particularly
if
you
think
about
seventh
grade
students,
who
are
a
year
younger
than
eighth
graders,
less
physically
developed,
who
may
not
make
be
be
prepared
enough
to
make
a
team
of
seventh
and
8th
graders
combined,
but
are
certainly
good
enough
to
be
part
of
a
dual
team
system
where
we
have
a
varsity
and
a
JV
team.
M
Currently
in
the
league
that
I
mentioned
we
play
in
these
sports
that
you
see
in
this
chart,
are
the
ones
we'd
be
looking
to
offer
secondary
teams,
for
you
can
see
how
many
teams
are
already
there.
So
we
can
easily
fill
a
schedule
if
we,
if
we
do
add
those
teams,
so
our
proposal
would
be
to
add
the
opportunity
for
additional
teams
in
boys,
soccer
and
girls
volleyball
in
the
fall
boys,
basketball
and
girls,
basketball
in
the
winter
baseball,
softball
and
girls
soccer
in
the
spring.
M
Those
are
sports
that
we,
we
typically
cut
a
fair
amount
of
athletes
from
and
we
do
feel
like
there
would
be
more
than
enough
interest
to
field
a
second
team.
If
you
think
about
what
ninth
grade
Sports
look
like
at
the
high
school
level,
they
run
based
on
the
number
of
students
we
have
available
some
years.
We
have
ninth
grade
teams
other
years
when
there's
less
ninth
graders,
they
just
play
up
on
the
JV.
We
see
having
a
JV
team
for
these
Sports
in
the
same
light.
M
If
there
are
years
where
there's
not
enough
athlete
defeat
athletes
to
feel
two
teams,
we
would
simply
have
one
team,
Sports,
That,
You,
Don't
See,
mentioned
here:
football
wrestling
track
and
field.
Those
are
sports
that
can
handle
as
many
students
who
want
to
play
already.
So
we
wouldn't
be
adding
that
here,
the
other
sport
missing
is
is
field
hockey
and
truthfully
we
struggle
to
field
field
hockey
teams.
M
If
there
were
an
increased
interest
in
field
hockey,
we
would
certainly
look
to
run
a
JV
team,
but
year
to
year
we're
just
hopeful
to
be
able
to
field
a
team.
It
just
doesn't
seem
to
have
as
much
interest
as
some
of
the
other
sports
here.
One
other
thing,
you'll
see
mentioned
here
in
the
fall,
is
something
called
a
distance
Club.
That's
something
we'd
like
to
Pilot
next
year,
it
is
funded
by
USA
Triathlon,
similar
to
how
our
Unified
sports
at
the
high
school
level
are
funded
by
Special.
M
Olympics
USA
Triathlon
is,
is
looking
to
push
many
Triathlon
events
that
you
see
with
the
short
run
short
bikes,
short
swim,
we're
looking
to
start
out
with
just
the
the
Run
Part,
but
the
distance
Club
will
be
something
that
we
see
as
a
fall
opportunity
for
kids
who
run
track
and
field
and
that
particular
Endeavor
would
be
funded
by
USA
triathlon,
so
how
this
works
I
mentioned
before
we
feel
the
varsity
and
a
JV
team.
In
that
setting.
M
There
could
be
a
combination
of
7th
and
8th
graders
on
the
varsity
team,
as
well
as
a
combination
of
7th
and
8th
graders
on
the
JV
team,
so
students
would
be
able
to
play
to
their
competitive
level,
but
all
would
be
given
as
many
as
possible
will
be
given
the
opportunity.
The
way
scheduling
works
depending
on
the
facility
of
the
school,
that's
hosting,
sometimes,
teams
could
play
at
the
same
time.
You
know
if,
if
there's
two
baseball
fields,
varsity
and
JV
could
play
simultaneously,
if
not
back
to
back.
M
Sometimes
it
would
be
scheduled
home
and
away
so
maybe
Varsity
baseball's
at
home
at
Klinger,
while
JV
baseball's
away
at
Bensalem,
for
example,
and
they
play
at
the
same
time
or
potentially
different
days
with
facilities.
We
have
worked
with
our
middle
school
principals
and
our
Middle
School
faculty
managers
who
serve
as
athletic
directors,
and
we
do
feel
confident,
although
we'll
have
to
be
creative,
that
we
can
share
spaces
that
we
currently
have
to
make
sure
practices
and
competitions
can
occur.
There
is
an
implementation
cost
that
we
wanted
to
share
with
you
as
well.
M
The
total
in
the
end
would
be
just
over
fifty
thousand
dollars
and
you
can
see
how
this
is
itemized.
Some
of
them
are
annual
costs,
officials,
game
staff
Transportation.
Some
of
them
are
not
annual
cost
equipment
uniforms
that
we're
not
buying
all
of
the
time,
but
those
are
those
are
things
that
would
be
a
one-time
initial
startup
purchase
and
then
fall
into
the
uniform
and
Equipment
cycle
of
refurbishing
and
repurchasing
that
occurs
in
all
other
sports
at
both
the
middle
and
high
school
level.
M
That's
a
great
question,
so
we
currently
have
coaching
allotments,
where
we
don't
feel
like.
We
would
need
that
each
of
the
sports
has
at
least
a
head
coach
and
an
assistant
coach
who
would
serve
as
they
would
coach
the
team
the
same
way.
They
currently
do
together
for
practices,
and
then
they
would
split
for
competitions.
E
M
Would
be
up
to
how
the
coaches
want
to
arrange
it,
but
one
would
be
with
with
Varsity
one
would
be
with
JV.
It
would
be
up
to
them
who's,
going
to
what
competition
and
and
as
I
mentioned
a
lot
of
times.
Those
will
happen
either
back
to
back.
You
know
on
a
different
day,
so
potentially
the
coaches
could
be
at
both
Dr.
J
Best,
yes
and
the
setup
that
we
play
other
schools:
how
does
that
work
when
some
of
the
intermediate
schools,
I.E
Central
Bucks,
are
seven
eight
nine
set
up
an
hours
or
seven
and
eight
or
our
seventh
and
eighth
play
against
seven
eight
nine
or
is
there
a
separate,
ninth
grade
participant
they
limit
their
seventh
and
eighth
in
their
teams?
Is
that
how
that
works?.
M
Yeah
they're
anybody
who
has
what
we
call
a
junior
high
model
where
they
have
seven
to
nine
in
their
buildings.
The
ninth
graders
play
up
at
the
high
school
that
and
those
are
PIAA
rules,
so
Central
Boxing
example.
They
give.
They
have
separate
ninth
grade
teams
that
go
to
the
students,
compete
at
the
high
school
that
they'll
be
attending
in
in
central
box.
Thank
you.
N
M
You
it
was,
it
was
the
team
effort
between
John
Creighton
and
our
middle
school
principals,
as
well
as
our
Middle
School
athletic
directors.
There's
a
great
deal
of
research
out
there.
That
shows,
when
students
are
connected
to
activities
at
school,
there's
spillover
into
positive
academic
performance
feelings
of
school
connectedness,
and
we
also
believe
that
there
are
students
at
William,
Tena,
High
School,
who
may
not
be
participating
in
athletics
right
now.
Had
they
had
the
opportunity
to
make
a
team
in
seventh
grade
then
play
it
again
in
eighth.
M
A
D
Can
I
can
I
ask
a
question,
is?
Is
that
already
included
in
the
budget
for
next
year?
So
will
this
be
happening
in
this
upcoming
school
year?.
B
Madam
president
and
board
members,
as
you
know,
we
made
another
concerted
effort
to
improve
our
external
engagement,
so
be
quiet.
Mr
Ross
will
bring
up
the
the
video,
but
we
launched,
as
you
know
last
it
was
a
week
ago
week
and
a
half
our
new
website
go
ahead.
Nate
yeah.
O
F
O
B
Q
Q
Yeah,
usually
I'm
back
of
the
booth
here,
so
this
is
a
new
opportunity
for
me
to
say
Hello
I'd,
just
like
to
thank
everybody.
First
for
their
work,
a
project
of
the
size
is
a
very
large
undertaking,
so
it
takes
a
lot
of
people,
a
lot
of
moving
parts
to
come
together,
collaboration
and
organization
and
again
when
we
first
mentioned
that
we
might
be
changing,
you
know
it's
it's
difficult
to
embrace
change
and
everybody
has
and
I
think
we're
very
pleased
with
the
outcome.
Q
So
far,
so
I
want
to
say,
there's
no
better
way
to
engage
your
community
and
show
off
what's
unique
about
your
schools
and
your
website.
Q
It's
the
first
impression
of
perspective
students
and
families
moving
into
the
district.
It's
also
for
employees
looking
to
work
here.
This
is
the
first
thing
they're
going
to
see.
So
our
three
main
benefits,
not
just
for
the
app
but
for
the
website,
is
to
stay
up
to
date
with
school
announcements,
learn
about
upcoming
events
and
access
needed
contact
information
quickly,
which
it
showed
you
in
the
app
you
can
see
an
event.
You
can
share
an
event.
You
can
find
a
contact.
Q
You
can
email
them
directly
from
your
phone
call
them
directly
from
your
phone.
It's
very
easy
and
I
think
with
this
company.
They
really
everything
is
mobile,
friendly
because
everybody
is
more
likely
to
look
at
their
phone
now
than
than
a
laptop
or
a
desktop.
So
we're
really
looking
at
streamline
communication.
This
has
the
capability
of
taking
everything
from
one
Hub
and
sending
it
out
so
I
myself,
I
have
control
to
send
out
everything
onto
everybody's
web
pages,
onto
everybody's
social
media
from
one
click
or
two
clicks.
Q
However,
I
could
do
it
so
that
before
it
was
seven
different
websites,
so
it
really
streamlined
everything.
I
think
it
really.
It
will
strengthen
our
Centennial
brand
and,
like
I,
said
it's
very
user
friendly
so
down
to
the
level
of
the
building
level,
where
everybody's
updating
their
sites
from
the
that
I
think
everybody
will
find
this
much
easier
to
use
than
the
previous
website
if
you
have
gone
through
the
website,
yet
you
can
see
it's.
Q
It's
very
Sleek,
very
clean
design,
everything's
ADA
Compliant,
which
is
nice
once
you
start
over,
so
people
can
go
through
any
it's
accessible
to
anybody
with
disabilities
and
it
translates
into
133
languages.
Everything
on
Google,
so
so
I
urge
everybody
to
download
the
app
and
go
through
the
site.
Send
us
any
questions
or
concerns.
You
know
we're
still
changing
things.
So
that's
that's!
Okay,.
R
So
you
have
any
questions,
it's
good.
It
looks
great
and
to
those
who
don't
know,
Nate
is
one
of
the
unsung
heroes
of
Centennial
responsible
for
a
lot
of
communications,
of
course,
and
the
great
video
presentations
that
we've
been
enjoying
in
recent
meetings
to
help
tell
the
story
of
Centennial.
So
thank
you
for
the
work
you
do
there.
Thank
you,
but
it
looks
great.
Yes,.
G
H
Quick
question
with
the
push
notifications:
we
have
an
emergency
situation,
updates
event's
been
cleared,
that'll
all
be
able
to
be
pushed
out
instantly.
Yes,
awesome.
Q
Yes-
and
we
can
do
everything
from
our
phone
now
as
well-
we
have
the
app
from
our
phone,
so
I
can
also
be
anywhere
send
out
anything
from
any
location
which
is
also
new
cool.
G
Yes,
so
we're
going
to
be
moving
back
to
3.9
because
we
put
that
until
after
the
presentations,
so
it
resolved
the
Centennial
School
District
Board
of
school
directors
approves
The
increased
athletic
opportunities
for
middle
school
students,
District
costs
not
to
exceed
fifty
thousand
ninety
four
dollars
and
zero
cents
as
per
the
attached.
Second,
okay,
all
in
favor
all
right.
E
A
Thank
you,
okay.
Thank
you.
Next
is
item
four
presentations.
Education.
Excuse
me
we're
going
through
that
we're
now
going
to
go
to
item
five.
How
could
I
forget?
We've
been
here
for
an
hour,
15
minutes
doing
presentations.
Dear
lordy
item
five
is
committee
reports.
5.1
is
education
committee
Mr
Crossman,
please
we.
A
Okay,
yep
5.2
finance
committee,
Mr
Martin,
please
thank.
J
You,
madam
chairman,
we
had.
We
did
have
our
final
meeting
of
the
school
year:
Mr
Leiden,
attended
person,
Mr,
goldickson
and
I,
attended
by
phone.
It
was
a
successful
meeting.
Now
we
got
a
final
presentation
on
the
budget
items
from
Mr
Greenwood
and
the
other
things
that
were
discussed
at
that
meeting
will
reappear
when
we
get
to
Seven
on
the
agenda.
Thank.
G
G
G
Being
resolved
of
the
Centennial
School
District
Board
of
school
directors,
6.2
a
approves
the
renewal
of
Lexia
English
through
the
2024-2025
school
year,
District
costs
not
to
exceed
seventy
four
thousand
six
hundred
eighty
dollars
and
zero
cents.
6.2
B
approves
the
renewal
of
the
following
databases:
licenses
and
software
springboard
ECA
for
elementary
science
kits
EduCare,
infinite,
calculus
peer
deck
and
foundations
for
elementary
students
for
the
2023-2024
school
year.
Just
your
cost
not
to
exceed
266
284.85.
G
6.2
C
approves
the
teacher
leadership
position
assignments,
including
title
changes
for
the
2023-2024
school
year.
District
costs
not
to
exceed
158
025
and
zero
cents.
6.2
D
approves
the
renewal
agreement
to
provide
specialized
Educational
Services
with
foundations,
Behavioral
Health
For
Life
Works
Academy
the
2023-2024
school
year.
The
need
of
the
student
determines
the
fee
scheduled
for
each
student.
G
6.2E
approved
the
2023
extended
school
year,
esy
renewal
contract
with
PA
School
for
the
Deaf
tuition,
cost
of
ten
thousand
nine
hundred
five
dollars
and
forty
cents,
including
personal
care
assistant
fees.
Additional
costs
for
otpt
services
at
an
hourly
rate
of
127.97
will
be
added
as
District
as
directed
by
the
students.
Iep
6.2
F
approves
the
2023-2024
renewal
agreement
for
services
with
Therapy
Source
for
psychological
and
paraprofessional
Services
fees
for
the
service
are
in
accordance
with
schedule.
G
242.35
cents,
6.2
H
approves
renewal
of
independent
contractor
agreement
with
atg
learning
academy
for
the
2023-2024
school
year
for
subject
14-4.
In
conjunction
with
the
settlement
agreement
board
approved
on
April
25th,
2023,
District,
Court
tuition
and
speech,
services
is
50,
940
and
zero
cents.
6.2I
approves
the
following
titles
for
advanced
placement:
U.S
history,
textbooks
America's
history
for
the
AP
course
in
American
history,
AP
student,
Edition,
District
cost
not
to
exceed
7293.53.
G
J
Lynch
7.1
are
just
two
items
for
information
this
evening.
7.1
is
the
monthly
Pennsylvania
School
liquid
asset
fund
report
and
7.1
B
is
the
Pennsylvania
Department
of
Education
letter
regarding
the
June
30th
2022
single
audit
report.
There's
no
questions
about
those
we
can
go
to
7.2.
Does
anybody
want
to
have
any
of
those
have
further
discussion,
if
not
we'll
move
through
them
and
will
be
resolved
that
the
sustainable
School
director
7.2
a
proves?
J
District
cost
is
approximately
twelve
thousand
dollars
based
on
the
need:
7.2
D
Awards,
a
77
passenger
bus
bid
23-18
for
the
purchase
of
two
new
propane
buses.
The
M.A
brake
build
Bodyworks
District
course
not
to
exceed
260
850
inclusive,
with
two
thousand
dollar
trade-in
value
for
265
passenger
buses.
J
7.2
e
awards
of
30
passenger
bus
bid
23-19
for
the
purchase
of
two
new
gasoline
buses
that
may
break
Bill.
Body
Works
District
costs
not
to
exceed
184
804,
inclusive
of
one
thousand
dollar
trade-in
for
one
65
passenger
bus,
7.2,
F,
Awards
transportation
and
GPS
tracking
and
parent
application.
Rfp
23-09
to
transfinder
District
course
for
2324
school
year,
not
to
exceed
27
144
7.2
G
approves
the
2324
Property
and
Casualty
Insurance
plan,
including
package
business,
Auto,
commercial
umbrella
errors
and
Emissions
boiler
and
Machinery
student
accident.
J
J
J
J
A
R
Thank
you.
One
item
presented
for
information
I
hope
you
all
take
a
look
at
it.
The
June
operations
committee,
Capital
project
summary
includes
photos
of
some
of
the
improvements
and
repairs
made
throughout
Centennial
this
year.
So
you
can
see
that
all
those
budget
items
that
we
often
vote
on
9-0
actually
translate
to
important
projects
that
improve
the
quality
of
the
educational
experience
across
our
district
for
our
students
and
our
staff
and
teachers
ability
to
do
the
great
work
they
do
this
summer.
R
R
R
8.2
B
Awards
laptop
quote:
RFQ
23-007007
to
Dell
for
a
four-year
lease
to
the
12
Dell
Latitude
9440s
District
cost
not
to
exceed
not
29.
371.20
8.2
C
approves
the
renewal
of
a
three-year
agreement
with
Siemens
Industry
Incorporated
to
service
the
building,
automation
systems
and
related
HVAC
systems
at
William,
Tennant,
High
School,
the
administration
building
and
the
elementary
schools
district
cost
not
to
exceed
232
814
8.2
D
approves
a
transition
plan
for
Skyward
cumulative
the
business
side
of
Skyward
District
cost
not
to
exceed
13
188
dollars.
R
Eight
point:
two
e
approves
the
services
agreement
with
fmx
for
the
2023-2024
school
year
for
the
facilities,
maintenance
and
events
management
system
to
replace
School,
dude
District
cost
not
to
exceed
15
916.90
and
finally,
8.2
F
approved
Siemens
Industry
Incorporated
to
replace
17
failed
control
boards
at
William,
Tennant,
High,
School
District
cost
not
to
exceed
twenty
nine
thousand.
Sixty
six
dollars
and
Ninety
Four
Cents
can
I
get
a
second
second.
G
G
Again,
I
just
wanted
to
thank
our
team
for
the
growth
that
they
showed
us
I
mean
that
is
spectacular,
seeing
that
our
our
students
are
continuing
to
go
in
the
right
direction
and
I.
Just
can't
thank
thank
you
enough
for
your
hard
efforts.
Thank
you.
R
You
should
ask
you
please:
yes,
two
things
I
want
to
mention
briefly.
If
I
may,
first
I
was
fortunate
to
attend
the
Ivy
Lambert
150th
anniversary
celebration
this
best
weekend
and
while
I
was
there
much
of
the
day
in
the
Hall
of
History
tent
to
volunteer
on
behalf
of
Craven
Hall
Historical
Society,
where
I
serve
on
the
board,
which
of
course
has
a
long
relationship
with
Centennial.
R
School
District
I'd
be
happy
to
talk
your
ear
off
about
online
or
offline
open
house
Second
Sunday
of
every
month,
but
I
was
honored
to
be
invited
to
join
the
some
other
local
leaders,
including
mayor
Judas,
Borough,
Council,
Members,
representative
Monroe,
judge,
fanello
and
many
more
on
stage
for
the
official
ceremony
as
School
director
representing
region
two.
So
that
was
really
nice.
R
Congratulations
to
our
friend
in
Ivy
Land,
our
friends
in
Ivyland.
You
really
know
how
to
party,
and
it
was
a
great
event.
So
if
you
weren't
able
to
make
it
mark
your
calendars
now
for
the
175th
anniversary
celebration,
it'll
be
June,
24th,
2048.
and.
R
Secondly,
real
quick,
a
small
plug
for
the
Warminster
Township
Free
Library,
the
activities
available
for
students
of
all
ages
this
summer,
totally
for
free
and
adults,
have
expanded
into
a
truly
eye-popping
array
of
selections
across
a
variety
of
interests.
Creative
Pursuits
so
check
out
the
schedule
and
pop
in
to
grab
a
book
or
two,
because
the
community
library
is
an
excellent
resource
during
the
summer
and
all
year
long,
it's
a
great
place
to
try
new
things
and
learn
new
things
and
I'm
sure
your
brain
will.
Thank
you.
Thank.
J
G
D
Excuse
me,
I,
just
I
just
wanted
to
make
sure
that
the
community
members
know
that
there
is
a
bus
at
several
locations
right.
They
can
look
on
the
Southampton
website
to
see
the
locations
and
those
buses
run
continually
all
night
until
after
the
fireworks
yeah.
So
you
want
to
get
get
to
those
parking,
lots
and
park,
so
you
don't
have
to
park
far
away
and
walk
far
just
take
the
bus.
It
makes
life
much
easier
for
everybody.
Thank.