►
From YouTube: Committee on Education 12-16-2022
Description
The Committee on Education of the Council of the City of Philadelphia held a Public Hearing on Friday, December 16, 2022, at 2:00 PM to hear testimony on the following items:
220928
Resolution authorizing the Committee on Education to hold hearings to understand Pennsylvania Act 158’s changes to state graduation requirements and their impact on Philadelphia students and to learn more about the School District of Philadelphia’s plan to implement and support schools and students with these new requirements.
Note: This video has been edited from its broadcast form to remove employee user information. The content of the hearing has not been impacted.
A
A
Due
to
the
current
Public
Health
Emergency
city
council
committees
are
currently
meeting
remotely,
we
are
using
Microsoft
teams
to
make
these
remote
hearings
possible
instructions
for
how
the
public
May,
View
and
offer
public
testimony
of
public
hearings
and
Council
committees
are
included
in
the
public
hearing,
notices
that
are
published
in
The
Daily
News
inquiring,
legal
intelligence
are
prior
to
the
hearings
and
can
also
be
found
on
phlcouncil.com
I
know
that
hour
has
come
Madam
clerk.
Will
you
please
call
the
roll
to
take
attendance
members
that
our
attendance
will?
A
A
A
Before
we
hear
testimony
from
the
witnesses
that
we
have
to
hear
today,
everyone
has
been
invited
to
the
beating
to
testify
should
be
aware
that
the
public
meeting
is
now
being
recorded
because
the
public
I'm
sorry
that
the
public
hearing
is
now
being
recorded
because
the
public
hearing
is
public
participants
and
viewers
have
no
reasonable
expectation
of
privacy.
By
continuing
to
be
in
the
meeting,
you
are
consenting
to
being
recorded
additionally
prior
to
recognizing
members
for
questions
or
comments
they
may
have
for
Witnesses.
A
I
will
know
for
the
record
at
this
time
that
we
will
use
the
chat
feature
available
on
Microsoft
teams
to
allow
council
members
to
signal
that
they
would
like
to
be
recognized
in
order
to
comply
with
the
sunshine
act.
The
chat
feature
must
only
be
used
for
this
purpose.
Madam
clerk.
Will
you
please
call
the
first
panel
before
we
fall
call
the
first
panel
of
witnesses.
Do
any
of
my
colleagues
want
to
make
any
remarks,
as
relates
to
this
resolution
on
his
hearing
today,
all
right
hearing,
none
Madam
clerk?
G
G
Our
phase
mission
is
to
use
field
driven
insights
to
advance
equity
and
educational
opportunities
and
outcomes
for
underserved
students
and
their
families
along
the
Early
Childhood
to
post-secondary
education
pipeline
I
also
serve
as
the
co-director
of
the
Philadelphia
education
research
Consortium,
which
is
a
research
practice.
Partnership
with
the
school
district
of
Philadelphia,
funded
by
the
William
Penn
Foundation
Kirk's
goal,
is
to
generate
practical
and
actionable
research
that
can
be
used
by
decision
makers
to
support
students
in
the
school
district.
G
I
want
to
thank
you
for
inviting
me
to
testify
this
afternoon
about
changes
to
Statewide
graduation
requirements
articulated
in
Pennsylvania's
act,
158
of
2018.
in
October
of
this
year.
Under
the
perk
umbrella,
RFA
and
the
district
co-published,
a
report
using
historical
data
to
help
inform
future
support
for
students
in
schools,
researchers
from
RFA
and
the
district's
office
of
research
and
evaluation
worked
closely
with
District
leaders
to
design
and
publish
the
study
to
inform
data-driven
conversations
and
strategies
around
Philadelphia's
response
to
the
policy.
G
The
goal
of
my
testimony
today
is
to
provide
context
for
the
discussion
today.
I
will
first
talk
about
act,
158
briefly
explaining
the
policy
and
its
Origins,
then
I
will
highlight
key
findings
for
the
perks
October
report.
Changing
the
finish
line,
which
is
published
on
the
perk
website
at
Phil,
edresearch.org
I
will
close
with
implications
for
policy
and
practice,
and
some
framing
questions
for
consideration.
I.
G
This
means
that
act
158
layers
on
additional
graduation
requirements
to
pre-existing
State
and
district-wide
requirements
which,
for
most
students
in
the
district
included,
23
and
a
half
credits
and
a
service
learning
project
acts.
158
outlines
five
pathways
to
meeting
the
new
additional
requirements,
including
two
that
rely
exclusively
on
Keystone
exam
performance
and
three
that
allow
for
alternative
demonstration
of
college
or
career
readiness.
G
For
those
of
you
who
don't
know,
Keystone
exams
are
standardized
tests
designed
to
be
end.
Of
course,
evaluations
that
assess
students,
knowledge
in
biology,
Algebra,
1
and
literature,
acts
158
and
the
use
of
high
stakes
exams
as
indicators
of
College
and
Career
Readiness
is
a
product
of
a
long-standing
Statewide
debate
surrounding
Keystone
exams
and
graduation
in
2016
or
2006.
Excuse
me,
a
report
by
the
governor's
Commission
on
College
and
Career
Success
communicated
a
strong
desire
to
leverage
standardized
tests
to
set
a
Statewide
standard
for
the
skills
needed
to
succeed
in
the
21st
century
economy.
G
G
Several
moratoriums
delayed
implementation
due
to
concerns
and
criticisms
about
the
lack
of
evidence
that
exit
exam
policies,
improve
outcomes
for
students,
research
by
the
Pennsylvania
Department
of
Ed
and
others
that
showed
a
likely
disproportionate
impact
on
districts
with
historically
low
Keystone
proficiency
rates
and,
third,
the
fact
that
as
Pennsylvania
was
looking
to
implement
high-stakes
graduation
exit
exams,
many
other
states
were
backing
away
from
these
types
of
policies.
In
fact,
the
number
of
states
with
such
policies
declined
from
nearly
30
in
the
late
1990s
to
11
in
2019.
G
foreign.
This
debate
laid
the
groundwork
for
ACT
158.
What
many
perceived
to
be
a
more
inclusive
policy,
because
it
allows
for
alternative
Pathways
to
graduation
in
the
event
that
Keystone
performance
requirements
aren't
met,
though
the
policy
was
passed
in
2018,
it's
set
to
be
implemented
for
the
first
time
for
the
graduating
class
of
2023..
G
Still,
the
policy
has
been
a
bit
of
a
moving
Target
subsequent
legislation,
as
recently
as
July
of
this
year
has
been
passed.
That
legislation
gives
special
consideration
for
students
impacted
by
covid
and
also
provides
additional
Pathways
and
supports
for
students
experiencing
educational
instability
due,
for
example,
to
homelessness
or
involvement
in
the
Juvenile
Justice
or
Foster
Care
Systems,
so
acts
158
is
a
policy
with
many
details
and
layers
in
the
broadest
Strokes.
G
G
The
first
pathway
is
the
Career
and
Technical
education
or
CTE
concentrator
for
students
who
complete
at
least
half
of
a
CTE
program
in
which
they're
enrolled.
They
must
also
demonstrate
Readiness
for
continued.
Meaningful
engagement
in
the
CTE
concentrator
program
of
study
demonstrate
a
high
likelihood
of
obtaining
an
industry-based
competency
assessment
or
obtain
an
industry-based
competency
certification.
G
The
third
alternative
pathway
is
the
evidence-based
pathway.
Demonstration
of
three
pieces
of
evidence
consistent
with
students,
goals
and
career
plans,
is
required.
This
could
look
like
concurrent
college
level,
coursework,
a
community
learning
project,
completion
of
an
internship
or
an
externship
or
a
letter
guaranteeing
full-time
employment
among
other
options.
G
So
from
what
I
said
is
with
this
policy.
I
see
a
lot
of
system,
building
challenges
and
opportunities
ahead
associated
with
implementing
it
for
districts
across
the
state,
but
particularly
in
Philadelphia,
where
many
students
attend
high
schools
outside
of
the
district,
and
so
there
are
many
leas
in
in
play
in
the
city
of
Philadelphia,
with
their
own
specific
authority
to
determine
some
of
the
parameters
of
the
policy
and
the
contextual
fact
that
systems
that
support
youth
across
Philadelphia
can
be
disjointed
and
silent.
G
Next,
as
I
mentioned
for
some
aspects
of
alternative
Pathways,
the
requirements
are
to
be
locally
determined,
so
leas
have
to
decide
and
articulate
what
counts.
For
example,
as
a
qualified
pre-apprenticeship
program
or
internship,
once
leas
make
sense
of
the
scope
of
the
policy,
they
need
to
build
systems
to
track
all
the
pieces
of
evidence
for
each
alternative
pathway
for
each
student
across
their
entire
High
School
career
and
ensure
adequate
capacity
and
skill
across
all
high
schools
to
populate
the
tracking
system.
G
G
We
found
that
the
policy
is
likely
to
impact
all
student
groups
in
the
district,
but
would
likely
disproportionately
impact
some
more
than
others.
So,
for
example,
when
identifying
students
with
score
sufficient
to
meet
the
Keystone
pathway
requirements,
the
student
group,
with
the
largest
share
of
students
at
56
percent,
were
those
who
are
identified
as
Asian
students
identified
as
English
Learners.
Were
the
student
group
with
the
smallest
share.
That's
eight
percent.
G
G
First,
the
city
needs
a
dual
strategy
to
support
students
to
graduate
aimed
at
both
improving
the
ability
of
schools
to
improve
student
Keystone
performance
and
ensuring
the
accessibility
of
alternative
graduation
pathways.
As
far
as
keystones
go,
improving
Keystone
performance
is
already
a
school
board
goal
monitored
publicly
since
2020..
G
Two
do
all
schools
have
the
capacity
and
knowledge
to
counsel
students
about
their
status
and
options,
Gathering
existing
or
forthcoming
pieces
of
evidence
and
populate
the
system
with
it?
It's
not
what
capacity
is
needed
and
where
and
what
resources
are
needed
to
support
these
efforts
in
the
short
and
long
term,
three,
what
existing
resources
and
experience
will
count
as
evidence
for
alternative
pathways.
G
As
a
committed
District
parent
and
an
education
researcher,
with
deep
respect
for
educators,
I'm
hopeful
that
the
implementation
challenges
associated
with
this
policy
will
turn
into
opportunities
for
collaborative
systems,
building
to
better
support
the
Youth
of
our
city.
Thank
you
for
the
opportunity
to
testify
today.
B
A
Colleagues,
I
want
to
make
sure
that
you
know
that
after
the
superintendent
do
want
to
be
able
to
open
it
up
for
questions
and
Miss
Turner
I
can
tell
you
right
now
that
those
five
questions
that
you
just
stated
we're
definitely
going
to
revisit
those
five
questions
and
see
if
we
can
do
a
deeper
dive
into
some
of
the
concerns
that
you
communicated
based
on
your
2018-19
is
that
the
school
year
you
you
analyze?
Okay,
all
right!
A
I
Thank
you,
Mr
chairman
appreciate
the
opportunity
to
be
here
to
testify
I'm
going
to
extend
my
time
so
that
I
can
before
I
leave,
so
that
we
can
complete
the
presentation,
because
I
want
to
be
around,
for
the
questions
certainly
want
to
recognize
for
the
record
that
our
board
President,
Reginald
Streeter,
is
here
also
joined
by
Deputy
superintendent
for
academics.
Ms
Siobhan
Savage
will
be
doing
this
presentation
together.
I
So
on
behalf
of
the
school
district,
we
certainly
appreciate
that,
if
that
slide,
deck
is
going
to
be
pulled
up,
I
want
it
to
take
just
a
couple
of
minutes
to
review
a
couple
of
slides
and
we
try
to
make
this
very
intuitive
and
very
clear,
and
the
presentation
itself
will
speak
to
some.
Some
of
the
five
questions
that
Dr
Turner
spoke
to
so
I
think
that
may
be
coming
up
momentarily.
I
All
right
so
Mr,
chairman
again,
thank
you.
I
want
to
jump
right
in
I'll,
be
joined
by
Deputy
superintendent.
Savage
I
want
to
give
a
few
a
little
District
contacts
related
to
act.
158
here
in
the
school
district.
Philadelphia
I
want
to
start
with
this
on
the
next
slide,
our
vision
for
the
school
district
because
act,
58
and
graduation
rates
are
Central
to
it.
You
know
our
vision
is
that
the
school
district
will
achieve
the
board's
goals
and
guardrails
that
Dr
Turner
referenced.
I
We
are
monitoring
those
goals
and
guardrails
and
our
meetings
all
the
time,
and
it
is
our
vision
to
position
the
school
district
of
Philadelphia
to
become
the
fastest,
improving
large
Urban
School
District
in
the
country.
So
where
are
we
going
now
in
terms
of
the
fastest,
improving
we're
thinking
about
improving
significant
Improvement
of
our
four-year
graduation
rate,
reducing
our
dropout
rate
and
also
improving
our
innate
performance,
the
nation's
report
card
test
relative
to
other
large
school
districts?
I
So
that's
how
we
think
about
measuring
that
as
we
move
the
slide
up
to
get
to
the
next
slide,
where
it
says
we
where
we
are
going
in
the
school
district
is
no
surprise
that
student
graduation
is
in
the
center
of
this
graphic.
Now
in
order
to
move
our
current
70
percent
four-year
graduation
rate.
We
know
that
a
top
priority
has
to
be
for
us
with
safety.
That's
something
we're
focused
on
you've
heard
a
bit
about
that
recently.
I
We
have
an
immediate
focus
in
the
school
district
on
monitoring
and
improving
daily
student
attendance
and
teacher
attendance
in
our
dropout
rate,
while
at
the
same
time
on
the
right
side
of
this
screen,
you'll
see
that
our
next
step
involves
the
development
of
an
aggressive
five-year
strategic
plan.
That
work
is
underway
right
now
in
the
school
district
and
will
continue
over
the
next
few
months
and
we'll
bring
an
aggressive
plan
about
how
we'll
get
there
to
the
board
of
education
for
approval
near
the
close
of
this
school
year.
I
But
student
graduation
is
at
the
center
of
everything
we
do,
because
we
want
to
significantly
improve
our
70
percent
graduation
rate
right
As.
You
move
to
the
next
slide.
It's
entitled
what
is
act
158
I'm,
going
to
now
ask
Deputy
superintendent
for
academics,
Mr,
Siobhan
and
Savage
if
she'll
walk
us
through.
Where
are
we
what's
the
context
for
those
five
questions
that
Dr
Turner
referenced
and
then
we'll
be
glad
to
take
questions?
J
J
If
you
could
scroll
up
to
the
next
slide,
please
now,
obviously,
and
I
wanted
to
acknowledge
that
act.
58's
requirements
are
new
in
terms
of
implementation
to
us
in
this
particular
school
year.
However,
the
act
itself
because
of
when
it
did
come
out,
did
give
us
some
time
to
think
about
and
prepare
for
how
we
were
going
to
implement
this
system-wide.
J
So
act
158
in
particular,
as
Dr
Turner
alluded
to
is,
in
addition
to
our
traditional
credit
and
graduation
requirements
that
we
have
upheld
over
time
here
in
the
school
district
of
Philadelphia,
so
students
actually
have
to
obtain
23.5
credits
and
also
complete
a
multiple
multi-disciplinary
project
and
to
in
order
to
actually
graduate
from
high
school.
That
is
a
long-standing
requirement.
J
J
This
next
slide
is
actually
a
very
Consolidated
graphic
to
demonstrate,
with
these
five
different
pathways.
Are
it's
important
to
note
that
act?
158
is
actually
complex
and
complicated.
This
is
not
a
situation
where
it
was
something
that
we
could
roll
out
without
thinking
succinctly
about
how
we
actually
implemented
this,
because
we
wanted
to
make
sure
that
we
were
clear
in
our
local
guidance
that
we
were
communicating
appropriately
to
families,
to
students
and
to
our
staff,
and
that
we
had
actionable
plans
to
provide
access
to
all
of
our
students.
J
So
you
can
see
the
Keystone
proficiency
pathway
is
what
people
are
thinking
of
in
terms
of
pathway,
one,
and
that
requires
students
to
demonstrate
proficiency
across
all
three
of
the
Keystone
exams.
There's
also
an
additional
pathway
where
students
can
achieve
a
composite
score
across
all
three
of
those
keystones.
That
means
that
they
have
to
actually
score
proficient
or
Advanced
on
at
least
one,
and
they
have
to
score
above
or
below
basic
on
the
other
two.
In
order
to
achieve
a
Consolidated
composite
score
of
4452.
J
pathway,
3
is
the
CTE
concentrator,
and
that
is
for
students
that
are
currently
in
the
CTE
programs.
Pathway.
Four
is
alternative
assessments,
where
students
can
actually
present
an
additional
piece
of
evidence
from
a
list
in
order
to
meet
that
pathway
and
pathway.
5
is
actually
the
most
interesting
of
our
Pathways.
Students
can
pick
three
pieces
of
evidence
across
two
separate
categories
of
evidence
in
order
to
meet
this
pathway.
J
So
in
thinking
about
our
plan
to
implement
act
158,
we
actually
created
District
level
guidance.
We
have
thought
about
how
to
best
support
our
school
leadership
teams
we
have
planned
for
and
have
implemented
supports
for,
students
and
Families.
We
have
current
data
to
share,
and
we
also
can
demonstrate
and
have
particular
support
needs
that
we'd
like
to
elevate
next
slide.
Please.
J
So
for
district
level
guidance,
our
Central
administrative
staff
have
worked
succinctly
over
the
past
number
of
years
to
come
up
with
guidance
for
our
schools
and
also
for
our
partners.
We
have
a
20,
22,
2023,
graduations
requirement,
toolkit
and
a
list
of
resources
and
a
list
of
resources
that
are
available
for
our
internal
staff.
I
mean.
Can
you
slide
back
up
to
the
next
to
the
previous
slide?
Please
thank
you
and
those
particular
resources
are
what
our
internal
staff
at
the
school
level
have
been
utilizing
in
order
to
effectuate
act
158..
J
We
also
have
a
number
of
different
certifications
that
students
can
pursue
for
particular
Pathways,
and
we
have
succinctly
listed
those
so
that
our
school
staff
know
which
actual
certifications
qualify
for
which
Pathways
we
also
have
a
district-wide
system
to
capture
individualized
graduation
plans
for
our
12th
grade
students
with
the
intent
that
we
capture
those
same
plans
for
students
in
9
through
12th,
raise
in
future
years
next
slide.
Please.
J
Now
for
our
school
leadership
teams
in
particular-
and
this
includes
our
principals-
we
have
provided
ongoing
professional
learning
that
has
actually
started
in
August
of
this
pet
of
this
year.
We
also
provide
weekly
updates
for
our
school
leadership
teams
through
our
internal
weekly
newsletters,
so
that
we
can
Elevate
changing
guidance
both
on
the
local
and
the
state
level.
For
our
school
teams.
J
We
have
internal
tracking
mechanisms
so
that
we
cannot
just
track
which
students
have
completed
a
particular
pathway,
but
we
can
also
track
internally
where
students
are
in
terms
of
their
progress
towards
completion
of
a
pathway
and
our
assistant
superintendents
are
supporting
our
teams
with
analyzing
that
data,
so
that
we
can
stay
on
top
of
a
two-track
student
progress
next
slide.
Please.
J
J
Our
students
also
will
be
receiving
by
Monday
December
19th,
so
this
upcoming
Monday
a
letter
that
indicates
where
they
are
not
just
in
terms
of
their
not
just
in
terms
of
their
particular
pathway,
but
also
in
terms
of
their
credit
attainment.
So
students
might
have
already
received
that
letter
and
for
the
students
that
have
not
yet
received
that
letter
they
will
be
receiving
it
soon.
J
We
also
have
had
family
engagement
sessions
at
the
school
level,
for
our
families
to
be
invited
into
this
particular
process
and
given
the
information
and
knowledge
so
that
they
can
Advocate
appropriately
for
their
children
and
we've
been
providing
activities
and
access
points
for
students
to
satisfy
the
pathways
next
slide.
Please.
J
So
I
thought
it
would
be
helpful
to
take
counsel
through
some
particular
scenarios
around
what
this
looks
like
in
the
life
of
a
child.
So
we
have
John
and
John
is
actually
a
senior
enrolled
in
culinary
arts
over
at
Randolph.
In
order
for
him
to
graduate,
he
has
to
meet
both
his
credit
requirements
and
the
ACT
158
requirements.
This
is
an
example
of
what
this
would
look
like
for
him.
J
His
school
team
actually
noticed
that
he
was
failing
math,
so
they
arranged
for
him
to
access
centralized
tutoring,
so
he
can
actually
pass
his
math
classes
so
that
he'll
reach
the
credit
attainment
necessary.
He
also
needs
to
pass
at
least
50
percent
of
his
CTE
program
and
he's
on
track
to
do
so,
because
he's
already
passed
his
level
one
and
level
two
CTE
courses
that
also
serves
as
a
demonstration
that
he's
ready
for
his
Nocturne
exam.
J
He
already
has
earned
his
safe,
his
Serve
Safe
food
handler
certification
in
11th
grade
that
actually
counts
towards
evidence
of
his
industry
certification
as
well
he's
on
track.
There's
a
number
of
different
pieces
that
will
go
into
determining
whether
or
not
a
student
is
on
track,
and
we
actually
have
mechanisms
now
within
our
student
information
system
to
track
not
just
where
the
students
are,
but
also
for
us
to
upload
the
actual
evidence
and
attach
it
to
a
student's
file.
J
So
here's
a
closer
look
at
a
student
that
would
use
an
alternate
assessment.
Mary
is
a
senior
at
Martin
Luther,
King,
High
School,
just
like
John.
She
has
to
demonstrate
you
know
the
actual
meaning
of
an
act,
one
pathway,
but
also
she
has
to
meet
the
school
district's
requirements,
around
credits,
she's
on
track
to
pass
all
of
her
classes
and
she's
an
A
B
student,
but
she
struggles
with
tests.
She's
already
passed
her
Algebra
1
literature
and
biology
courses,
but
she
struggles
to
pass
the
Keystone
exams
because
of
anxiety.
J
She
was
encouraged
by
her
school
counselor
to
apply
early
decision
to
Temple
she's
already
received
her
letter
and
she
has
committed
her
grad.
Her
actual
letter
of
acceptance
to
Temple
will
serve
as
evidence
in
the
alternate
assessment
Pathways
and
because
she
hasn't
missed
too
much
school
and
she
is
an
A
B
student.
She
actually
has
already
attained
the
completion
of
her
pathway
next
slide.
J
J
A
Give
it
we
will
superintendent
will
allow
you
to
finish
your
questions.
I
mean
your
presentation
shortly,
I'm
being
told
that
there's
a
technical
difficulty
right
now.
If,
if
it's
okay
with
colleagues,
can
we
jump
into
some
of
the
questions
around
what's
been
shared
so
far,
and
then
we'll
get
back
into
the
presentation
or
superintendent?
If
there's
anything
that
you
wanted
to
add
before
we,
we
finish
the
presentation
open
up
for
questions,
Mr.
I
J
Absolutely
and
speaking
to
that
last
student
that
we
were
actually
speaking
about
that
actually
gets
to
the
internship
piece,
because
that's
the
pathway
in
which
internships,
externships
and
co-ops
sit
within.
So
this
student
in
particular
would
be
interested
in
doing
a
30-hour
internship
with
a
hospital
and
shadowing
a
psychology
just
because
that's
what
he's
interested
in.
J
Now,
I
want
to
just
say
a
couple
of
things
in
terms
of
making
sure
people
understand,
students
can
move
across
multiple
Pathways,
even
if
they
have
meant
one
pathway.
We
want
to
give
them
the
opportunity
to
access
to
access
other
Pathways
and
make
sure
that
you
know.
If
we
have
a
student,
that's
passed
all
three
keystones:
they
actually
can
access
an
internship
or
an
externship
as
well.
The
pathways
are
meant
to
be
constrictive
they're
supposed
to
be
exploratory,
and
we
also
wanted
to
elevate
that
students
are
connected
to
their
schools.
J
Interestingly,
52
of
our
seniors
have
already
met
in
act,
158
pathway
and
are
pursuing
the
completion
of
their
credits.
So
it's
a
interesting
thing
now
that
we
have
built
the
systems
to
collect
the
data.
We
have
a
number
of
students
that
have
already
met
their
act.
158
Pathways,
but
now
are
interested
in
exploring
additional
Pathways
we're
not
even
halfway
through
the
school
year.
J
At
this
point,
our
second
quarter
hasn't
ended,
making
sure
that
the
students
that
are
in
progress
get
to
the
Finish
Line
is
important
and
also
making
sure
that
the
students
that
are
already
at
the
Finish
Line
have
the
opportunities
to
explore.
Multiple
things
is
something
that
we
have
elevated
internally.
J
My
last
my
last
talking
point
honestly:
I
just
want
to
Express
gratitude
to
council
for
the
budget
transfer
because
it's
going
to
actually
satisfy
a
couple
of
things
for
the
school
district.
We
actually
have
requested
in
terms
of
short-term
support,
some
funds
to
make
sure
that
our
students
can
actually
access
test
preparation
and
also
the
fee
requirements
for
some
of
the
industry,
certifications
that
give
them
access
into
the
career,
Readiness
piece
and
then,
from
a
longer
term
perspective.
A
Thank
you,
Deputy
superintendent.
We
appreciate
it.
I
want
to
take
a
moment
to
just
allow
some
of
my
colleagues
to
be
able
to
ask
questions
that
they
may
have
I
think
that
we
received
a
lot
of
information
from
the
research
perspective,
as
well
as
the
the
Practical
perspective,
so
counselves
any
questions
for
members
of
this
committee
for
the
panel
that
you've
just
heard
from
chair
recognizes
council
member
Lazada.
F
Hi
good
afternoon
and
thank
you
again,
I
I
have
questions
and
and
comments.
This
is
my
first
Committee
hearing
as
a
council
member
but
I
had
the
opportunity
over
the
course
of
the
last
two
years
to
work
on
the
ground,
specifically
with
students
in
The,
Hunting
Park,
North,
Philadelphia,
Fair,
Hill,
Community
and
I
I
was
able
to
speak
with
someone
on
one-on-one,
often
about
what
was
happening
in
school.
F
I
was
sad
to
learn
that
many
of
them
Juniors
and
seniors
felt
that
they
were
not
ready
to
go
to
college
and
that
us
on
the
ground
connecting
them
to
Alternatives
like
Employments
or
careers
within
some
of
our
business
corridors
were
what
they
felt
were
their
only
choices
and
when
I
asked
them.
Why
many
of
them
just
said
I'm,
not
I,
can't
read,
and
so
it's
heartbreaking
to
me,
and
it's
also
very
frustrating
to
me
and
so
I'd
like
to
know
with
these
requirements.
I
Council,
member
Lozada,
let
me
just
take
a
quick
stab
at
that
and
then
I'll
turn
it
back
over
to
Deputy
superintendent,
Savage
I
want
to
say
two
things.
First,
I
appreciate
the
spirit
of
the
the
the
general
assembly
to
think
about
multiple
Pathways
to
graduation.
Although
I
know
it's
complex,
a
lot
of
people
complain
about
it
and
said
it's
pretty
honorous
onerous.
I
You
know
there.
There
are
states
that
solve
this
problem
of
not
just
making
graduation
decisions
based
on
one
test
score
given
on
one
day.
Some
kids
are
better
test
takers
than
others
and
some,
quite
frankly,
have
test
anxiety,
Etc.
We
also
have
a
good
number
of
kids
who
are
not
well
prepared
and
we've
got
to
own
that
and
work
better
here
in
the
school
district.
I
I
I
Now
with
the
kids
students,
we
have
right
now
who
are
in
the
high
schools
and
we're
trying
to
get
them
across
the
Finish
Line.
We
are
yes
helping
students
understand,
test
taking
and
how
to
do
those
tests,
because
if
we
we
don't
understand
it's
hard
to
teach
kids
how
to
do
it.
We're
also
looking
at
how
we
not
only
teach
kids
how
to
take
the
test,
but
to
be
better
readers.
It's
an
intensive
lift
and
we're
working
on
that
and
I'll.
Ask
Deputy
superintendents
I
have
to
say
a
bit
more
about
that.
J
We
do
have
a
number
of
different
mechanisms
to
support
students
in
terms
of
intervention
supports.
We
also
have
you
know
our
special
education
programming
for
the
students
that
have
qualified
in
that
area
to
receive
additional
supports,
and
we
have
a
combination
of
academic
supports
available
that
students
can
access.
So
we
do,
for
example,
have
credit
recovery
programs.
We
do
have
Saturday
school
programs
and
we
also
have
summer
school
programs.
J
It's
really
important
for
us
to
continue
to
provide
the
additional
supports,
but
echoing
what
Dr
watlington
has
said
around
looking
at
through
the
strategic
planning
process,
our
larger
Continuum
of
Education
priorities
and
programs,
so
that
we
can
shift
how
we
think
about
actually
teaching
students.
How
to
read
is
going
to
be
extremely
important
in
the
next
six
months
as
we
are
endeavoring
through
the
strategic
planning
process.
J
E
E
I
I
can
appreciate
that
the
law
offers
a
lot
of
flexibility
and
has
all
these
various
Pathways,
but
that
also
makes
it
somewhat
confusing
to
a
layperson.
So
I
can
imagine
students
trying
to
figure
out
if
they
have
met
the
requirements
or
not
or
parents
trying
to
figure
it
out.
It
sounds
like
you
know
our
with.
Where
we
are.
We
have
a
good
amount
of
students
that
have
method
requirements
for
where
we
are
in
the
academic
year.
E
However,
I'm
guessing
that
the
students
that
have
met
the
requirements
might
be
the
ones
who
are
most
self-sufficient
and
I'm
wondering
for
students
that
will
need
more
hand-holding
and
parents.
That
will
need
more
hand-holding
to
understand
all
of
the
various
ways
that
they
can
meet
these
requirements
and
be
prepared
for
graduation.
Are
we
sufficiently
staffed
to
provide
the
level
of
hand-holding
at
each
School
that
people
might
need,
because
it
does
sound?
A
bit
confusing,
at
least
to
me.
J
And
through
the
mechanisms
that
we
actually
have
put
in
place
around
training,
our
internal
staff,
our
principals,
our
counselors
designated
people
within
school
teams,
have
already
received
the
training
and
are
supporting
students
and
their
families
with
the
one-to-one
communication
and
guidance
around
what
it
is
that
the
student
has
already
done
or
can
do
in
order
to
meet
a
pathway.
But
your
point
around
the
actual
Staffing
piece
is
well
taken
and
I.
J
Think
as
we
continue
to
implement
this
and
are
now
starting
to
think
about
how
to
operationalize
this,
as
we
are
moving
through,
Time
Staffing
is
definitely
going
to
be
an
issue
primarily
because
we
are
going
to
be
faced
with
the
task
of
doing
this
over
and
over
and
over
again,
and
this
actually
was
an
unfunded
mandate,
which
required
an
additional
level
of
lift,
not
here
not
just
here
at
Central
administrative
offices,
but
also
you
know
into
our
store.
So
we
have
worked
out
how
to
best
support
our
seniors
right
now
having
additional
staff.
J
I
And
council
member
gate
I'll
just
add:
do
we
are
we
appropriately
staffed?
We
absolutely
are
in
need
of
more
resources
and
we
are
absolutely
not
afraid
to
ask
for
them.
That's
why
we're
so
appreciative
to
the
chairman
to
Chairman
Thomas
for
his
efforts
to
get
us
that
two
million
dollars,
because
every
bit
helps
the
the
bottom
line,
is
that
the
school
district
of
Philadelphia
has
been
a
historically
underfunded,
School
District,
that's.
D
I
Matter
of
record-
and
we're
not
talking
about
give
us
a
blank
check,
so
we
can
spend
good
money
after
bad
on
stuff
that
doesn't
work.
We're
accountable
for
doing
this
work,
we're
making
progress
this
year.
Deputy
superintendent
can
provide
the
data
to
show
that
we're
walking
our
way
down
to
help
our
young
people
get
across
the
finish
line,
but
the
reality
is
that
there
are
neighboring
districts
that
spend
far
more
per
student
than
we
do.
I
E
Thank
you
for
that
answer,
and
the
transparency
and
I
greatly
appreciate
Mr
chair
having
this
hearing
I.
Think
it's
important
for
us
to
keep
in
touch
about
the
progress
that
we're
making
and
helping
students
to
meet
these
requirements
and
to
continue
having
honest
discussions
about
what
resources
are
needed
to
make
sure
that
every
student
crosses
the
Finish
Line
as
as
we
move
forward.
So
thank
you
so
much
foreign.
D
Thank
you,
chairman
Thomas
I
I
wanted
to
Echo
the
Saints
Sentiments
of
council
member
Gautier,
one
of
the
things
that
I
one
of
the
things
I
want
to
notice
that
I
have
a
college
access
background
as
well
as
career
support
where
essentially
I
I
worked
every
day,
advising
students
on
what
they
need
to
do
to
get
into
college
and
also
pursue
careers.
So,
in
this
role,
is
more
like
a
non-profit
external
work
that
we
did.
I
was
wondering
if
we
you
know,
given
the
fact
that
I
had
that.
D
Well,
one
of
the
things
I
always
thought
about
is
how
school
school
districts
you
know
throughout
you
know
Pennsylvania
could
do
more
to
partner
with
College
and
Career
access
programs
to
further
supplement
the
advising
that
you
know
takes
place
with
students
to
get
them
to
the
graduation
pathway.
I
know,
for
example,
you
know
many
years
of
you
know
go
you
know:
Kip
had
a
sport,
a
partnership
around
best
practices
with
the
school
district,
around
College
counseling,
but
there's
also
other
partners
such
as
you
know,
Philadelphia
Futures,
Team
sharp.
D
Is
this
many
other
organizations
that
could
be
helpful
in
this
Regard?
In
addition
to
that,
I'm
thinking
about
the
idea
is
that
we
have
retired
College
and
Career
counselors,
who
may
be
willing
to
volunteer
and
support
students.
You
know
if
we
ask,
or
we
can
train
some
neighbors
who
are
concerned,
and
the
education
around
to
you
know
be
volunteers,
for
the
time
being,
as
we
wait
for
more
more
funding
from
the
state
to
take
care.
D
Take
you
know,
take
care
of
this
year,
but
I
would
just
think
about
different,
innovative
ways
that
we
can
explore
to
really
support.
This
particular
concern,
because
what's
happening,
is
that
throughout
the
city
of
Philadelphia,
we
always
hear
people
say
I
want
to
help
young
people
well,
they're,
talented
and
they're
excellent.
This
could
be
a
strong.
This
could
be
a
strong
option
for
them
to
help
young
people
in
a
way
that
is
productive,
so
just
something
that
I
want
us
to
consider.
Just
you
know
giving
my
background
and
and
thoughts
so.
I
I'd
like
to
just
respond
to
that
really
quickly,
Mr
chairman
and
just
say
that
first
we
know
we
can't
do
this
work
alone
in
the
school
district,
principals
and
teachers
and
counselors,
and
the
support
staff
can't
do
this
by
themselves.
So
we're
trying
to
think
about
we're
thinking
deeply
in
our
strategic
planning
process
right
now
about
how
do
we
organize
the
district
to
be
really
responsive
to
individuals
like
you
who
can
partner
with
us
now
here's
what
happens
in
a
lot
of
school
districts.
You
have
Grassroots
organizations,
you
have
non-profits.
I
We
have
other
organizations
that
want
to
partner
with
the
school
district
and
sometimes
at
the
school
level
of
the
district
level.
When
there's
a
lean
staff
and
we've
all
got
hands
on
deck,
trying
to
get
this
work
done,
we
have
to
Design
Systems
to
to
bring
all
to
match
all
these
partners
with
the
school
district.
And
so
you
know,
principals
are
in
class
trying
to
support
teachers
who
are
doing
parent
conferences
who
are
leading
the
schools
working
on
student
management.
I
Sometimes,
there's
a
there's
a
there's,
a
taxing
of
the
time
available
and
so
we're
looking
at
how
we
make
sure
that
when
someone
likes
you
shows
up
at
440
or
at
a
school
you
can
partner
with
us.
How
do
we
make
sure
we
have
the
infrastructure
people
who
can
actually
facilitate
that
work,
because
I
heard
during
my
listening
and
learning
tour-
and
this
is
not
unique
to
the
school
district
Philadelphia
I-
want
you
to
know
this
at
least
I.
I
Don't
think
it
is
that
people
call
well,
maybe
not
getting
a
phone
call
back,
probably
might
be
something.
That's
unique
that
we
need
to
work
on
based
on
a
listening
and
learning
tour,
but
sometimes
it's
not
that
people
don't
want
to
partner,
but
the
resources
are
taxed
kind
of
thin.
So
we're
thinking
about
how
to
organize
the
work
here
at
the
district
office
and
at
the
school
building,
so
that
somebody
answers
the
phone
so
that
we
make
a
connection
with
you
and
three
months
later,
if
somebody
leaves
that
partnership
continues.
J
Absolutely
because
we
do
internally
to
the
school
district,
have
a
College
and
Career
Readiness
coordinators,
and
we
do
also
meet
with
some
of
these
external
Partners.
I.
Think,
what's
going
to
be
great
about
the
strategic
planning
process?
Is
our
ability
to
engage
a
lot
of
different
stakeholders
in
these
conversations
so
that
we
can
begin
to
think
about
the
city
as
an
ecosystem
for
all
of
these
things,
so
that
we
can
better
coordinate
all
of
the
services
in
a
way
that
serves
our
children
most
appropriately
and
pull
those
different
opportunities?
J
A
Thank
you.
Thank
you.
Thank
you,
Council
Carly.
Let
me
just
get
a
couple,
quick,
quick
responses.
If
we
can
and
then
we
can
try
to
transition
so
first
question:
what
does
the
relationship
look
like
I'm
thinking
about
what
with
Miss
Turner
talked
about
in
her
testimony?
What
does
the
relationship
look
like
between
a
school
district
and
the
City
of
Philadelphia,
and
what
is
that?
A
J
A
J
J
I
I
just
actually
acknowledged
our
Deputy
Mayor
to
see
if
she
would
like
to
comment
as
well.
We
have
been
in
contact
pretty
constantly
since
I
have
assumed
this
role,
because
it
is
our
purpose
and
our
true,
you
know,
thought
to
create
a
partnership
where
we
can
be
on
the
same
page
around
what
these
different
mechanisms
are
and
how
we
can
think
about
the
different
resources
we
have.
So
we
can
coordinate
them
for
supportive,
kids.
K
So
councilman
Thomas,
if
I
may,
is
Vanessa
Garrett,
Harley,
Deputy,
Mayor,
put
off
of
the
children
and
families
I
just
wanted
to
address
that
question
a
little
bit.
I
think
it
was
a
great
question
and
it
is
really
important,
a
collaboration
that
is
going
on
between
the
school
district
and
the
city,
which
I'm
very
pleased
with
Dr,
Savage
and
and
Dr
whitlington.
K
How
well
they
are
working
and
coordinating
with
us,
because
we
all
have
the
same
goal.
We
want
the
best
outcomes
for
all
the
Young
know
that
education
is
the
fundament
to
to
that
in
was
the
chief
education
officer
for
the
city
left
the
city
employment
just
a
little
while
ago
and
when
Otis
left
the
work
that
was
under
him
in
the
mayor's
office
of
education
is
now
coming
under
me
as
the
deputy
mayor
for
the
office
of
Children
and
Families,
and
so
in.
K
In
that
regard,
we
take
it
very
seriously,
and
so
there
is
at
a
minimum
a
weekly
meeting.
Sometimes
we
actually
meet
him
twice
a
week
or
more
often
and
I'm
talking
about
the
formal
meetings.
Dr,
Savage
and
I
talk
an
awful
lot
way
past
that
time
frame
as
we're
trying
to
get
this
stuff
together,
but
the
city
is
very
committed
to
this.
K
K
I
know
she's
on
the
call
as
well
and
Ann
is
doing
a
lot
of
the
coordination
in
terms
of
employment
opportunities,
ensure
in
in
internship
opportunities
working
with
Chamber
of
Commerce
and
other
folks,
and
she
certainly
could
address
that
better
as
we
do
that
the
mayor's
office
is
very
involved
as
well
and
in
any
other
City
agency
that
we
need
to
pull
in
I
have
the
ability
to
do
that,
and
we
do
that
on
those
calls.
So
we
are
very
involved
in
what
the
school
district
is
doing
at
this
time.
J
Oh
I'm,
sorry
councilman
I
just
want
to
add
that
I
am
so
grateful
for
the
support
that
we
have
received
from
the
city
as
we
have
been
transitioning
our
leadership
here
in
the
district,
and
it
has
been
absolutely
vital
to
be
able
to
have
these
conversations,
as
we
have
really
begun
to
think
about
what
these
Consolidated
systems
look
like
in
support
of
our
students.
So
I
I'm
expressing
my
appreciation
for
that.
I
Then
we
work
and
figure
out
how
we
we
make
sure
to
generate
the
data
that
the
city
needs,
because
they
want
to
make
the
city
wants
to
make
sure
that
you
know
we're
getting
appropriate
return
on
the
investment
for
their
City's
resources
as
appropriate.
And
so
that's
why
Deputy,
superintendent,
Savage
and
her
team
will
will
be
able
to
figure
out
what,
through
that,
that
process,
how
we
provide
data
to
particular
council
members
who
want
to
know
specifically
about
the
schools
and
their
districts,
and
so
we
we
have
the
infrastructure
to
do
that.
A
So
listening
to
all
the
different
partners
and
all
the
different
stakeholders,
that's
involved
them
wondering
if
I'm,
a
principal
or
administrator
at
a
school
and
I'm
struggling
with
this
process,
as
it
relates
to
making
sure
that
my
young
people
have
what
they
need
in
order
to
graduate
who's.
My
point
of
contact
who
would
I
reach
out
to
if
I'm,
a
teacher
or
a
principal,
because
I
don't
want
schools
and
teachers
to
feel
like
or
to
have
the
perception
that
they're
wanting
their
own
to
figure
this
out.
I'm.
I
Going
to
start
by
saying
one
of
the
things
I
did
to
become
after
on
my
100th
day
110th
day
in
the
district
I
reorganized
the
central
office,
and
so
that
we
could
improve
our
reporting
structures,
our
responsiveness
and
our
communication
and
deliver
better
outcomes
and
I
hired
one
person
to
lead
the
full
academic
Division
and
that's
Deputy
superintendent.
Savage
now
she's
then
organized
the
academic
Division
and
we're
continuing
to
make
some
tweaks
there.
So
I'll,
let
her
speak
to
specifically
who
principal's
point
of
contact
should
be.
J
There
are
actually
a
number
of
our
School
District
staff
on
this
hearing
today
that
are
here
to
lend
additional
support
to
this
process,
and
they
have
been
working
with
principals
and
with
school
teams.
Most
notably,
our
assistant
superintendents,
have
provided
support.
Our
we
have
four
High
School
assistant
superintendents
within
this
division
that
work
directly
with
principals
around
this
process.
J
They
actually
have
leadership
convenings
on
a
regular
basis
where
they
share
information,
there's
also
an
operations
office
within
the
chief
of
schools
office,
where
we
have
a
master
scheduler
for
high
schools,
Mr
Jeremy
Wright,
who
was
here,
and
he
is
an
absolute
rock
star
in
supporting
our
schools
and
making
sure
we
have
the
time
during
the
school
day
to
provide
the
academic
support.
The
internship
pieces
making
sure
that
our
actual
courses
are
aligned
with
the
different
Pathways
Crystal
laborer
is
here
as
well.
J
She
sits
within
that
office
is
where,
as
well
as
Karen
kolski
and
they
per
they
are
literally
single
points
of
contact
that
teams
can
reach
out
to.
They
are
our
front
line
really
in
providing
this
additional
support
to
our
high
schools.
Our
counselors
also
know
that
they
can
reach
out
if
they
need
to
to
these
different
folks
on
the
team.
There
is
a
contact
list
that
is
embedded
within
all
of
the
materials
that
we
have
shared
with
our
school
teams,
so
that
they
know
who
to
contact
with
what?
A
Thank
you
I.
That
was
the
long
version
of
the
answer
to
my
question.
So
help
me
out
give
me
the
short
version:
if
I'm
I'm
a
friend
for
high
school
grad,
if
I'm
a
teacher
at
Frankfort
high
school,
if
I'm
principal,
called
the
wrong
and
I'm
struggling
with
this,
who
am
I
on
my
own
and
I'm,
assuming
you're,
not
based
on
your
answer
but
who's.
The
who,
who
do
I
call
if
I'm
principal,
called
the
wrong.
If.
J
The
parents
are
struggling
and
they
feel
like
they're,
not
getting
the
support
systems.
They
can
always
call
the
face
office
to
register
a
complaint
or
they
can
reach
out
directly
to
the
assistant
superintendent,
to
register
a
complaint.
Most
of
our
parents,
though,
will
go
to
the
school
and
reach
out
to
the
principal
first
and
foremost,
because
we
like
to
maintain
that
local
relationship
and
hopefully
that
it
can
be
resolved
at
that
level.
But
there
are
additional
mechanisms
for
parents
to
come
in.
J
I
And
councilman
Mr
chairman
I,
want
to
be
clear
that
we've
established
the
expectation
that
when
parents
or
community
members
call
440
offices
or
a
school,
we
expect
them
to
get
a
prompt
reply.
If
we
don't
know
the
exact
answer,
we
want
to
acknowledge
the
question
or
concern
and
give
them
an
estimated
time
period
by
which
we
will
be
back
in
touch,
but
we
are
working
very
hard
to
improve
customer
service.
In
fact,
we've
hired
a
new
chief
of
communications
and
customer
service.
I
A
J
That's
a
great
question:
councilman
Thomas
and
I
have
the
aggregated
data
in
a
different
fashion,
but
I
can
actually
disaggregate
re-aggregate
the
data
to
look
at
that
in
particular,
we
have
actually
disaggregated
the
data
based
upon
the
pathway
chosen,
not
the
actual
school
that
it's
associated
with,
but
I
can
get
that
to
you.
If
you'd
like
it.
A
Reason
I'm
concerned
with
that,
because
I
think
about
you
know
a
principal
board
administrator
who
might
operate
in
a
zip
code
and
I'm
wondering
if
we
have
it
broken
down
by
ZIP
code.
Is
it
anything
connected
to
Poverty
or
a
social
economic
disadvantages
that
might
exist,
because,
if
I'm
a
principal
at
Bartram
right,
you
know
I
might
need
a
little
more
of
a
hug
and
a
little
more
support
than
what
the
principle
of
Kappa
might
need,
and
you
know
geographically
Peter,
not
the
furthest
from
each
other.
A
But
at
the
same
time
I'm
wondering
do
we
know
what
those
differences
will
look
like
based
on
Mrs
Turner's
study
and
the
information
that
she
communicated
to
us.
I
wanted
to
do
two
more
things.
I
wanted
Miss
Turner
to
go
back
to
those
five
questions
that
she
asked
us
at
the
end
of
her
presentation.
So
we
can
get
ready
to
close
out
this
panel
and
I
wanted
to
just
revisit
that.
A
To
assure
that,
we
are
on
the
right
path
as
it
relates
to
graduation
requirement
and
if
there
are
no
other
questions
from
members
of
council
I
do
want
to
move
on
to
the
next
panel
at
some
point,
but
Mr
Charter.
If
you
don't
mind,
can
you
can
you
know
I
want
to
skip
to
what
I
said?
Can
we
keep?
Can
we
can
we
revisit
those
five
questions?
You
raised
I
think
they're
they're,
pointing
in
today's
conversation
and
making
sure
that
we're
on
track
to
give
all
of
our
young
people
an
opportunity
to
graduate.
G
I
have
I'll,
read
them
also
put
them
in
the
chat,
so
you
don't
have
to
take
notes
and
distracting
to
try
to
write
it
down.
I
also
threw
in
the
chat
a
map
that
we
created
as
part
of
the
perk
report.
It's
interactive,
so
you
can
go
in
and
look
at
the
share
of
students
at
each
at
each
High
School
who
either
met
the
Keystone
requirements,
or
you
can
look
at
the
share
who
met
or
almost
met
the
requirements
for
the
Keystone
Pathways
by
schools.
G
A
Before
we
do
that,
I'm
wondering
right
based
on
what
Dr
Turner
just
said,
what
is
the
two
million
dollars
that
we've
allocated
from
the
to
the
Commerce
Department?
How
is
that
going
to
help
address
some
of
the
I?
Guess
you
could
say
discrepancies
in
schools
if
we
know
that
some
schools
will
need
a
little
more
of
a
hug
than
other
schools,
you
know
I
know
our
Commerce
director
is
here
the
the
revenue
that
we've
allocated
the
Commerce,
that's
specifically
airmark
to
try
to
address
this
issue.
A
L
J
You
for
that,
and
also
just
thinking
about
the
perk
data
and
the
fact
that
this
was
based
upon
the
Keystone
Proficiency
in
1819
that
was
prior
to
the
pandemic
and
from
a
district
perspective,
because
we
now
have
internal
data
around
this
particular
school
year.
We
can
disaggregate
that
data
by
our
learning
networks
in
high
schools
as
well,
so
that
we
can
determine
what
the
additional
need
is
and
equitably
distribute
the
resources
based
upon
those
needs
and
councilman
Thomas
I
think
you're.
Absolutely
correct.
I
I
I
I've
watched
and
been
really
pleased
with
how
this
team
has,
in
a
fairly
short
time
period,
warped
We've
developed
some
partners
with
Miss
Savage,
our
Chief
Information
officer,
Mel
Harris
has
worked
around
the
clock
with
members
of
her
team
through
our
student
information
system
student
information
management
system,
to
map
out
students
and
to
cross-reference
the
different
pathway
and
to
get
that
information
kind
of
matched
up
it's
taking
a
little
time,
but
we're
making
we're
not
where
we
need
to
be
yet.
But
we
make
a
significant
progress.
I
Our
research
evaluation
officer
office
under
the
leadership
of
Dr
Tanya
Wofford,
is
also
helping
to
do
a
financial
Fidelity
check.
If
you
will
to
make
sure
that
you
know
what
we're
doing
is
accurate,
so
we're
having
to
make
sure
we
have
good
information
in
now
in
terms
of
how
we
talk
with
parents
in
a
district
with
120
000,
well,
students
overall
in
59
high
schools
are
the
number
of
seniors.
I
We
have
it's
not
efficient
for
the
for
440
office
to
talk
specifically
to
the
thousands
of
parents,
specifically,
so
we're
trying
to
do
a
better
job
of
supporting
principals
and
counselors,
who
won
or
at
the
school
building
level
who
two
parents
know
and
trust
more
than
they
know
and
trust
people
who
don't
work
at
the
school
to
make
sure
they
have
what
they
need.
So
they
can
talk
with
parents
in
real
time.
I
I
A
I,
don't
think
it's
about
what
resources
go
where
I
think
it's
the
timeline
that
concerns
us
I.
Don't
we're
not
questioning
the
competency
of
the
people
involved.
Okay,
we're
questioning
the
timeline,
because,
at
the
end
of
the
day
you
know
it's
December
and
we
were
gonna.
You
know
we're
about
to
go
into
the
holiday
season.
We'll
come
back.
A
Tom
is
flying
superintendent,
it
seems
like
you
just
got
here,
and
you
know
you
know
is
that
you
didn't
just
get
here
and
that's
you
know,
that's
an
example
of
what
I'm
talking
about
with
Tom
flies,
so
I
think
more
or
less.
The
timeline
is
the
concern.
When,
when
do
we
expect
to
move
people
from
out
the
red
so
to
say
into
the
green
so
that
we
know
that
they've
transitioned?
Do
we
expect
all
young
people
to
have
everything
they
need
by
April.
I
M
I
Some
of
those
graduate
in
five
and
some
graduate
in
six
we've
got
to
get
more
of
our
cancer
than
70
to
graduate
in
four
one.
Two,
your
point
is
well
taken.
We
have
a
fair
sense
of
urgency.
We
are
tracking
the
data
regularly
we're
happy
to
share
out
more
widely
than
us
to
make
sure
that
parents
or
if
the
education
committee
would
like
to
have
more
frequent
reports,
we're
very
happy
to
do
that.
J
And
to
follow
up
on
that
as
well
I
understand
what
you're
saying
around
the
timeline.
This
data
actually
will
be
changing
on
a
regular
basis,
because
we
have
kids
that
you
know
will
meet
an
evidence-based
pathway.
Literally
next
week
we
have
other
students
that
will
sit
for
not
the
exams
in
March
and
April
and
we'll
see
that
they
have
passed
them
and
they'll
meet
that
piece
of
evidence.
We're
still
waiting
for
the
first
real
round
of
college
acceptance.
J
Letters
to
come
through
so
there's
a
number
of
different
pieces
of
evidence
that
will
actually
impact
the
timeline
around
when
students
are
actually
meeting
these
act.
158
Pathways
I
do
want
to
impress
upon
Council
that
it
is
not
the
intent
of
the
district
for
ACT
158
to
be
a
barrier
to
graduation.
This
I
think
is
doable.
We
can
make
sure
that
the
students
actually
have
what
they
need
in
terms
of
act
158.
J
We
are
also
going
to
continue
to
pay
attention
to
credit
attainment
so
that
students
need
new
pieces
in
order
to
graduate
in
June
effectively,
but
I
do
have
an
actual
number
for
you
and
it's
unfortunate
I
couldn't
share
the
rest
of
the
slides
because
we
had
this
data
ready
for
Council.
We
currently
have
3897
High,
School
seniors
that
are
still
in
progress
for
meeting
in
act,
158
pathway.
J
J
A
A
Past
the
credit
credit
credentials,
correct,
I
have
about
3
000
students
that
are
in
progress
so
outside
of
the
3
000
students
in
progress
in
the
four
thousand
who've
already
met.
There
are
no
other
students
that
we
need
to
account
for,
so
we
only
really
need
to
focus
on
the
3
000
that
are
in
progress.
That's
it!
It's.
A
J
Is
correct
and
of
those
students
there
are
a
number
that
are
going
to
actually
sit
for
CTE
exams,
for
example,
there's
another
set
of
students
that
are,
you
know,
waiting,
graduation,
well,
College
acceptance,
letters,
there's
going
to
be
a
mix
of
students
that
slot
into
the
three
four
and
five
pathways,
the
CTE,
the
alternative
assessment
and
then
the
evidence-based
assessment.
Those
are
the
students
that
we're
working
with
Now
to
create
plans.
J
We
do
typically
have
some
level
of
Summer
programming
available.
I.
Think
our
internal
conversation
right
now
is
around
what
this
graduation
then
look
like
for
those
students,
because
we
don't
want
to
penalize
them,
for
example,
from
participating
in
the
actual
graduation
exercises
if
we're
seeing
that
they're
struggling
with
the
158
pathway.
So
we
are
still
investigating
and
thinking
through
that.
J
A
Then
I
would
like
Dr
Turner
to
go
through
her
five
questions
again,
so
we
can
all
feel
good
about
what
she
said.
We
need
to
be
thinking
about,
because
I
think
we've
answered
most
of
them
for
us.
On
a
city
council
side,
we
get
a
constituent
who
comes
to
us
they're
concerned
about
their
young
person,
not
graduating.
A
Who
is
our
point
of
contact
to
be
able
to
help
walk
a
parent
or
a
child
through
the
process
if
they
come
to
our
office,
and
we
want
to
stay
connected
with
a
particular
young
person
throughout
the
course
of
their
Journey?
Who
is
the
contact
for
council
members
to
work
with
throughout
the
course
of
this
Academic
Year?
Well,.
J
I
want
to
actually
acknowledge
Dr,
Malika,
Brooks
and
her
team,
because
they
are
actually
on
the
call
as
well,
and
they
have
done
a
lot
of
the
lift
around
the
district
policy
piece
for
council
members.
In
particular,
you
can
email
Dr
Brooks
if
you
have
a
concern
around
a
particular
constituent
and
she
can
actually
attach
you
to
the
staff
that
are
doing
this
work
and
we
can
track
the
students
from
the
central
Administrative
Office
level.
J
A
Right
now
she
is
she's
on
here.
That's
great
I'm,
a
little
disappointed.
I
didn't
get
to
hear
from
her
I
love
working
with
Dr
Brooks
and
her
team
she's
amazing.
But
that's
good
colleagues.
I
can
assure
you
that
if
Dr
Brooks
is
our
point
of
contact,
we're
definitely
in
good
hands
as
it
relates
to
serving
constituents
and
providing
them
with
what
they
come
to
our
office
with.
So
we
can
ensure
that
we
can
help
get
them
answers.
A
I
Sir
Mr
chairman,
first
of
all,
I,
want
to
thank
you
very
much
for
relying
on
Deputy
superintendent,
myself,
Deputy
attorney
at
Savage
and
myself.
The
opportunity
to
testify
provide
Our
Testimony
today.
I
do
want
to
note
just
a
couple
of
things
really
quickly.
I
know
we're
on
at
time.
My
understanding
is
that
the
that
districts
May
exempt
up
to
five
percent
of
students
for
appropriate
reasons,
I
believe
I,
don't
know
if
Dr
Turner
mentioned
that
or
not,
but
that's
my
understanding
of
my
read
of
the
ACT
158
piece.
I
Second
of
that
3
800
plus
number
of
students
that
the
deputy
superintendent
talked
about,
there's,
not
one
that
we
are
not
committed
to
getting
across
the
finish
line
because
we
say
well,
we
wouldn't
want
that
to
be
council,
member
Thomas,
this
child
or
son
or
daughter
that
doesn't
get
across
the
Finish
Line.
It
certainly
wouldn't
want
to
be
Miss,
Savages,
son
or
daughter.
So
we're
focused
on
that.
I
They
did
the
commissioned
the
study
in
2019,
and
we
talked
about
this
at
the
board
meeting
last
night,
where
president
Streeter
allowed
us
to
talk
about
this
at
the
board
meeting
last
night.
The
the
study
found
that
in
the
city
of
Philadelphia,
aside
from
the
moral
reason
to
get
all
of
our
kids
graduated
and
make
sure
that
that
they're
prepared
for
the
world
of
work
in
college,
if
they
choose
to
do
so,
the
cost
to
the
city
of
Philadelphia
for
a
Dropout
over
the
lifetime
is
405
000.
I
According
to
that
very
current
study,
and
so
it
just
makes
all
the
sense
in
the
world
from
a
moral
standpoint,
safety
standpoint
and
certainly
from
an
economic
standpoint.
So
I
just
want
to.
Let
you
know
that
we're
going
to
double
down
and
put
every
resource
we
can
on
this
issue
to
get
our
young
people
across
that
line
across
the
stage
for
graduation.
A
We
appreciate
your
due
diligence,
I'm
pretty
sure,
we'll
be
having
ongoing
conversations
around
this
issue.
It
feels
good
to
know
that
we're
we're
getting
out
there
early-
it's
not
even
2023
yet
and
we're
already
having
in-depth
dialogue,
regular
meetings,
departments,
meeting
cross
sector,
so
this
is
encouraging
before
we
close
out
and
I
will
also
apologize
to
the
tech
team
and
to
the
folks
using
the
chat
feature,
because
I
was
condoning
that
I
thought
it
was
good
to
share
that
information.
A
A
Can
we
close
this
panel
out
with
your
five
questions
and
then
we
can
move
on
to
the
next
panel
and
I
just
want
to
thank
you
for
your
research
and
also
for
investing
in
our
school
district,
not
just
with
your
intellect,
but
with
your
own
children
as
well
to
I
I
did
hear
you
say
that
you're,
a
parent
of
a
school
district
child,
then
there's
nothing
like
that.
So
we
appreciate
you.
H
G
Adventure
uniform
all
right,
so
the
first
two
questions,
Dr
watlington
just
reiterated,
but
I'll
read
for
everyone's
sake.
What
is
the
status
of
the
system
that
the
district
has
built
to
communicate
with
families
and
partners
about
the
policy
and
tracking
that
evidence
towards
towards
graduation
and
I'll
caveat
this,
to
say
that
you
know
the
district
enrolls
many
students
in
Philadelphia,
but
not
all
students.
G
So
there
are
a
lot
of
other
systems
that
should
need
attention
to
make
sure
that
that
all
students
have
access
to
Pathways
in
Philly,
even
if
they're
not
attending
a
district
school.
So
do
all
schools
have
the
capacity
and
knowledge
to
counsel
students
about
their
status
and
auctions,
to
gather
existing
or
forthcoming
pieces
of
evidence
and
to
populate
the
system
with
it.
G
G
G
The
fourth
question
is:
do
external
Partners
know
if
what
they
offer
students
count
and
also
what
kind
of
documentation
or
evidence
they
need
to
be
producing
for
students
so
that
they
can
make
sure
their
experiences
are
recognized
and
the
fifth
one
is
really
about
looking
beyond
what
we
already
have
that
that
counts
and
there's
a
lot
out
there
that
does,
but
what,
where
the
gaps
might
be.
So
what
new
or
expanded
resources
and
experience
do
we
need
to
make
sure
all
students
have
access
to
Pathways
that
make
sense
for
them?
G
So,
for
example,
if
now
students
need
to
can
demonstrate
a
piece
of
evidence
by
passing,
you
know
for
meeting
a
score
threshold
for
sat.
How
much
does
it
cost
to
take
an
SAT?
Are
there
resources
that
we
can
that
we
can
make
sure
students
have
so
that
the
cost
of
a
test
is
not
a
barrier
to
graduation,
for
example,.
A
Thank
you,
Dr
Turner,
I,
appreciate
it
and
I
think
when
you
listen
to
those
questions
of
course,
they're
on
point,
they
can
help
guide
us
as
we
do
this
work.
I
think
we
got
the
first
couple
questions
pat
down,
but
we
probably
still
got
a
little
more
work
to
do
around
those
last
two
identifying
exactly
what
counts,
because
I
I
have
to
even
have
to
listen.
All
this
I
feel
like
we
are
a
little
more
prepared
than
I
thought.
A
We
were
coming
into
the
conversation,
but
we
definitely
still
have
some
hoes
that
need
to
be
filled
and
I
think
that
it's
important
that
we
Circle
back
around
early
next
year
to
be
able
to
because
up
there
you
go
right
on
cue,
Dr
Turner,
you
called
it,
but
what
we
need
to
do
is
be
able
to
identify
with,
like
you
said
what
counts,
so
we
know
what
the
gaps
are
and
we
could
be
able
to
supplement
those
areas
as
soon
as
possible.
So
thank
you,
everybody
for
participating
in
this
conversation.
A
Colleagues,
thank
you
for
your
questions.
I
think
that
this
was
very
productive.
It
gives
the
public
to
listen
in
public.
An
idea
of
where
we
are
as
a
city,
but
it
also
lets
us
know
internally
what
work
that
we
still
have
to
do
in
order
to
make
sure
all
of
our
young
people
are
successful
and
whether
we
agree
with
everything
or
not
I
think
that
listening
to
everybody's
passion,
no
one
can
question
anyone's
intention
as
it
relates
to
wanting
the
best
for
our
children
and
I.
A
I
A
A
I
do
want
to
take
a
moment
of
privilege
to
congratulate
our
new
board
chair,
chair
Streeter.
It
was
referenced
a
few
times
on
this
panel,
but
formerly
from
myself,
the
chair,
the
education
committee,
as
well
as
my
colleagues
on
city
council.
We
just
want
to
say
thank
congratulations
on
the
position
and
to
let
you
know
that
we
look
forward
to
working
with
you
and
looking
at
your
leadership
to
help
guide
us
in
the
right
direction.
A
So
before
we
go
to
the
panel
I
just
want
to
give
our
new
board
chair,
chair,
Streeter
an
opportunity
to
say
any
remarks
that
he
might
want
to
say
or
to
add
anything
that
he
may
want
to
add
to
the
conversation
and
I
know.
There
are
other
board
members
on
the
call
as
well
too
and
listening
in
so
to
all
of
the
board
members.
A
M
First,
thank
you
for
the
congratulations
and
congratulations
to
you
good
brother
for
chairing
the
the
education
committee
for
the
city
council.
I
just
wanted
to
say.
I
personally
appreciate
the
care
and
concern
as
you've
seen
that
the
the
governing
body
has
illustrated
by
calling
this
meeting
at
city
council.
M
No
one
can
say
that
Philadelphia
does
not
care
about
education
or
our
students.
I
would
also
just
like
to
say
that
I've
witnessed
the
intense
care
and
concern
of
this
district
and
its
board
as
it
relates
to
our
children.
So
we
collectively
take
our
responsibility
seriously
and
our
attention
is
steadfast
and
Laser
focused
on
mitigating
any
and
all
harms
to
all
of
our
students
and
on
this
topic
and
any
other
topic.
So
thank
you
very
much.
Looking
forward
to
working
with
you
and.
I
A
Let's
take
a
minute
to
congratulate
her
as
well
too
and
I
don't
want
to
put
on
a
spot
and
force
any
comments.
Of
course,
if
she
wants
to
comment,
she
can
raise
her
hand
and
I'll
definitely
recognize
her,
but
yes
definitely
congratulations
and
looking
forward
to
your
leadership,
expertise
and
experience
as
a
former
educator
and
or
could
still
educate
it,
because
you're
I
know
you're
teaching
at
CCP.
So
thank
you
for
all.
You
do
for
the
city
of
Philadelphia
and
we
look
forward
to
working
with
you
and
your
leadership
and
superintendent.
A
A
N
I
apologize
for
that
in
advance.
Okay,
it
is
probably
on
my
end,
so
I
apologize,
but
I
will
get
started
thanks
for
having
me
today
as
a
School,
District
Parent
myself
I
really
appreciate
the
opportunity
to
discuss
this
critical
issue.
My
name
is
Sarah
stelz
and
I'm.
The
vice
president
of
economic
competitiveness
at
the
Greater
Philadelphia
Chamber
of
Commerce
in
my
role,
I
lead
many
of
the
chambers
Talent
initiatives
I'm
here
today
to
offer
the
chamber
support.
N
For
more
than
10
years,
the
chamber
has
worked
with
its
member
companies
to
strengthen
their
participation
and
summer
youth,
employment
programs.
Chamber
members
have
actively
engaged
in
career
exposure
and
internship
programs
through
both
Financial
contributions
and
paid
employment
experiences
in
their
workplaces.
Their
engagement
has
ultimately
led
to
thousands
of
paid
work
experiences
for
Philadelphia
Youth,
and
we
certainly
have
not
done
this
alone.
N
N
Preparing
the
future
Workforce
is
a
business
imperative
every
day,
I
speak
with
employers
that
have
unmet
talent
needs
and,
in
some
cases,
they're
seeking
to
fill
hundreds
of
jobs,
whether
those
jobs
are
remote
or
in
person.
Of
course,
you
know
we
what
we
want
to
provide
Immediate
Solutions
for
employers
who
are
experiencing
labor
shortages,
and
we
recognize
that
it
puts
an
incredible
strain
on
their
business,
but
it
also
presents
us
with
an
opportunity.
N
E
N
Think
at
the
chamber
we're
in
a
unique
position.
You
know
we
have
many
of
the
Region's
key
employers
seated
at
our
various
tables
and
we're
prepared
to
be
part
of
a
solution.
We
are
committed
to
continuing
to
play
that
employer
engagement
role,
that
I
mentioned
bringing
consistent
attention
to
this
issue
and
rallying
employer
support
and
participation.
We
will
join
any
Citywide
table
developing
a
path
forward
and
I
think
as
part
of
that
Citywide
table
what
the
change
of
chamber
can
proactively
provide
industry
insights
with
the
educational
Community.
Just
because
of
the
nature
of
our
work.
N
Additionally,
I
think
that
we
have
an
opportunity
to
collaborate
on
professional
development
and
preparation
for
youth
we'd
like
to
take
part
in
a
coordinated
and
research
approach
to
youth
preparation.
The
best
sustainability
plan
for
my
money
for
any
Workforce
program,
whether
it's
an
adult
program
or
a
youth
program,
is
a
positive
experience
for
the
employer
and
the
participant
and
I
think
the
chamber
can
play
a
role
in
ensuring
that
preparation
activities
reflect
employer
needs
and
expectations.
So
we
can
improve
outcomes
and
increase
program,
adoption
and
closing
today.
N
Just
this
week
you
know
major
employers
that
I
spoke
to
within
our
membership
like
pico
and
Citizens
Bank
and
Drexel
and
Bank
of
America
they've
all
reaffirmed
their
commitment
to
engaging
on
this
issue,
the
issue
of
Youth
Employment
and
creating
opportunities
within
their
work
places,
and
we
look
forward
to
developing
a
collaborative
plan
that
not
only
addresses
act,
158
requirements
but
creates
a
comprehensive
and
sustainable
pathway
that
positions
Philadelphia's
youth
for
long-term
success.
Thank.
A
H
Thank
you,
council
person,
Thomas
and
the
rest
of
the
group.
My
name
is
Sarah
fernisi,
Roma
and
I
am
the
vice
president
of
programs
at
the
Philadelphia
youth
network.
My
testimony
today
will
really
be
about
how
the
Philadelphia
youth
Network
can
continue
to
be
a
willing
partner.
In
these
conversations
about
youth,
Workforce,
Employment,
preparation
and
education
supports
the
Philadelphia.
Youth
network
is
a
non-profit
here
locally.
We
were
established
in
1999
and
since
then
we
have
offered
over
230
230
200
000
Quality
opportunities
for
education
and
employment
opportunities
in
the
city
of
Philadelphia.
H
We
believe
every
young
person
deserves
the
chance
to
cultivate
their
talents
and
the
more
opportunities
are
that
are
available
for
youth,
the
better
for
the
city
of
Philadelphia.
Our
role
in
the
system
is
to
build
systemic
solutions
that
close
the
gap
to
support
and
train
youth
serving
organizations
to
deliver
high
quality
programming,
to
engage
employers
and
system
leaders
and
ensure
that
young
people
are
prepared
to
join
tomorrow's
Workforce,
similar
to
what
Sarah
had
just
mentioned,
and
then
to
design
comprehensive
service
networks
to
prepare
youth
for
successful
futures
for
school
and
life.
H
We
are
also
the
managing
partner
of
work,
ready,
Philadelphia,
which
is
the
Citywide
summer,
youth
Workforce
initiative,
and
that
offers
programs
for
young
people
12
to
24.,
both
during
the
summer
and
in
the
school
year.
Last
summer
alone,
we
had
over
7
600
opportunities
offered
to
young
people
and
compensated
at
nearly
eight
million
dollars
to
young
people
across
the
city.
In
the
six
weeks
alone.
H
I
am
here
to
share
one,
and
it
addressed
one
element
that
Dr
sorry
drawing
blank.
That
was
mentioned
at
the
beginning
of
the
conversation
around
evidence
and
what
evidence
can
be
offered.
We
I'm
here
to
share
to
the
the
hearing
today
that
we
are
working
with
the
school
district
of
Philadelphia
to
provide
certification
of
the
close
to
20
000
young
people,
who
would
meet
certification
between
2018
and
2022
of
the
elements
outlined
in
pathway
5
for
either
internship
or
service
learning.
H
These
are
not
comprehensive
of
every
single
student,
since
it
does
go
back
from
2018,
but
any
young
person
who
is
in
need
of
that
element
for
graduation.
We
will
provide
that
certification
list
in
early
January
to
the
district
so
that
they
can
add
that
to
any
individual's
graduation
plan,
who
may
need
that
both
for
the
current
seniors,
as
well
as
any
participant
that
may
need
it
in
future.
Graduation.
H
We
are
also
willing
to
continue
to
support
efforts
with
the
district
on
identifying
and
connecting
young
people
who
need
summer
work
opportunities
or
school
year,
work
opportunities
through
the
work
ready
system
and
get
them
into
those
opportunities
in
a
streamless.
A
seamless
and
streamlined
way.
We're
excited
to
continue
those
conversations
and
partner
with
the
district
on
that
I
think
as
Sarah
mentioned,
Philadelphia
youth
network
is
interested
and
willing
to
join
whatever
city-wide
table
where
discussions
about
cross-functional
activities
and
Partnerships,
where
we're
working
together
and
not
siled
by
organization.
A
A
A
H
Sure
I
can
jump
in
first
through
partnership
with
the
school
district
of
Philadelphia.
We
have
certified
that
participants
in
Work
Ready
programs,
pyn
manage
programs
as
well
as
programs
facilitated
by
Philadelphia
works
and
office
of
Children
and
Families.
That
may
not
be
under
the
larger
Work
Ready
umbrella
programs
that
were
offered
between
2018
and
2022
and
August
of
2022
that
have
offered
at
least
50
hours
of
work
under
an
internship
opportunity
or
completion
of
70
percent
of
a
service
learning
or
incentive-based
opportunity
will
meet
the
certification
outlined
by
the
district.
H
We
will
be
providing
the
district
with
that
certified
list,
at
least
of
the
Philadelphia
youth
Network's
participation
by
the
early
January
and
I
know.
The
district
is
working
with
each
other
individual
entity
to
report
on
those
kind
of
past
post-dated
opportunities
to
go
towards
graduation
moving
forward.
We
are
excited
to
work
with
the
school
district
about
how
we
may
combine
our
efforts
and
ensure
that
the
future
work
ready
opportunities
are
also
satisfying
the
district's
requirements
and
documentation
that
is
needed
to
meet
the
guidelines
and
the
requirements
as
of
September
of
2022.
A
N
I
think
she
covered
it
and
chamber
employers
will
participate
in
the
system
that
is
provided
and
they'll
engage
as
they've
already
committed
to
to
the
opportunities
and
and
Beyond.
You
know,
hopefully,
the
levels
that
they've
participated
in
the
past,
so
no
I
think
that
is
definitely
sufficient.
Thanks
pharaoh.
A
It's
two
million
dollars
enough.
Should
we
be
thinking
about
some
type
of
public
service
announcements
or
some
type
of
campaign
that
puts
us
in
a
position
where
and
maybe
not
public
service
announcements?
Maybe
it's
a
different
form
of
paid
advertisement.
Should
there
be
some
type
of
social
media?
Ads
I,
don't
know,
but
you
know
we
might
make
it
a
little
more
creative
go
ahead.
I'm,
sorry.
L
You
know
thank
you
for
that
question
councilman
or
a
chair.
Excuse
me,
Thomas
and
I
know.
There
are
a
couple
of
folks
from
Commerce
that
are
on
the
T
on
this
call.
That
can
add
to
what
I'm
saying,
but
as
we
developed
the
the
scope
and
the
budget
that
we,
when
we
submitted
it
for
the
mid-year
transfer.
Part
of
that
was
a
marketing
campaign
to
really
get
the
word
out
in
creative
ways,
and
it
will
be
social
media.
A
N
A
F
And
so
you
know,
all
we
need
to
do
is
ask
there
are
so
many
people
like
councilman
Phillips,
mentioned
earlier,
that
want
to
help
young
people.
They
want
to
keep
young
people
out
of
trouble
and
keep
them
really
busy,
and
if
college
is
not
the
option,
then
we
need
to
find
them
on
alternative.
We
have
those
Alternatives
right
in
our
neighborhood
walking
distance
from
many
of
their
homes,
and
so
please
take
advantage
of
the
quarter
of
businesses
who
are
really
interested
in
hiring
local.
F
L
A
Thank
you.
Thank
you.
Councilman
Brad,
great
great
suggestion.
Are
there
any
other
questions
from
members
of
the
committee
for
this
particular
panel
hearing
none
I
want
to
say
thank
you
for
your
patience.
I
know
that
that
last
panel
was
a
little
lengthy
but,
more
importantly,
thank
you
for
being
a
resource
to
our
school
district,
our
students,
our
administrators
teachers
and
other
stakeholders.
We
truly
appreciate
you
coming
to
the
table
and
helping
us
think
through
exactly
what
do
we
do
to
address
this
issue
as
it
relates
to
high
school
graduation?
So,
thank
you
both.
A
Thank
you
for
being
here.
Thank
you
for
volunteering
to
be
our
clerk
for
this
session
here
today
and,
more
importantly,
thank
you
for
being
an
example
to
other
high
school
students
all
across
the
city
of
Philadelphia,
as
it
relates
to
what
a
quality
internship
and
what
quality
professional
experience
can
do
for
you
as
you
transition
from
one
level
of
Academia
to
another.
So
you
you've
been
amazing.
Let's
go
to
our
last
panel
and
let's
get
ready
to
finalize
our
phenomenal
conversation
that
we're
having
today
Madam
Clerk.
B
A
O
As
part
of
the
opportunity
Network
we
serve
students
who
are
over
aged
and
under
credited
at
our
program.
We
have
students,
ages,
16
through
21,
as
well
as
adult
programs
for
18
and
up
as
students
work
towards
their
diplomas.
After
considerable
struggles
in
traditional
schools,
because
we
are
an
accelerated
alternative
school,
we
have
graduate
graduates
at
the
end
of
each
trimester.
O
We
have
been
embarking
on
this
act,
158
work
for
over
a
year,
knowing
that
we
would
see
the
first
graduates
of
the
class
of
2023
by
the
end
of
November
as
you've
heard,
the
ACT
153
graduation
Pathways
can
be
confusing
and
overwhelming
for
students,
parents
and
school
personnel
as
a
school.
That
has
been
doing
this
work
for
more
than
a
year,
I'd
like
to
share
some
of
our
perspective
with
you.
O
Keep
in
mind
these
less
than
desirable
results
were
prior
to
the
kova
19
pandemic
that
stunted
academic
growth
throughout
America.
Clearly,
while
schools
pushed
towards
academic
excellence
and
strive
for
Keystone
proficiency,
no
school
can
assume
that
all
of
their
students
would
meet
one
of
these
two
Keystone
pathways.
O
O
Cannot
School
coefficient
on
a
keystone
exam
scoring?
The
required
range
of
scores
on
these
larger
exams
is
also
a
difficult
task,
not
to
mention
all
of
the
exams
in
that
category
have
an
additional
Financial
component,
so
asking
students
or
parents
to
pay
upwards
of
seventy
dollars
for
an
exam
and
hope
for
a
score
to
meet.
This
pathway
is
often
not
feasible
and
presents
Philadelphia
schools
and
their
students
with
an
inequitable
financial
burden.
O
As
you've
heard,
students
must
demonstrate
post-secondary
and
career
Readiness
by
earning
three
pieces
of
evidence
such
as
approved
industry,
recognized
credentials,
completing
an
internship
receiving
acceptance
into
a
two-year
college
program,
which
requires
no
remedial
coursework
or
completing
a
dual
enrollment
course,
while
still
in
high
school,
most
schools
should
consider
providing
these
opportunities
to
the
majority
of
their
students
in
the
event
that
the
other
four
pathways
are
not
attainable
by
the
student's
graduation
date.
However,
again
the
financial
costs
to
either
the
student
or
the
school
is
great.
O
When
considering
these
pieces
of
evidence,
the
Manpower
lift
of
tracking
each
student
and
his
or
her
individual
pathway
and
goals
is
another
task
the
students
must
address
head
on
in
order
to
to
secure
the
graduation.
These
students
deserve
this
unprecedented
heavy
lift
is
often
shouldered
by
counselors,
who
are
simultaneously
adjusting
to
this
new
mandate,
while
already
tripling
their
efforts
to
support
Philadelphia
students
dealing
with
the
multiple
layers
of
Trauma
from
covet
19..
O
O
we've
spent
more
than
twenty
five
thousand
dollars
this
year
alone
on
opportunities
for
students
to
earn
industry
recognized
credentials.
We've
purchased
800
seats
for
our
students
to
earn
OSHA
credentials.
We've
hosted
several
CPR
courses
again,
so
students
can
get
that
industry
recognized
credential.
O
We've
expanded
Our,
Community
Partnership
Department
to
double
our
internship
capacity,
working
with
pyn
to
make
sure
that
our
interns
are
able
to
be
paid
while
getting
their
internship
and
we're
also
in
negotiations
with
colleges
to
provide
dual
enrollment
programs
in-house
at
our
schools.
All
of
this
occurs
without
central
office
referrals
and
assistance.
Instead,
it
relies
for
the
alternative
schools,
as
well
as
the
charter
schools
on
our
own
connections,
research
and
Manpower.
O
To
our
knowledge,
it
was
probably
one
of
the
first
in
the
city
of
Philadelphia.
For
this
year
we
have
39
of
our
graduates,
who
earned
their
29.5
I'm.
Sorry,
23.5
credits
completed
their
multi-disciplinary
project,
but
even
more
to
celebrate
is
all
39
of
those
students
also
met
their
act,
158
pathway,
breaking
down
the
data.
We
had
four
students
who
did
meet
the
Keystone
comp,
the
Keystone
Pathways,
either
Keystone
proficiency
or
Keystone
composite
the
other
34
five
students
met
the
evidence-based
pathway.
O
We
need
to
continue
to
create
Partnerships
within
the
city
of
Philadelphia
to
provide
opportunities
for
our
students
to
earn
these
pieces
of
evidence
and
encourage
them
because,
as
we've
seen
at
one
bright
Ray
meeting
act,
158
is
possible.
It's
a
heavy
lift,
but
it
is
completely
possible.
Thank
you
very
much.
A
P
Scott
pierman
and
I
am
the
CEO
of
Philadelphia
charters
for
excellence
and
good
afternoon
members
of
the
education
committee
I
want
to
thank
first
thank
you
for
inviting
me
to
testify
before
you
today
on
the
most
important
topic.
As
I
just
mentioned.
My
name
is
Scott
Peterman
and
I'm,
the
CEO
of
Philadelphia
HRS
for
excellence
or
pce,
which
is
a
501c3
non-profit
membership
organization
that
works
to
connect,
convene
and
catalyze
Collective
action
on
behalf
of
Philadelphia's
public
charter
schools
and
the
families
they
serve
PCS
membership.
P
Community
is
an
alliance
that
encompasses
80
of
the
83
brick
and
mortar
Charter
Schools,
who
collectively
educate
nearly
65
000
public
school
students
at
more
than
100
campuses
across
the
city
founded
in
2011.
Today
pce
serves
a
substantial
advocate
for
public
policy
and
legislation
that
directly
or
indirectly
affect
Pennsylvania
Charter
Schools.
We
also
serve
as
a
Nexus
for
public
private,
Community
Partnerships
and
a
focal
point
for
resources
and
inclusive
collaborative
knowledge
sharing
for
Philadelphia's
Public
Charter
School
ecosystem
of
our
pce
members.
P
Schools
31
serve
approximately
5
500
students
in
12th
grade
and
are
all
working
diligently
to
prepare
the
class
of
2023
to
receive
their
High
School
diplomas.
By
meeting
the
new
at
158
State
graduation
requirements,
Charter
School
acts
as
its
own
local
Education
Agency.
Their
approaches
to
achieving
success
on
this
new
Pathway
to
graduation
are
unique
and
individual
to
their
respective
Charter
communities.
However,
what
is
universal
is
that
at
the
end
of
the
school
year,
all
of
our
all
of
our
Charters
will
have
to
comply
with
the
graduation
requirements
included
in
Act
58.
P
These
internships,
internships
and
pre-apprentice
Partnerships
expand
on
what
our
city
city
high
schools
are
already
doing
to
further
ensure
all
of
our
public
schools.
High
school
students
have
equal
opportunity
and
access
to
21st
century
career
experiences
across
the
city's
Innovation
economy.
Well
time
is
not
allow
me
today
to
offer
more
than
surface
level
overview.
I
am
more
than
happy
to
provide
an
in-depth
briefing
for
committee
members
at
a
later
date.
P
These
include
Partnerships
with
temple,
University's
College
of
Education
and
human
development,
hope
work,
hope,
Works,
Kensington,
School,
enrollment
pilot
program
and
Community
College
of
Philadelphia's
catc
program,
I'm
also
happy
to
share
details
at
a
later
date
on
PC's
new
city
and
sector-wide
Workforce
Development
pipeline
initiative
called
stem
for
sustainability
that
works
that
will
be
working
in
partnership
with
former
Pennsylvania
State
Board
of
Education
member
Dr,
Jamie
Bracey
green
and
who
is
also
the
founder
of
CEO
and
CEO
of
think
and
growth
solutions.
This
opportunity
will
owe
out.
P
Excuse
me
this
opportunity
will
allow
new
College
and
Career
Readiness
at
Pathways
and
the
ability
to
develop
a
collaborative
K-12
education
pilot
that
will
begin
modeled
within
a
subset
of
targeted
pce
schools
that
can
then
help
shape
an
internal
train.
The
trainer
model
scale
Pathways,
consistently
and
equitably
across
our
Public
Charter
School
ecosystem,
similar
to
The
District.
For
most
of
our
leaders,
the
most
significant
concern
with
the
requirements
of
act.
P
P
What
we
do
know
is
that
Philadelphia's
public
brick
and
mortar
charter
schools
are
taking
this
very
seriously
and
maxing
maximizing
every
resource,
Staffing
capacity
and
alternative
pathway
options
within
their
school
communities,
that
they're
able
to
Embrace
high
standards
and
accountability
for
their
students
and
work
creatively
indulgently
to
provide
their
staff
with
their
tools
and
resources.
They
need
to
get
the
class
of
2023
but
and
Beyond
across
the
graduation
stage.
P
Vipcu
will
continue
to
seek
opportunities
for
increased
career
program
access,
dual
enrollment
access,
Operational
Support,
CTE
opportunities
and
other
programs
which
aim
to
further
Empower
our
schools
and
students
equitably.
The
first
thing
I
want
to
thank
you
again
for
this
opportunity
to
present
today
and
I'm
happy
to
answer
any
questions
that
committee
members
may
have.
Thank
you.
Q
Hello,
my
name
is
Kerry
and
I'm
a
school
district
of
Philadelphia
educator
and
parent.
Just
thank
you
for
allowing
me
to
testify
today.
I
really
appreciate
that
I
believe
that
at
158,
which
many
of
us
within
schools
and
who
refer
to
as
Pathways,
was
created
with
the
intent
to
provide
students
with
the
opportunity
to
graduate
based
on
individual
strengths
and
interests
and
be
prepared
for
varying
post-secondary
opportunities,
but
as
act
158
is
implemented.
Q
L
Q
Know
within
my
school
building,
Pathways
has
not
been
appropriately
introduced
and
explained
to
families
and
caretakers
within
our
school
district.
Families
are,
you
know,
encouraged
and
supposed
to
be
a
Partners
in
students,
education
and
my
fear
is
that
the
lack
of
communication
about
Pathways
to
families
could
have
a
negative
effect
on
how
students
interpret
and
understand
the
importance
that
this
law
has
on
them.
Q
I
receive
Pathways
invitations
to
informal
sessions
from
the
school
district
that
occur
during
October
and
November
and
I'm.
Speaking
of
like
my
biological,
child,
I
did
not
receive
like
an
email,
a
tax
letter,
nothing
from
a
counselor,
and
you
know,
teachers,
principals,
Vice
principals,
just
about
these
new
requirements
for
graduation.
Any
knowledge
that
I
have
gained
about
Pathways
I
received
because
I'm
an
educator
who
works
within
a
high
school
in
Philadelphia
I,
wonder
about
the
children
who
do
not
have
the
privilege
to
have
a
parent
who's.
Q
An
educator
I
know
that
the
school
district
and
individual
schools
have
been
trying
their
best
to
get
information
to
families,
but
realizing
how
important
pathways
are
to
students
and
their
Futures.
It
could
be
something
that
is.
It
should
be
something
that's
consistently
being
provided
through
to
parents
through
a
variety
of
methods,
I
think
especially
about
mckinney-vento
students
and
for
those
who
don't
know
those
are
students
who
have
inconsistent
housing
and
just
how
they
and
their
families
and
caretakers
are
receiving
information.
Q
I
am
assuming
that,
since
the
school
district's
last
information
session
was
in
November,
it's
now
up
to
individual
schools
to
get
the
information
out
and
individual
schools
do
not
have
the
capacity
or
the
manpower
to
do
that
kind
of
work.
Another
concern
is
the
ability
of
students
to
actually
attain
some
of
the
evidence
that
could
be
required
of
them
to
graduate,
and
you
know
this
is
something
that
was
talked
about
a
few
times.
Q
There
has
not
been
any
clearly
expressed
plan
for
how
students
and
their
families
could
go
about
getting
these
certificates.
If
they
are
unable
to
pay
for
them,
but
needed
them
in
order
to
fulfill
the
requirements
for
graduation
at
my
high
school,
my
principal
said
that
he
would
be
willing
to
use
School
funds
to
help
students
get
these
certificates.
That
is
not
something
that
all
high
schools
have
the
allegian
to,
and
I
am
unsure.
Q
Things
like
college
acceptances
and
letters
guaranteeing
full-time
employment
and
acceptance
into
like
dual
enrollment,
and
course,
courses
and
programs
are
not
things
that
someone
who's
undocumented,
necessarily
has
access
to.
What
are
document
is
undocumented
students
supposed
to
do
and
how
can
students?
How
can
schools
confidently
support
them
without,
like
dehumanizing
and
embarrassing
them?
We
need
to
ensure
that
the
requirements
are
attainable
for
us
all.
Q
Students,
regardless
of
immigration
status,
again
I,
understand
that
the
intent
of
Pathways
is
to
provide
various
links
for
students
to
graduate
with
the
hopes
of
allowing
students
to
hone
in
on
personal
strengths
and
interests.
But
my
concern
is
that
Pathways,
due
to
some
implementation
and
just
like
oversight
of
how
it
could
affect
negatively
impact
some
of
our
more
vulnerable
students
within
our
district.
Q
A
Thank
you
for
your
testimony
to
the
entire
panel
I
think
you
all
represented
a
number
of
different
perspectives,
as
it
relates
to
the
issue
that
we're
facing
and
offer
a
variety
of
different
experiences
and
resources.
So
I
appreciate
you
being
here.
I
do
want
to
stay
for
the
record
that
our
state
rep
in
new
Philadelphia
delegation,
chair,
State,
Rep,
Morgan
cephus,
couldn't
be
here
today,
but
she
did
provide
written
testimony
that
will
be
added
to
the
record.
A
Okay,
so
just
before
we
close
out
I
do
want
to
say
thank
you
for
your
patience
and
thank
you
for
your
testimony
today.
I
think
you
all
provided
unique
experiences
and
different
perspective
and
really
continue
to
challenge
us.
I
know
we
have
a
current
teacher
here
who
was
able
to
talk
about
it
from
the
perspective
of
an
educator.
I
think
that's
significantly
important,
and
that
was
part
of
the
concern
that
I
communicated
earlier.
Just
how
do
teachers
feel
do
they
feel
like
they're
on
the
island?
A
This
is
very
important
because
we
want
to
make
sure
all
of
our
children
are
graduating
from
high
school,
whether
they
go
to
traditional,
comprehensive
neighborhood
schools,
magnet
schools,
public
charter,
schools,
private
private
schools.
If
you're
a
young
person
in
the
city
of
Philadelphia,
we
care
deeply
about
your
ability
to
be
successful
in
life
and
a
big
part
of
that
starts
with
the
ability
to
graduate
from
high
school
and
continue
your
academic
Journey.
A
So
if
there
are
no
other
questions
from
members
of
this
committee,
I'll
ask
this
panel.
Is
there
anything
else
that
we
should
be
thinking
about,
because
I
think
that
you
all
have
given
us
a
number
of
things
to
think
about
it?
Maybe
we
should
have
let
you
go
first
and
then
have
the
school
district
and
some
in
the
Commerce
department
and
a
few
other
departments
respond
to
some
of
the
things
that
you've
said
here
today.
A
But
what
I
will
say
is
this
is
just
the
beginning
of
the
conversation
we
wanted
to
start
this
now
because
we
know
come
2023.
That's
that's!
You
know.
One
could
argue
that
this
is
rather
a
late
time
to
start
the
conversation,
but
we
know
by
next
year
that
definitely
will
be
problematic,
but
I.
Think
some
of
the
things
that
we
just
listened
to
on
this
panel
gave
us
even
more
charges,
as
it
relates
to
transparency.
A
Information
being
communicated
unexpected
hurdles,
thinking
about
undocumented
students
that
didn't
even
cross
my
mind,
so
it
is,
we
have
a
lot
more
work
to
do,
but
I
just
want
to
give
you
all
an
opportunity
to
add
anything
that
you
felt
like
might
have
been
missed
or
anything
else
that
we're
not
thinking
about.
Are
there
any
questions
for
members
of
council
or
does
anybody
else?
That's
a
part
of
this
last
panel
want
to
provide
more
context
to
the
conversation
today.
O
If
I
may,
just
in
reference
to
Kerry's
questions
about
undocumented
students
in
mckinney-vento
students,
specifically,
we
do
have
a
number
of
those
students
as
well
at
one
bright
Ray,
and
we
did
see
them
succeed
as
well.
There
is
some
creativity
in
the
evidence-based
pathway
on
things
that
you
can
have
students
complete,
for
instance,
industry
recognized
credentials,
do
not
require
undocumented
students
can
can
earn
industry
recognized
credentials
and
if
they
earn
more
than
one
that
counts
as
more
than
one
piece
of
evidence
as
well.
O
So
there
are
some
things
in
there
that
we
can
be
successful
in,
but
again
it
takes
that
creativity
and
looking
at
each
individual
student
as
an
individual,
that's
the
hard
part
is.
We
can't
make
a
one-size-fits-all
program
for
our
students.
We
really
need
to
see
them
for
who
they
are,
and
it
takes
that
Manpower
and
financial
lift
and
the
Community
Partnerships
to
do
so.
So
it
is
possible
just
a
heavy
lift.
P
I
just
add
briefly,
this
isn't
anything
new
per
se.
But
to
reiterate
the
sentiment
and
the
advice
of
the
last
panel
in
the
first
panel
as
well,
for
that
matter
is
the
importance
of
convening
key
stakeholders
just
like
today
on
this
hearing
today
and
continuing
those
opportunities
at
in
a
consistent
manner.
A
F
I
just
want
to
say
thank
you
so
much
for
bringing
up
the
the
the
popular
The
Immigrant
population.
You
know
I'm
I'm,
sorry
I
didn't
think
about
that
either,
but
it
is
important
to
recognize
that
sometimes
there's
a
huge
language
barrier
there's
also
a
huge
trust
barrier,
as
it
relates
to
some
of
these
students
and
their
families,
and
so
just
like
I
encourage
the
last
panel
to
reach
out
to
some
of
the
folks
that
manage
some
of
those
corridors.
F
A
B
I
feel
great
about
today's
hearing.
I
think
there
are
a
lot
of
great
discussions
throughout
all
three
panels
and
it
was
great
to
listen
in
on
what
you
guys
had
to
say
about
the
future
of
high
school
students
in
the
Philadelphia
School
District
and
about
them
graduating.
So
it's
great
to
hear
all
these
discussions.
Thank
you.
There.
A
You
go
maybe
we
got
something
right
today,
ladies
and
gentlemen.
Well,
look
I
want
to
say
thank
you
to
everybody
for
participating
in
today's
conversation,
there
have
been
no
further
questions
for
members
of
the
committee,
and
no
other
witnesses
to
testify
will
ask
that
if
there
is
anyone
else
present
in
the
hearing
whose
name
who
we
have
failed,
the
call
that
wishes
to
offer
testimony
on
the
resolution
today.
Hearing
none
I
would
like
to
thank
all
the
panels
and
Witnesses
for
their
participation
today.
This
concludes
the
business
before
the
committee
of
Education
today.
A
Thank
you
all
very
much
for
your
attendance
have
a
great
weekend
have
a
safe
weekend.
Please
mask
up.
This
virus
is
still
here.
It's
still
back.
This
is
the
sixth
season
and,
most
importantly,
have
a
very
good
holiday
hug.
Your
family
love
your
family
and
have
a
Happy
New
Year.
Thank
you
everybody.
We
appreciate
you
have
a
great
day.