Thank you. [clears throat] >> Hello. I call to order the Centennial School District Education Student Services Committee meeting, Wednesday, June 10th, 2026. Welcome to everyone who's here. And we will start with a roll call. And we'll start with Dr. Lucal >> here. >> Mrs. Crossson >> present. >> Mr. Rutz >> present. >> Mr. Dr. Zachin >> present. >> Mrs. Bissquino >> present. >> Mrs. Tomlinson >> present. >> And Dr. Hopkins >> present. >> Thank you. All right. So, um, approval of the minutes item 3.1. I make uh sorry, just two of us. >> Okay. >> So, okay. >> Got it. >> All right. So, I'd like to approve the minutes from the May 13th, 2026 Education Student Services Committee meeting. >> Second. >> All in favor? >> I. Item four, approval of the agenda. Be it resolved that the Education Student Services Committee item 4.1 approves the June 10th, 2026 Education Student Services Committee agenda as per the attached. Are there any corrections that need to be made by PA Law? >> Second. All in favor? >> I >> I Great. Okay. And uh next item, community comments on the agenda. I have not received any. Um anybody want to speak from the audience? Great. Uh, next item, information items 6.1. Dr. Zakdown will let us uh inform us about the upcoming board meetings and topics. >> Thank you, Mr. Depollo. Um, tomorrow we have our finance committee meeting at 6:00 p.m. The operations committee meeting is Friday, June 12th, 11:00 a.m. and we have our schoolboard meeting of the whole Tuesday, June 23rd at 7 PM. Uh also lots of uh exciting happenings in uh Centennial School District and if I could um just uh touch upon a few of them as they are uh incredible milestones that are um that need to be noted. Um on the 27th of May, we had our senior awards where Dr. Carrick Kappa um shared and awarded um over $110,000 of scholarship money to our seniors. June 2nd, a remarkable night of reflection where our seniors um cap their senior year with uh emotion, sensitivity, laughter, and speeches of their K12 experience in Centennial. The following day, uh June 3rd, we graduated 433 students, class of 2026. our last day of school for our students, June 9th. And today, great day for our our teachers and staff as it was a wellness day. And um tomorrow is their last official school day for the 2526 school year with their clerical closeout day and they will officially begin their summer um this Friday. and we are in in the gearing up and getting ready for hard to believe 26 27th school year with our with our administrative retreat on June 23rd and June 24th. So, a lot of exciting uh happenings and uh and a lot of fun uh fun things to share. Thank you. >> Thank you, Dr. Zachon. Where is the administrator's retreat? >> In the beautiful 48 Swan Way. [laughter] have a wonderful time. >> Yeah. [laughter] Thank you, Dr. Zach. And All right. Uh, next item, presentations. We have five presentations uh this afternoon. The first one, um, Mr. Hayes will talk about web where we where everybody belongs. >> All right. Good afternoon and uh thank you for having me. I have a 45minute presentation that Dr. Zach asked me to make an hour and 15 minutes long. So [laughter] strap in, get ready to go. [laughter] >> Uh the where everyone belongs program, this is is really a formality for us as we did run it this past year. And just to uh share, it was fabulous this past year. Uh what we have is a group of eighth grade leaders uh that work under the advisement of the web leaders um get trained over a couple days over the summer and then they lead our sixth graders coming in. So making the transition smooth for all the students that are coming into the school that happens with both uh one half day in the summer where we open up just for the sixth graders coming in. Uh the transportation department is wonderful as they provide transportation so we get the majority of our students to attend. Um and we have a great day. So team building activities, getting to know the building and getting comfortable. Um it was fabulous this past year and then throughout the year we do different things during our win um time and during lunch times where the web leaders then link up with the sixth graders throughout the year to make sure they're connected and feeling like they belong in the school. All right, questions. >> How long has this been going on? That's a great idea. >> Yeah, so just this past year. We we did it past the past year kind of as a pilot program in the two schools. We were going to do it just at Clinger, but log heard about it and they jumped on. So we ran it in both schools this past year and it was really fabulous. >> Great idea. >> Yep. >> Mr. H, how do you pick the students? >> Um, great. >> They apply. >> Yes, it's a great question. So they do apply and we do a lot of recruiting. So the first year we did just applications. We advertised [snorts] it through KTV and and log through their television station and and getting word out through teachers. This year we had the eighth grade web leaders recruit seventh grade students to become leaders as well. And then same thing they have to apply. They have to get signatures from a couple of teachers um and write a letter saying that they want to be a leader. >> Great. >> Yeah. >> Feedback from the student. Have you gotten feedback from the outgoing eighth graders? >> The outgoing eighth graders absolutely loved it and it it built leadership with them. Um, and the sixth graders again, it was a really a nice transition piece for them. >> Great. Thank you. >> You're welcome. >> And we're going to continue this. >> Great. >> And we're going to continue the work. >> We're going to continue this. That's the locus to continue. We've already recruited students for this upcoming year and we're ready to roll with it. >> Great. >> Thank you. >> You're welcome. Uh, next uh item 7.2. to the climate and culture survey results with Mrs. Murphy. There she is. There she is. >> Hi, Mrs. Murphy. >> Hi. How are you? >> Good. >> So, I'm very excited to be able to share with you the family perception trends that we've had um when I started back in the fall 2024. Um I [snorts] I can speak to what we've done in Panorama since fall 2024. However, we have been doing the fall the family perception trend since 2023. Um, so with that over the past 3 years, we've monitored family feedback through survey process and panorama and the overall story is one of resilience and growth. I'm going to scroll. Can I scroll down on here like this? Perfect. There are two categories that we measure with families. uh one being school safety metrics as well as school climate for looking at school safety. Family perceptions have showed a steady improvement over time going from 62% in fall 2023 to 73% in spring 2026. And that's where we hit our peak. Um which is great and that's very exciting that we can share. Um, we did have in like I can share how many responses we've had within each year, but again they're just generalization trends for our families in relation to school safety metrics. In relation to school climate metrics, there has been an increase from fall 2023 to fall 20 I mean spring 2026. Um, you can see the similar pattern overall. This represents the families are increasingly recognizing our positive school cultures, relationships, and learning environments within our schools. Some of the key takeaways that we do want to share is from this data, our investments in school climate, student wellness, PBIS implementation, social emotional learning, family engagement efforts all appear to be working. And we also do want to say that in moving forward, our focus is going to remain on sustaining these gains as well as strengthening the communication, sense of belonging, and the support systems across all of our schools. >> Any questions for that? >> It is. No. >> Yeah. >> Thank you. And then um just to loop into the next where [laughter] the that is the family perception. Um next up is also talking about uh connecting to what Marty was sharing with uh students and leadership. We did something different this year. Um thank you Michelle for bringing that up. I am very excited to announce that our district continued work on strengthening our PBIS, our positive behavioral interventions and supports. Last year, all three elementary schools and both middle schools earned their tier 2 badges, which is an implication of our framework in our systems for behavioral supports in all in each of our schools. This year, I'm also proud to report that all five schools have successfully retained their tier 2 badges. One of the things that we did differently this year that um we did not do last year was we included an active role for from our students. Uh this work also reflects the accomplishments and the dedication of our administrators, teachers, support staff, students and families. But today specifically we want to lift up the work from uh some some of our students that supported this process. Sorry. And Miss Murphy, the the way we included um the students, we made them the student ambassadors, right? Yes. Is that okay? >> We and by making them student ambassadors, they led the conversations within the buildings. They held the interviews. So it was more coming from the perspective of students for what PBIS was within their building rather than it being like a dog and pony show of like adults talking about what the experience was like for them. So it was truly coming from our students >> and and it was remarkable. Uh so I do want to acknowledge acknowledge sorry that they did staff interviews uh and student student interviews as well as they led a school evidence walk to present to the person who was monitor or monitor like where the evidence was found in the building of this is like um the bulldogs at log which not log the bulldogs at McDonald. So, here are the students at McDonald that led the student interviews with staff and students um as well as being able to do the building walk. >> I'm a little confused. So, is what leads to the tier 2 badges? >> So, the tier 2 badges, there is something called the tiered fidelity inventory. It's called the TFI where it's a rubric of data points that we have to we score zero, one or two. two being the highest, one, zero being the lowest, and we want to get twos. And once you acquire so many points, you get what this P this positive positive behavior support badge, uh, which then they can put on their PBIS banner. So, it's more than just flare. It really implies that we provide interventions and strategies [clears throat] that support students where their behavioral needs are and that we have systems in place to support all of our students. And it's led by someone outside of the district uh where they're looking at all of our artifacts and being able to then verify that what we say we're doing is actually happening. >> Yeah. >> An objective opinion. >> Yeah. you know, perspective, >> especially coming from the the students like they they led this charge and the whole idea is to embody our students to be leaders and to be able to speak to what's happening in their building on the regular. So, this group is our McDonald Bulldog group, our Davis Dolphins, and you can see the smiles across their faces. They each received a certificate uh acknowledging their leadership >> within their building. >> Student ambassadors from Willowdale [snorts] Clinger Clippers [laughter] >> log >> log. And this is the slide that basically is explaining that PBIS is our proactive schoolwide framework to support our safe uh learning environments which then is going to connect into Joe Rutz's data for academics. Um our PBIS at Centennial really started back in 2018. However, it was not historically to the point where it was embedded as a full framework and system that started back uh significantly back in 2023 >> after co. >> Yes. Yeah. >> Does connect to our comprehensive plan in relation to that uh second action bullet point where all of our schools will demonstrate continuous improvement in student success across a variety of growth and achievement measures. PBIS is one of those action steps. And then what is the TFI? There is a one uh one pager that's linked here to be able to give more information about what the TFI is. The tiered fidelity inventory. It is a system health check for our PBIS system so that we can find out where there are problems or like gaps within our framework and then be able to strengthen it with the supports. This might seem like a silly [clears throat] question, but at the high school, we don't use this at all, but >> well, that is it is something that is part of the comprehensive plan based upon the conversations that we had last year at this time. Yep. >> And it K to2 is part of that action step in the comp plan uh for 2028 2029. >> So the kids coming up will have experience with it if it's something that gets implemented at the high school level >> and the conversations are happening at the high school level as well. Great. >> Yeah, >> Dr. [laughter] Thank you. >> Thank you so much. Thank you. >> That was item. >> That was item 7.3, strengthening PBS through student partnership. And this is item 7.4, the 2025 2026 spring end of year local assessment data review with Mr. Ruts. >> Thank you. Thank you everybody. these uh a lot of connecting dots here today. These were ordered on purpose or not, but it's it's flowing. Um today I have the honor of sharing our end of year local assessment data. Um we've I've been here at this podium and we'll be at the schoolboard meeting for the fall data and for the winter data. This is now the end of the year data just local. Um, in the fall, um, usually the schoolboard meeting right before Thanksgiving, we'll be sharing out our state data, which will be PSSA and Keystone data at that time. Okay, there we go. I'm going to skip some of these. They're important slides, but I'm going to get right to the data uh, for the sake of time. We're looking in three areas. Dibbles, um, I Ready and Il. This is our Dibbles uh, data. You see, uh, three bars, uh, left to right. Uh, light blue is our fall score. Uh, the middle bar, the darker blue was our winter assessment data. I'd given that update in January, uh, the fall to winter. And the dark blue, uh, bar on the right is our endofear spring data for grades K through, uh, three. Um, can I can I hold on? There we go. Wh That's too much. This way everyone can see the notes at the bottom of the slide. Um, all grades K through to uh K3 scored above the end of year national benchmarks. Uh, you can see our growth there. The orange bar um is the end of year national benchmark just so everyone has a visual um of the growth. Uh, the arrows have both the numerical and the percentage growth from spring, excuse me, from fall to spring. Quick reminder, the MTSS triangle, these are ranges, okay? These are guidelines for where we want to see students. Tier one, which is at or above grade level. Again, the range is about 75 to 80% of students is a goal. Tier two, one grade level below, 15 to 20%. And tier three, which is two or more grade levels below, 5 to 10%. That leads us into our triangles for K8 reading. This is our I Ready spring diagnostic. Sorry about that. This is our spring assessment here. We had a 10% decrease in tier three, a 19% decrease in tier 2, a 29% increase in tier 1. We moved 29% of our students out of tiers three and two into tier one on the K8 reading assessment from fall to spring. This means about a thousand students or about 40 classrooms of students moved into tier one from fall to spring. That's in reading. I say every year that within the I Ready platform, think of it as a bucket of growth. And that bucket is 100%. You've got this bucket of 100% growth that you want to get to by the end of the year. Our students on average achieved 133% of their projected typical annual growth. And this is four years now of exceeding that. Um I think last year right in the ballpark. I think last year we were at 134 135 if I remember correctly. For math, we had an 11% decrease in tier three, a 24% decrease in tier 2, moving 35% of our K8 students into tier 1 from fall to spring. That's about 1,200 students, which is about 48 classrooms of students who moved out of tiers three and two and into tier one from fall to spring this year. Our progress toward annual typical growth was 108% of that 100% bucket. One note that I would like to make here, oh, sorry, Mr. Hay stepped out for a second. Um, we talked about this at the winner assessment as well. This data does not include 100ish eighth grade algebra 1 students. Uh Mr. Hayes and Mr. Golder thankfully, rightfully advocated um and requested from OTL that we ex exclude those students because eighth grade students in math take both the math PSSA 8 and algebra 1 keystone exam. PTE does not give an exemption to any student in eighth grade. So they end up taking both. If students had been required to complete the I Ready, they would have essentially completed three assessments in a fiveweek window and for their own well-being and mental health, they Mr. Hayes and Mr. Golder asked for that and we acquies. So these are great numbers. This is great end of the year data and it still does not include about 100 or 110 grade eight students in clinger and log in algebra one this year. I'm going to switch gears to EXL. Switching up to the high school. This is reading grade nine. You can see that student scores increased across all reading categories in EXL. Uh in the green arrow, uh you will see both the numerical increase and the percentage increase from fall to spring. And the two columns, the one on your left, the lighter shade of blue is our fall assessment. And the column on the right, the darker blue, is the end ofear spring assessment. This is grade 10 reading and you can see uh again uh student scores increased across all reading uh categories in this year. uh math as I always present it. Math is always on the same slide uh because we target uh grade nine u math is focused on algebra and grade 10 is on geometry and you can see again great numeric growth and percentage growth um from from fall to spring. Um, I do want to note I just wanted to It's going to get me every time. Uh, just a hat tip. Sorry. Get it together. Uh, for our uh, high school math teachers. Um, I don't mean to make light of this, but you can see how great our students uh, growth was in geometry this year. That was in spite of um, the tragedy we had uh, in 10th grade uh, this year with Miss Castiglia. So, um, just want to honor recognize the math teaching staff there at the high school. Just some key t uh trends and takeaways. Um, I don't want to read at you with this, but um, we are still obviously aiming for achievement in our state assessments on the PSSA and Keystones. We've seen some increases uh, the last few years. We're not where we want to be yet, but we will be. Um, but our five-year trend of academic growth continues. Uh, which is good to see. Uh, great foundations. Uh, K3, every grade in K3 extended exceeded, excuse me, the, uh, national benchmarks on the dibbles. Uh, interventions are working. Um, and if my math is right here, over 2,200 students, um, in K8 moved tiers, um, from three to two and one uh, over the course of the year. and our high schools accelerating. Um 100% of our measured ninth and tth grade categories both in reading and math on the LL showed positive growth this year. Um just a note for the team and for the [snorts] board um this data validates a fundamental truth that when the school board supports high quality core curriculum implementation, invest in MTSS structures and commits to robust equitable resource allocations. It translates directly into student growth and measurable classroom achievement. We've talked a lot about this as a team. Uh our systems are working and we need to stay the course. Just a visual. I'm a visual person. I need to see it as a visual. So, a few notes. This is going to be important um when we present this at the schoolboard meeting to make sure to we'll have take any questions on this but few important notes. We're moving away from I Ready. This will be our last year with the I Ready platform. We're moving the district completely to uh K12 for all students for the diagnostic assessments and the benchmark assessments will be K K10 only. We're also adding science and social studies. Uh, since we started with EXL back in 2018 2019, we've only always had reading and math. We're now adding science and social studies content. We're going to continue to refine the district assessment system, uh, reviewing the assessment calendar, make sure it supports teaching and learning, reflects feedback, and promotes student wellness while maintaining meaningful data for instructional decision-making. Part of that I mentioned earlier one revision of the K12 assessment schedule is that moving forward grade 8 algebra 1 students will be exempt from the end of the year local assessments. We're also exploring a science science benchmark local assessment for grades 5, 8, and 10, especially for the PSSAs and Keystones to complement the ones we already have for math and reading. Science is a testable subject in Pennsylvania in grades 5, 8, and 10. Um, and we want to make sure that we start to explore and implement a local benchmark assessment to monitor student growth and achievement in that area. Uh, we're going to reflect on win implementation, the effective win continuing. And, uh, we're going to transition to the digital MClass platform for Dibbles. Um, it may not seem like a big deal, but right now everything's manual. And by moving it to the M-Class digital platform, it's going to create more effective use of time for our reading specialists to spend more time with students rather than doing manual testing and uploading. Thank you. >> Any questions? >> That was very impressive. >> We have a great team. >> We have a wonderful team. This would not happen without this team. >> And I would say Mr. threats to your your note um about the fundamental truth. We should also, you know, recognize our teachers and all the administrators and all of our >> I think I had that in the slide and probably forgot about it. I'm sorry. I'm just saying. >> Yes. >> You give us credit, but I really want to make sure we give >> Yeah. the teachers and >> absolutely >> everybody else. >> Yeah. >> Take your advice. >> Thank you, Mr. Thank you. And item 7.5, William Tennant High School ATSI plan for the 202627 school year. Dr. Calibris and Dr. Cara Kappa. >> Well, hello. >> Hello. >> So, this is one of the opportunities I get to take a real short brief thing before I turn it over to Sarah, but I wanted to make sure that you knew. Um, she said something to me earlier today I think it's worth mentioning. Today is the oney year anniversary that she was diagnosed with cancer. And I have to say something publicly because when I say she didn't miss a beat, she did not miss a beat. There wasn't a time she came down and said, "Joe, I'm having a hard time with this or I need some extra support." Um, she found the strength and she found, I think, the courage to fight through a lot of things that most people probably couldn't, especially in the jobs that we have. and I really want to say thank you publicly. Um, and I'm not really I she deserves to talk about this, so I'm going to turn this over to her. Okay, >> DR. [applause] >> All right. Well, I will wipe the tears from my eyes. [laughter] Um, thank you everybody. Um, I I really do appreciate the entire uh Centennial community. Um, quick note on that. Actually, I had a lot of our families be some of my caretakers and alumni. So that was a really cool experience in despite of having cancer to be taken care of by so many Centennial families and um alumni. So I just want to thank everyone for their support. Um so if you didn't get enough data from the prior presentations of the the the appetizer, the dinner, we're going to give you some data dessert talking about our ATSI plan for the upcoming school year. Um exciting stuff, I know. Um just one thing I want to know, we have a lot of different data that we look at as educators. Um there's different systems like Mr. Rush has presented some amazing data from our entire system. Um and that really speaks to the entire work that everyone here and at home is doing to support our students and our teachers. Um for PA for ATSI we are we are required by the state to use PA future ready index data. So I just want to note that. So you will see discrepancies in data when you look at other systems local and also statewide. Um and ATSI focuses on subgroups of students and that's something that will kind of show you some data and disproportionality when we talk about our plan. Um additionally the cycle is looks at 2 years of data over a three-year cycle. And also an additional note, it looks at the grade 11 cohort. So I could have a student take the algebra exam in 8th grade or in 9th grade, but it doesn't get banked until the grade 11 year. So that gets a little bit funky with some of the data when we look at trying to track students. Um mathematically the formula for this is a little bit tricky. We work fantastic with our uh liaison with the IU uh Chad Evans. He's been wonderful as a support to our school and we want to thank him for his support. So I know there's some new schoolboard members and we wanted to make sure that and we also have new um district staff members. The ATSI history at William Tennant. So in 2018 there was an initial di um designation for students with disabilities related to achievement with English and math. Um around that time I believe it was 22.1% for the initial designation. Over time there were additional subgroups added um when COVID happened there was a carryover. Additional subgroups were added to the designation for the ATSI. Um and you'll see those up there. through the work of the larger Centennial community, those uh students were able to be um removed as subgroup designations. However, um upon the review of the three-year period, students with disabilities remained. Um we received information from the state this past year that our designation would continue with students with disabilities and also English language learners. Um however with the ATSI history the designation for the upcoming year for students with disabilities is related to achievement in literature and algebra and for the English language learners it has to do with cohort graduation rate which is also a little bit tricky because it looks at the number of students who started with us at 9th grade and we know at the high school we have students that come in at all different times. We had students enroll six days before the school year ended and we're obligated and want to take those students in to support them, but the data can get a little bit tricky um with that. So, over the next couple of slides, you're going to see some data looking at the subgroups. And the term subgroup is is very harsh. We don't look at our students that way at the high school. They're all of our students. We care all equally about them. Um but that's the way that the state uses designation categories. Um I didn't want to give you every data point to include but for literature um the last section you'll see students with disabilities. We put um all other other subgroups on there although they don't all indicate all of the groups that we have within Centennial. Um if that you'll be in a a dessert coma of data after looking at all of those. Um but what we note on here is that for um overall as a school we actually are scoring scoring above the statewide average for literature and keystones. However, when we look at our students with disabilities, I want to clarify that number is 65.5% overall for grade 11 cohort. But when we look at students with disabilities, we're at 24.4%. And when we look at that, our our team looked at this data and we wondered like why is this happening? We look at students that are Hispanic or white or e economically disadvantaged and they are making gains in achievement numbers. Um the same thing was true when we looked at math. So math overall as a school for the cohort was 45.8% while the statewide average is 41.7. But when we looked at our students with disabilities, we still see that same trend of actually they've gone even down since the initial designation in 2018. So as a team we were wondering like again why is this happening? What are we not doing to support all students at the high school but specifically the students that are identified um with a disability? [sighs and gasps] Attendance is not part of our designation um from ATSI. However, attendance is really important to look at because we provide instruction to all students. Simp like Dr. Carac Cappa said, if they're not in school, we can't teach them. Um so, we'll talk about attendance as it relates to our upcoming plan. And then we look at cohort graduation rate. And again, this is looking at students entering from the 9th grade year persisting all four years. And the designation here is related to English language learners. our designation because we we fell below a 67% triggers an automatic designation. Um and with the work of actually Miss Tomlinson, our EL team and the larger community, we've done some reclassification of students knowing that students who may come in from the Ukraine or El Salvador may not have transcripts that are apples to apples. So we've worked with our counseling team um Mr. right as well our 11th grade house principal to kind of really establish a system to make sure that kids are receiving credit for the coursework they had in their home country. Um so we'll talk about um some supports of eels. Um so our goals for next year is really looking at a three-pronged area. So you've heard a lot about MTSS. So MTSS at the high school has not been as I would say solid as it has been in our elementary and middle schools. you heard all about all the work that um Miss Murphy and the team have done and the teachers and the administrators have done at those schools. We are kind of like reorming those things and kind of recalibrating. So we asked the question if you know students with disabilities are not making growth and achievement let's also look at all of our data as well and looking at tier one instruction within our school community. So one of our goals is looking at tier one strategies. We've actually begun this work um Dr. Cara Kappa was very strategic working with Dr. Zach on professional development. In June, we went over MTSS um the framework for what does it look like for tier 1, 2, and three. Um Dr. Caracap and I were very excited to buy a book called MTSS in action. We've been reading it feverishly every night. Um, but we've been working with our teachers on identifying what are the strategies that we want to see happening in all classrooms regardless if a student has a disability, regardless if the student is gifted or however they are identified, what quality instruction looks like at the high school level. So, we as a team have been working to norm around that and provide professional development to our teachers. Um secondly, we're looking to again increase our attendance high school students and this has changed since COVID. Um although our attendance is higher than the statewide average, we still have work that we can do and want to do to support all of our students. So we're looking about increasing our attendance rate by 5% um by the end of next school year. And then as we're building MTSS, and I know the question was asked about PBIS, we're looking at tier 2 and tier three interventions at the high school level. Um structurally we don't have a period per se where um we have a win period but we are working with our teachers and case managers about how do we strategically use the 90minute block to support all learners. I can give a quick example. I had a teacher at the very end of the year who was struggling to meet the need of a student who had a reading comprehension need. And all it took was taking the document that she had and formatting it a little bit differently, providing an alternative of how that same standard can look, and the student was really successful in completing that assignment. So, working with our teachers, our instructional coaches to support our teachers to make sure they're hitting the needs of all students. Um, we're looking to kind of develop a tier 2 and tier three intervention menu. looking at an exit criteria um communication progress monitoring to see how we can support the needs of all students and that will be for roll out in the following school year knowing that we're working already um with district um the district officials to kind of develop this system. Um we also receive feedback from students and our special education teachers among this and I think this also speaks to Dr. Luca Ballal's student groups that he ran this year. But some of the similar trends we heard about students instructional experiences really help define and shape um the goals that we have for the year. Um one student shared, "Well, why is one class learning one thing and I don't learn that because I'm in this type of class?" And that shouldn't be the case. We want to provide high quality education and an instructional experience for all students. So, are there any questions that you guys have? >> I do have a question. Um and I hope my thinking is right on this. So when we're talking about these metrics and the students with disabilities, is it because we're using this we try to modify the curriculum that we use for all students for students with disabilities? I don't know if that's the right thinking. I know Dr. Hopkins and I talked about >> I so I actually I wasn't going to add anything but I will say this to that question. >> Um I want to thank Dr. Hopkins because one of the things since she's come on board was, you know, she's pointing out a lot of things that I think were in our schedule that needed to be addressed and one of them was the number of students that we had scheduled in learning support classes only and the percentage of their day. Um, moving into next year, we're already going the way that we've restructured it, we've we're already going to be higher than the state mandate, which we're much lower than we are right now. So we'll have students who traditionally would have been in learning support classes >> y >> push in the regular ed setting and we're going to support that with special education teachers in there >> rather than having them just in a a solo class by themselves. >> Right. Right. >> So we think that that that alone is going to be a big shift not only for our students but also for our teachers because they're going to have additional support >> that they didn't have in the past. So, I'm I'm really excited to see for the first time what kind of data we can draw from this and kind of what we'll learn as we go through this for the first time. But we're excited about being able to do this. So, I thank them for allowing us that vision to do that. So, >> yeah, >> I know. And Dr. Hopkins and I talked about um curriculum for students that have, you know, that's something that we need. Also, h >> having access to the regular curriculum that all of our students get is is key here. um you know and then using what you heard from Mr. Russ's presentation about using MTSS and tier one interventions. That's what we need to restructure that 90 minutes to look like so that when you have students that are going to be identified for tier one that those kinds of interventions are actually being done within the 90-minute block, not after school, not you know not trying to dream up a you know we need an intervention period or a win period. What we need to do is get back to the basics within a block and say the 90 minutes is a long period of time. Structure this out and the students that are at you we can identify as tier one can be delivered right in the classroom. >> Um I'm really excited about that because for I think for the first time at least as long as I've been a high school principal. we're going to be able to look at a profile of a student and really say, "Okay, you know, what are we doing for a tier three student?" And then be able to share in the data because, you know, when I sit there and I hear, "Well, from K to 8, this is great." And then it's like to you, Patty, like, "Well, do we do this at the high school?" It's like, "Well, we're we're getting there, right?" >> This is one of those things that are really, I think, is going to move us to that next level because we're going to for the first time really look at it in an individual, not just say this this subgroup. We're really going to be able to drill it down. So, um, it takes time. It's definitely a a shift in the way we need to think about instruction and things like that in our classroom, but I think our staff is really ready for this. I I think they've been really wanting something like this. So, we're excited >> and I think the students will, too. >> I I think they're really going to be see a difference, right? Because I don't think they'll feel like just like Sarah said, you get this, but I get something different. Great. Great. Thank you. >> You're welcome. >> Any other questions? We're good. Thank you. Good. We're all on the same page. All right. So, next we'll move on to recommendations. Um, item 8.1. Thanks, Michelle. All right. 8.1 recommendation. There's a recommendation to move the Matthew McCarthy professional services agreement for 2026 2027 to the full board for purchase approval. And we'll just approve these at the end. I'm just going to go through them all. Um, 8.2 Two, recommendation to move the annual subscription to parah phrase for the AI translation management system to the full board for purchase approval. Item 8.3 recommendation to move the 2026 2027 teacher leader list to the full board for approval. Item 8.4 recommendation to move the William High School ATSI plan for 2026 2027 to the full board for approval. Item 8.5, recommendation to move the LRA decodable text license to the full board for purchase approval. 8.6 recommendation to move the Davis library book orders for reading Olympics to the full board for purchase approval. 8.7 recommendation to move the Clinger Library book orders for reading Olympics to the full board for purchase approval. 8.8 8 recommendation to move log college library book orders for reading Olympics to the full board for purchase approval. 8.9 recommendation to move the McDonald library book orders for reading Olympics to the full board for purchase approval. 8.10 recommendation to move the Willowdale library book orders for reading Olympics to the full board for purchase approval. 8.11 recommendation to move the William Tennant High School library book orders for reading Olympics to the full board for purchase approval. 8.12 recommendation to move the second step curriculum to the full board for purchase approval. 8.13 recommendation to move the STAR autism support curriculum to the full board for purchase approval. 8.14 recommendation to move the reading horizons curriculum to the full board for purchase approval. And 8.15 recommendation to move the attainment company supplemental curriculum to the full board for purchase approval. >> Second. >> Any questions? Are these posted? The books that we're for reading Olympics. >> I think they're we're replenishing the ones that we already have, right? The titles that we already have. >> Is that the these should be purchases for going into next year because the uh Bucks County IU um they don't post the reading Olympics books till late spring. >> Right. That's right. >> And we're we're one of a gazillion school districts that are all going to be vying for the same books from the same vendors. >> Right. And the point is that when they sell out, they sell out. >> Correct. Correct. We have to strike while the iron's hot. >> And then I just want to make a comment about items 8.12 um to 15. Um this is curriculum to really help um student services with you know having curriculum that really is appropriate for some of our students [clears throat] that have difficulty accessing the regular curriculum and this is something we have not had prior to now right Dr. Hopkins. >> Correct. We have not had true replacement/supplemental curriculum. And to piggyback off of Tenants's presentation and what they're doing with the schedule, the goal of replacement and supplemental curriculum, and it's it's it's tedious to figure out what's going to work best. Um, and the goal of replacement supplemental curriculum is that it provides an intensive level of intervention, but it can also be done in a way that students can still access general education. So for instance um by using reading horizons for our K to2 supplemental reading curriculum which would be reading comprehension, decoding, encoding and fluency and vocabulary development. It's fashioned in a way which is one of the reasons why we chose what we chose. We did use handover to help guide us with this. Thank you to to Joe for putting us in contact with Hanover. And Hanover turned this around really quickly because we knew we were under a crunch. Uh and Hanover made wonderful recommendations for all of the curriculum that we purchased. I will say that the one curriculum that we didn't go with handover on was reading horizons. And the reason is because one of the curriculums that they recommended was Sunday. And we have a little bit of uh there seems to be a little bit of PTSD over the use of Sunday. The district tried to implement it before. It didn't go so well and that was not so long ago that people forget. So we chose not to use Sunday. Um the other one that was recommended which is a is a wonderful curriculum replacement curriculum which is read 180. The reason why we didn't use read 180 is because read 180, if you [clears throat] do not use it every single day with fidelity of the minutes that the curriculum recommends you use, the curriculum can't stand on its own. Meaning not, I take that back. >> The curriculum isn't viable if you want to use it to jump into general ed. And so we needed something that could bounce back and forth that kids to the point of what William Tennet's trying to do can can leave for 30 minutes to go get intervention or somebody can push in for 30 minutes to get intervention, [clears throat] but now they're still being exposed to general education curriculum content. And so that was really and truly how we chose the programs that we chose that children can do both. Uh we also looked for curriculum that was K to 12 as opposed to we'll use this for K to K to 3 and this for four. We chose not to do that. And as you can see what's missing from this is math. That will be our next venture. Um we didn't want to take on too much right now because this is this is a lot as it is. >> Thank you for explaining that. >> Thank you. >> Glad to see it here on the recommendation list. >> Thank you. >> Thank you. >> What's the price tag? I can I can it's in the PDFs, but I can I'm sorry. I can shout it out for you. >> Um, and I will also say all of this funding is coming from access funds. It's not coming from the I didn't budget for it for this coming school year. It will be paid for out of access funds. Um, and so the attainment curriculum is $12,471.90. Reading horizons is our most expensive purchase. It's $89,782.97. second step, which is supplemental replacement instruction for students that need pro-social behavior and social skills. That is $21,888. And then the STAR autism support curriculum, which is actually three pieces. It's STAR online primary, the links curriculum, and solar is a total of 24,865. Thank you, Dr. >> Thank you. >> Any other questions? Good. All right. Additional public comments by residents. >> Do we >> Oh, sorry. We didn't >> Sorry, we have to approve. Yes. Can I get >> Can I get [laughter] the recommendations? Yes, absolutely. Can I get second? Second. All in favor? >> I thank you. Sorry. Thank you. >> Technicalities. >> And the last item, additional public comments by residents. We did not receive any. Um any anybody care to make a comment before we adjourn? Mr. Ruts. >> Thank you. Um as this is our last ed committee meeting of the academic year, just want to thank everybody uh for all their hard work this year. Um many thanks to Dr. Luca Bond, Dr. Zack and to make sure this team is always prepared for these meetings. Thank you, Miss Apollo. Um, you're not a rookie anymore with the leading and just want to recognize and honor you and Miss Crosen and Dr. Maguire sincerely for uh creating a very positive and collaborative environment this year for these committee meetings. Thank you. >> Thank you. >> Well, thank you everyone for being patient with me as I figure all of this out. Um, I have to say this has been a tremendous experience since December. Um, I'm really looking forward to next school year. >> You're welcome. >> And thank you. >> You are too. >> Thank you. Good job. Thank you. And with that, our next education student services committee meeting will be held September 9th, 2026 at 4:45. Meeting adjourned. Thank you.