Agenda: Policy Committee Meeting, August 24, 2023

THE SCHOOL DISTRICT OF PHILADELPHIA BOARD OF EDUCATION POLICY COMMITTEE MEETING AGENDA AUGUST 24, 2023; 4:00 PM Call to Order Roll Call Agenda Items - Adoption of Minutes April 27, 2023 Opening Remarks Review of Policies Policy 001 - Name and Classification Policy 002 - Authority and Power Policy 003 - Functions Policy 003.1 - Goals and Guardrails Policy 003.2 - Policy Setting Policy 003.3 - Employment of the Superintendent Policy 004 - Membership (Eliminate) Policy 004.1 - School Board Committees It is recommended that Policy 004.1: School Board Committees be eliminated because the content is redundant of Policy 006: Meetings. Policy 004.1 - Non-Voting Student Board Representatives Policy 004.2 - Parent and Community Advisory Council Policy 005 - Organization Policy 006 - Meetings Policy 006.1 - Attendance at Meetings via Electronic Communications Policy 007 - Public Engagement Policy 008 - Ethics Policy Policy 009 - Principles of Governance and Leadership

Policy 1100 - Office of Auditing Services Policy 1200 - Office of Inspector General

Public Participation Speakers List Commitee Recommendations Adjourn

DRAFT THE SCHOOL DISTRICT OF PHILADELPHIA POLICY COMMITTEE MEETING OF THE BOARD OF EDUCATION APRIL 27, 2023 MINUTES A Policy Committee meeting was held on April 27, 2023 in a hybrid format including via the Zoom virtual meeting platform. The meeting was convened at 4:00 pm. Board President Streater made announcements concerning recording, copyright, participation in, and viewing of the meeting. Board President Streater also made an announcement stating that he would be rolling off the Policy Committee and that taking his place would be Board Member Lam who would serve alongside Board Member Wilkerson as co-chair. Co-Chair Lam took the roll. Committee Members present: Chau Wing Lam (Co-Chair), Joyce Wilkerson (Co-Chair), Julia Danzy, and Cecelia Thompson (remotely) Other Board Members Present: Leticia Egea-Hinton, Lisa Salley, Sarah-Ashley Andrews, Reginald Streater District Liaisons Present: Sarah Galbally, Chief of Staff

Co-Chair Lam announced the following thirteen (13) policies that will be reviewed by the committee at the meeting: ● Policy 008 - Goals and Guardrails ● Policy 137 - Home Education Programs ● Policy 137.1 - Extracurricular Participation by Home Education Students ● Policy 227 - Controlled Substances/Paraphernalia ● Policy 235.1 - Student Surveys ● Policy 237 - Electronic Devices ● Policy 703 - School Cleanliness and Classroom Management ● Policy 712 - Naming of School District Properties ● Policy 717 - Mobile Communications Devices ● Policy 717.1 - Computers and Portable Computing Devices ● Policy 805.1 - Relations with Law Enforcement Agencies ● Policy 807 - Opening Exercises/Flag Displays ● Policy 808 - Food Services The minutes of the November 3, 2022 meeting of the Policy Committee were considered for approval by Committee members. A voice vote approved the minutes of the meeting by a vote of: Yes: 4 and No: 0. 1

DRAFT Co-Chair Lam stated that the minutes have been approved and are posted to the committee’s webpage. Board Member Danzy made a motion to amend the meeting agenda to allow public participation prior to the review of policies. Co-Chair Wilkerson seconded the motion. The motion was considered for approval by Committee members. A voice vote approved the motion by a vote of: Yes: 4 and No: 0. Co-Chair Lam stated that the motion was approved and that public participation would occur prior to the review of policies. Co-Chair Lam facilitated the public participation portion of the meeting. Co-Chair Wilkerson shared a summary of the written testimony submitted to the Committee. This included one (1) submission from Leigh Purnell stating that the Board should communicate any changes to admissions procedures for the May Action Meeting ahead of the meeting so that members of the public can safely attend.

Lisa Haver, community member, stated she wanted to provide her testimony following the Committee’s review of policies. Co-Chair Lam stated this was acceptable. Blair Ryan, community member, stated concerns related to the special admissions process for special admissions high schools and asked for a plan to be presented showing how the District will be reconstructed. Blair Ryan also asked for the repeal of the lottery admissions system. Co-Chair Lam invited Board Member Egea-Hinton and Board Member Salley to provide an overview of the Board’s proposed Policy 008 Goals and Guardrails. Board Member Egea-Hinton and Board Member Salley provided an overview of the Board’s work on Goals and Guardrails and an outline of the contents of the proposed Goals and Guardrails policy. Board Members asked clarifying questions related to the policy’s definition of equity, the inclusion of Board Operating Guidelines, and the inclusion of management reviews in the policy. Board Member

Egea-Hinton and Board Member Salley responded to these questions. Co-Chair Lam thanked the Board Members for their presentation and invited Co-Chair Wilkerson to share additional questions submitted in writing by other Board Members who do not serve on the Policy Committee. Co-Chair Lam noted that these questions would be submitted to the District and would be answered in writing. 2

DRAFT Co-Chair Lam invited Chief of Staff Ms. Galbally to offer opening remarks and to provide a summary of the first policy up for review. Ms. Galbally provided an overview of the agenda noting that District staff revised 11 policies and identified 1 policy for elimination. Ms. Galbally shared that new administrative procedures for many of the policies on the agenda have been created as the District and Board work toward developing concise policies that are reflective of legal requirements whereas the procedures outline how the District operationalizes policies. Ms. Galbally shared that in response to Board Member request at the last Policy Committee meeting, Board policies moving forward will include a direct link to the associated Administrative Procedures. Ms. Galbally provided a summary of policies related to homeschooling which included Policy 137 - Home Education Programs and Policy 137.1 - Extracurricular Participation by Home Education Students.

Ms. Galbally invited John Baker, Special Project Assistant for the Office of School Operations and Management, to answer Board Member questions. Ms. Galbally noted that the District is recommending that Policy 227 be eliminated as the information contained is duplicative of other policies and procedures related to student conduct including Policy 122 Extracurricular Activities, Policy 123 Athletic Activities, Policy 218 Student Code of Conduct, Policy 233 Suspension and Expulsion, Policy 235 Student Rights and Responsibilities, and Policy 805.1 Relations with Law Enforcement Agencies. Ms. Galbally invited Rachel Holzman, Deputy Chief for the Office of Student Rights and Responsibilities to answer Board Member questions. Co-Chair Wilkerson asked that the resource provided be made available to the public. Ms. Galbally provided a summary of Policy 235.1 Student Surveys. She noted that new administrative

procedures were created for this policy, which outline the following: (1) guidance and expectations for District-administered surveys, school-based administered surveys, and internal and external surveys for research; (2) privacy and protection of student responses to survey questions; and (3) best practices for designing and delivering student surveys. Ms. Galbally invited Joy Lesnick, Deputy Chief of Research, Evaluation, and Academic Partnerships, to virtually answer Board Member questions. Ms. Galbally provided a summary of Policy 237 Student Use of Electronic Devices. She noted that new administrative procedures were created for this policy that provide comprehensive guidance to school leaders for creating school protocols for student cell phone and electronic device use. These administrative procedures are intended to allow school leaders the flexibility to tailor school protocols to

their unique school communities, while also providing leaders with an exhaustive list of factors to consider when designing and implementing those protocols. Ms. Galbally noted that, additionally, information was added to the administrative procedures about requesting exceptions or accommodations to school-level electronic device protocols, as well as information about loss or damage of student personal electronic devices while in the custody of the District (i.e., if it has been confiscated). She invited Rachel Holzman, Deputy Chief for the Office of Student Rights and Responsibilities to answer Board Member questions about off campus activities, class time use of devices, and implementation guidance to schools. 3

DRAFT Ms. Galbally provided a summary of Policy 703 School Cleanliness and Classroom Management. She noted that the administrative procedures for Policy 703 were updated to include the following: (1) further details on the regular responsibilities of and partnership between school principals, Building Engineers, and Facilities Area Managers; (2) expectations and guidelines for teachers related to classroom cleaning and organization; and (3) information about vacancies of facilities and custodial staff which are handled in accordance with the 32BJ collective bargaining agreement. Ms. Galbally invited Oz Hill, Chief Operating Officer, to answer Board Member questions related to consolidating language related to regular inspection cycles and staff supervisory structures. Ms. Galbally provided a summary of Policy 712 Naming of School District Properties. She noted that the administrative procedures were updated to significantly extend the timeline for making school name

changes, as well as to provide additional details around the required community engagement a school must conduct before and in the process of making a school name change. The administrative procedures for this policy were also updated to include guidance and timelines for amended name changes and name changes for portions of properties. Ms. Galbally invited Emily Faxon, Project Manager in the Office of School Operations and Management, to answer Board Member questions. Ms. Galbally provided a summary of Policy 717 Mobile Communications Devices and Policy 717.1 Computers and Portable Computing Devices. She noted that Policy 717 includes new administrative procedures that capture the following information that was formerly included in the policy: (1) staff eligibility for District-issued cell phones; (2) procurement of cell phones by the Office of Information Technology and Data Management; and (3) management and oversight of the use of District-issued cell

phones by IT. Additionally, information was added to the administrative procedures around staff responsibility over District-issued cell phones (e.g., theft, loss, and damage). She also noted that in Policy 717.1 new administrative procedures were created that capture the following information that was formerly included in the policy: (1) student and staff eligibility for District-issued computers; (2) acceptable software and internet controls applied to all District-issued computers; and (3) student and staff responsibility over District-issued computers (e.g., theft, loss, and damage). Additionally, the following new information was added to the administrative procedures: (1) considerations for students and schools related to the new 1:1 Chromebook model; (2) the process for procurement of computers and computing devices by IT; and (3) IT’s process for assigning computers to staff and students. Ms. Galbally

invited Melanie Harris, Chief Information Officer, Stephanie Sullivan, Deputy Chief of Technology Services, and Fran Newberg, Deputy Chief of Educational Technology, to answer Board Member questions related to recovery of lost or stolen devices, pagers and radio devices, and insurance. Ms. Galbally invited Kevin Bethel, Chief of School Safety, to share a presentation and take questions from Board Members on Policy 805.1 Relations with Law Enforcement Agencies. The presentation noted the following changes to the administrative procedures: 1) publishing of current MOU, 2) additional information to align with priorities and current practice such as welcoming and sanctuary schools, support for diversion, and collaboration on training, 3) added priority to facilitate positive school programming engagement of law enforcement officers in schools. Board Member questions were related to diversion

program offenses, charter school and special education implications, and the parameters defined by the MOU with the Philadelphia Police Department. 4

DRAFT Ms. Galbally provided a summary of Policy 807 Opening Exercises/Flag Displays. She noted that new administrative procedures were created that outline general guidelines for displaying U.S. flags on school campuses and in classrooms in accordance with the United States Flag Code. Additionally, clarification was added that both students and staff have the legal right to decline to recite the Pledge of Allegiance or National Anthem and decline to salute the flag. Ms. Galbally invited Karen Kolsky, Special Assistant in the Office of School Operations and Management, to respond to Board Member questions. Lastly, Ms. Galbally shared a summary of Policy 808 Food Services. She noted that new administrative procedures were created that capture the information that was formerly included in the policy related to professional standards for food service personnel, food safety guidelines, and requirements for

inspections. Ms. Galbally invited Lisa Norton, Executive Director of Food Services, to respond to Board Member questions. Co-Chair Lam invited the final registered speaker, Lisa Haver, to make her remarks. Lisa Haver, community member, spoke on Policy 008 Goals and Guardrails. She noted that the policy should not be the Board’s governance model as it is data-centered and not student-centered. Co-Chair Wilkerson asked Board Member Egea-Hinton and Board Member Salley to provide additional context on how the Board intends to use data in its framework. Co-Chair Lam provided an overview of all requests and feedback provided regarding policies on the agenda. The committee made a final recommendation that the following policies be sent to the full Board for review at the May 25, 2023 Action Meeting: ○ Policy 008 - Goals and Guardrails ○ Policy 137 - Home Education Programs ○ Policy 137.1 - Extracurricular Participation by Home Education Students

○ Policy 227 - Controlled Substances/Paraphernalia ○ Policy 235.1 - Student Surveys ○ Policy 237 - Electronic Devices ○ Policy 703 - School Cleanliness and Classroom Management ○ Policy 712 - Naming of School District Properties ○ Policy 717 - Mobile Communications Devices ○ Policy 717.1 - Computers and Portable Computing Devices ○ Policy 805.1 - Relations with Law Enforcement Agencies ○ Policy 807 - Opening Exercises/Flag Displays ○ Policy 808 - Food Services Co-Chair Lam asked Ms. Galbally to share any last remarks and the list of proposed draft policies expected to be discussed at the policy committee meeting in November, these included: ● Policy 102 - Multiracial, Multicultural, and Gender Education ● A new Equity Policy 5

DRAFT ● A new Non-Professional Staff Evaluations Policy ● Policy 210 - Use of Medication/Medical Technology ● Policy 210.1 - Possession/Use of Emergency Medications ● Policy 217 - Graduation Requirements ● Policy 314.1 - HIV Infection in Employees ● Policy 324 - Personnel Files ● Policy 702 - Grants, Gifts, Donations, and Student Fundraising ● Policy 702.1 - Scholarships ● Policy 702.2 - School-Based Fundraising and Crowdfunding ● Policy 804 - School Day ● Policy 815 - Acceptable Use of Internet, Technology, and Network Resources ● Policy 830 - Breach of Computerized Personal Information ● A new Cybersecurity Policy Co-Chair Lam thanked all who attended and announced that the meeting was adjourned. Meeting adjourned at 6:48 pm. 6

THE SCHOOL DISTRICT OF PHILADELPHIA No. SECTION: TITLE: Policy 001 - Name and Classification ADOPTED: REVISED: POLICY 001 - NAME AND CLASSIFICATION Purpose See below linked documents for the proposed policy and (if applicable) Board Operating Guidelines. Administrative Procedures: Policy 001 Name and Classification

THE SCHOOL DISTRICT OF PHILADELPHIA No. 001 SECTION: Board Bylaws TITLE: Name and Classification ADOPTED: August 16, 2018 REVISED: 001. NAME AND CLASSIFICATION Purpose Name The governing body of The School District of Philadelphia (“District”) shall be known officially as the Board of Public Education, hereinafter, sometimes referred to as the “TheBoard.” [1][2][3] Members of the Board may sometimes be referred to as “Board Member” or “Officers of the Board of Public Education.” Authority Composition The School District of Philadelphia is comprisesd of all lands that lie within the municipal boundaries of the City of Philadelphia and Philadelphia County. Purpose The School District of Philadelphia is organized for the purpose of providing a program of public education to serve the needs of the students of the Commonwealth. The Board is the governing body responsible for overseeing all major policy and budgetary decisions, for the School District of

Philadelphia.[1][2][3][4][5][6][7][8][9] Intermediate Unit The School District of Philadelphia is assigned to Philadelphia Intermediate Unit No. 26.[10][11] [2] Classification The School District of Philadelphia is classified as a school district of the first class. [12] Address The official address of the Board of Education of the School District of Philadelphia shall be 440 North Broad Street, Suite 101, Philadelphia, PA 19130. Legal References: 1. Home Rule Charter – §12-100 2. Home Rule Charter - §12-200 3. Pennsylvania Constitution – PA Const. Art. III Sec. 14 4. 24 P.S. § 5-501 Page 1

5. 24 P.S. § 5-502 6. 24 P.S. § 5-503 7. Home Rule Charter - §12-209 8. Home Rule Charter - §12-300 9. Home Rule Charter - §12-303 10. 24 P.S. § 9-901-A 11. 24 P.S. § 9-902-A 12. 24 P.S. § 2-202 Legal References: 1. Pennsylvania Constitution – PA Const. Art. III Sec. 14 2. Public School Code – 24 P.S. Sec. 201, 202, 501, 502, 503, 901-A, 902-A 3. Home Rule Charter – Sec. 12-100, 12-200 Page 2

THE SCHOOL DISTRICT OF PHILADELPHIA No. SECTION: TITLE: Policy 002 - Authority and Power ADOPTED: REVISED: POLICY 002 - AUTHORITY AND POWER Purpose See below linked documents for the proposed policy and (if applicable) Board Operating Guidelines. Administrative Procedures: Policy 002 Authority and Power

v THE SCHOOL DISTRICT OF PHILADELPHIA No. 0020 SECTION: Board Bylaws TITLE: Authority and Power Foundations & Basic Commitments ADOPTED: August 16, 20181 REVISED: 0002. AUTHORITY AND POWER FOUNDATIONS & BASIC COMMITMENTS Purpose A school The bBoard of Education (“Board”) is a legal entity for providesing a system of public education within the City of Philadelphia. each school district in the Commonwealth of Pennsylvania. This policy sets forth generally the Board’s authority, powers, and core duties of the Board and individual Board Members. Authority The Board of Education (“The Board”) is the collective body constituted to: (1) serve as the governing body responsible for overseeing all policies and budgetary decisions of the School District of Philadelphia (“The District”);. Additionally, the Board serves (2) appoint, manage, direct, and evaluate the Superintendent; and (3) as the authorizer for all charter schools in Philadelphia. The

Board is made up of nine Board Members who serve collectively in the best interest of every student in Philadelphia. [1][2][3][4][6][5] Definitions Administrative Procedures - written documents based on policy that outline and describe the means by which a policy should be implemented, specific responsibilities or action steps, consequences for violations, and could include sample forms or guides. Board Policies - general written statements by the Board defining its expectations or position on a particular matter and authorizing or delegating responsibilities to implement appropriate actions to govern those expectations. Board policies authorize a framework within which the Superintendent and staff can implement assigned duties with positive direction. Policies are broad principles adopted by the Board to chart a course of action. Policies are guides for action by the administration, who then sets the rules and regulations to provide specific directions to school

district personnel through administrative procedures. Authority 1 This policy was originally adopted as Policy 000: Foundations and Basic Commitments Page 1

The Board shall have all of the powers and duties granted to it by the Public School Code of 1949 as amended, Article III of the Pennsylvania Constitution, Article XII of the Philadelphia Home Rule Charter and applicable federal and state laws and regulations. [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17] The Board, in accordance with its statutory mandate, shall adopt policies for its own operation and the guidance of the Superintendent in the operation of the District in a Policy Manual. Board policies shall be consistent with law, have a rational and substantial relationship to a legitimate purpose of the Board, and be directed towards the maintenance and support of a thorough and efficient system of public education in this district. [1][3][4][5][20] The Board shall establish and/or approve such schools, District and charter, as are required for the education of every student residing in the City of Philadelphia between the ages of six (6) and

twenty-one (21) years who may attend school.; and shall adopt rules and regulations for the management of school affairs and the conduct and deportment of employees and students; and shall levy and collect taxes as may be necessary, in addition to the annual state appropriation, for the exercise of aforesaid powers.[2][4][5][6][7][8][9][10][11][12][13][14][15] [2][4][11][12][13][15][17][18][19][20][21][22][23][24][25][26][27][28] Collective authority is granted to The Board to represents the residents of Philadelphia in matters of public education. It shall establish educational goals and academic standards for District schools and govern an educational program designed to meet those goals and standards to support student achievement. The Board shall provide direction for establishing, maintaining and evaluating educational programs in District public schools, and for enforcing mandatory laws and

regulationsthrough the maintenance of a Policy Manual. Pursuant to this authority, the Board has authorized Goals and Guardrails, its governance framework, as a tool to align and prioritize District resources to support student achievement. [3][4][7][8][9][11][12][13][14][18][23][27][29] The powers of the Board are not vested in the individual Board Member or Officer(s). No such individual is authorized to act on behalf of the Board to carry out any of the Board’s authorized powers, except for those acts stated in law.[1][3][4][6][7] The Board shall adopt and memorialize policies in a Policy Manual to manage its own operations and set a clear, positive direction for to guide the Superintendent in the operation of the school dDistrict. that, where applicable, align to the Board’s Goals and Guardrails operation of the school district. [18][30] Policies shall be periodically amended by the Board, pursuant to

statutory mandates, in keeping with applicable laws. Board policies shall be consistent with law, have a rational and substantial relationship to a legitimate purpose of the Board, and be directed towards the maintenance and support of a thorough and efficient system of public education in this district. As applicable, all members of the school community are expected to comply with both Board policy and administrative procedures, subject to stated limitations and exceptions. However, fFailure of the Board or the Administration to comply with policy, Board Operating Page 2

Guidelines, or administrative procedures shall not invalidate any lawful action taken.[1][5] [3][4][6][7][12][13][18] Delegation of Responsibility The composition, organization, duties, and powers of the Board are prescribed by the Public School Code of 1949, Home Rule Charter, and other applicable law. The Board shall exercise its collective authority in public meetings through a majority vote. [1][2][3][4][5] As a collective body, the Board shall set clear, aligned goals that drive decision-making and policy-making to foster strategic planning and investments in support of student achievement. In carrying out their core duties as the governing body, the Board shall: 1. Adopt operating and capital budgets; [31] 2. Approve investments that align with the Board’s Goals and Guardrails priorities; [14] 3. Appoint and evaluate the Superintendent of Schools; [32] 4. Adopt policies for its own operation and for the guidance of the Superintendent in the operation of the District; [31]

5. Consider the values and interests voice of all stakeholders; 6. Evaluate and audit progress towards the District’s goals; [14] 7. Communicate to the public the Board’s priorities, gGoals and Guardrails, policies, and accomplishments; [33] 8. Serve as authorizer of Philadelphia Charter Schools pursuant to the Charter School law; [34] 9. Serve as Board of Directors for Intermediate Unit 26 [35] 10. Establish and communicate a process by which to seek public input; [34] 11. Establish and maintain non-voting Student Representatives; [29][36] and 12. Establish and maintain a Parent and Community Advisory Committee. [37][38] As individual members and public officials, it is the duty of Board Members to build public confidence in their management of the School District and operate under the highest ethical standards. [39] In carrying out their duties as a member of the Board, a Board Member shall: 1. Participate in Board meetings and follow parliamentary procedures;

2. Govern by adopting Board policies; and 3. Act in a reasonable manner in the best interest of the Philadelphia’s public school students.; and 4. Follow the Board’s Principles of Governance and Leadership. [40] The Board may include language within each policy to delegate responsibilities to the Superintendent or designee to create, implement, and review administrative procedures. Administrative procedures are not part of Board policy and may be altered by the administration without formal action by the Board. Administrative procedures shall not conflict with Board policy or with applicable law. Limitations Page 3

Board policies and administrative procedures are not intended and shall not be construed to supersede or preempt any applicable law. All Board policies and administrative procedures shall be interpreted and administered consistent with applicable law. The Board shall make the final interpretation of its policies, and the administration shall make the final interpretation of its procedures, subject to any review as determined by the Board. Board policies and administrative procedures are not intended to create a cause of action not independently established in law. Board policies and administrative procedures shall not preempt, create, supplant, expand or restrict the rights or liabilities of students, employees, residents or others within the school community beyond those established by law. Rules Of Construction In ascertaining the intent of the Board in adopting a policy of the Administration in establishing a

procedure, the following presumptions, among other legally applicable presumptions, may be used: a. That neither the Board nor the administration intends a result that is absurd, impossible to execute, unreasonable b. That neither the Board nor the administration intends to violate federal or state Constitutions, Home Rule Charter or any other applicable law. c. That the Board and the administration intend that the language used be interpreted using its ordinary meaning unless the policy or procedure explicitly defines the language otherwise. If any policy or administrative procedure can be given multiple interpretations, the Board and the administration intend that only constitutional and lawful interpretations shall be valid, and that neither an unconstitutional nor an unlawful interpretation was intended. Legal References: 1. PA Const. Art. III Sec. 14 2. Home Rule Charter §12-100 et seq. 3. 24 P.S. §2-211 4. 24 P.S. §3-301 5. Home Rule Charter §12-301 6. 24 P.S. §4-407

7. 24 P.S. §5-510 8. Home Rule Charter §12-209 9. Home Rule Charter §12-300 10. Home Rule Charter §12-303 11. First Class City Public Education Home Rule Act – 53 P.S. § 13201 et seq. 12. State Board of Education Regulations – 22 PA Code §4.12 13. State Board of Education Regulations – 22 PA Code §4.13 14. Policy 003.1 - Goals and Guardrails 15. 24 P.S. §5-503 16. 24 P.S. §5-507 17. 24 P.S. §5-501 18. 24 P.S. §5-502 Page 4

19. Home Rule Charter §12-201 20. Home Rule Charter §12-305 21. 24 P.S. §5-502.1 22. 24 P.S. §5-511 23. 24 P.S. §8-801 24. 24 P.S. §8-803 25. 24 P.S. §13-1301 26. 24 P.S. §13-1302 27. 24 P.S. §14-1411 28. 24 P.S. §18-1844 29. Home Rule Charter §12-200 30. Policy 003.2 - Policy Setting 31. Policy 604 - Budget Adoption 32. Policy 003.3 - Employment of the Superintendent 33. Policy 007 - Public Engagement 34. 24 P.S. §17-1717A 35. 24 P.S. §9-902A 36. Policy 004.1 - Non-Voting Student Board Representatives 37. Policy 004.2 - Parent and Community Advisory Council 38. Home Rule Charter §12-311 39. Policy 008 - Ethics Policy 40. Policy 009 - Principles of Governance and Leadership Related Information: 1. Pennsylvania Sunshine Act 2. Public Official and Employee Ethics Act Legal References: 1. Public School Code – 24 P.S. Secs. 211, 407, 501, 502, 502.1, 503, 510, 511, 693, 696, 801, 803, 1301, 1717-A, 1844 2. Pennsylvania Constitution – PA Const. Art. III Sec. 14

3. Home Rule Charter – Secs. 12-209, 12-300, 12-308, 12-200, 12-209, 12-300, 12-305, 12-308, 12-500 4. First Class City Public Education Home Rule Act – 53 P.S. Sec. 13201 et seq. 5. State Board of Education Regulations – 22 PA Code Sec. 4.13 6. Board Policy – 000, 001, 002 Related Information: 1. Pa Sunshine Act 2. Public Official and Employee Ethics Act Page 5

THE SCHOOL DISTRICT OF PHILADELPHIA No. SECTION: TITLE: Policy 003 - Functions ADOPTED: REVISED: POLICY 003 - FUNCTIONS Purpose See below linked documents for the proposed policy and (if applicable) Board Operating Guidelines. Administrative Procedures: Policy 003 Functions

THE SCHOOL DISTRICT OF PHILADELPHIA No. 0023 SECTION: Board Bylaws TITLE: Functions ADOPTED: August 16, 20181 REVISED: 0023. FUNCTIONS Purpose The Board of Education (“Board”) shall govern The School District of Philadelphia (“District”) and conduct its duties as Philadelphia’s charter authorizer by performing the functions and key its legislative and executive responsibilities set forth as outlined within this policy. [1][2][3][4] Definitions Administrative Procedures - written documents based on policy that outline and describe the means by which a policy should be implemented, specific responsibilities or action steps, consequences for violations, and could include sample forms or guides. Board Policies - general written statements by the Board defining its expectations or position on a particular matter and authorizing or delegating responsibilities to implement appropriate actions to govern those expectations. Board policies authorize a framework within which the Superintendent

and staff can implement assigned duties with positive direction. Policies are broad principles adopted by the Board to chart a course of action. Policies are guides for action by the administration, who then sets the rules and regulations to provide specific directions to school district personnel through administrative procedures. Policy Manual - a governance tool that contains all policies adopted by the Board of Education. Authority The Board of Education shall to execute its duties and responsibility as the governing body of the District and charter authorizer in Philadelphia. by exercising its adopting policy making and executive power. The Board shall establish policies and evaluation criteria to manage its legislative and executive duties. [1][2][3][4] The Pennsylvania Public School Code and Philadelphia Home Rule Charter permit the Board to adopt and enforce reasonable rules and regulations as it may deem necessary and proper for

its governance as well as the management of the affairs of The School District of Philadelphia (“District”) and its operations.[1][2][3] Legislative Responsibility 1 This policy was originally adopted as Policy 002: Functions Page 1

The Board is the policy making body for the School District of Philadelphia. The Board shall establish, review, and adopt policies for the organization and operation of the District. Board policies must be maintained in a Policy Manual which is accessible to the public, employees, students, family members, community members, and Philadelphia residents. [1][2][3][4][5][6][7][8][9][10][11][15][16][18][19] Board policies must guide Board actions and be used as a tool to communicate the Board’s standards and expectations to the public. All Board policies shall be adopted, amended, or repealed by a majority vote of the Board. The adoption, modification, repeal or suspension of a Board policy shall be recorded in the minutes of the Board meeting. Proposed policies shall be submitted for consideration to the Board by the Superintendent or the Board’s Policy Committee. [1][2] Fiduciary Responsibilities The Board shall exercise its fiduciary responsibilities and duties as required by

applicable law, including but not limited to the following [20][21][22][23][24][25][26]: ● Review of budgets, financial statements, and accounting practices; ● Ensure proper internal controls, compliance, safeguarding of assets; and ● Authorize the District’s budgetary and financial decisions. Executive Responsibility The Board shall exercise its governance responsibility by the appointment of a District Superintendent, who shall enforce the statutes of the Commonwealth, Board policies, and all applicable laws and regulations. The Superintendent shall be appointed and annually evaluated by the Board in accordance with established Board Operating Guidelines procedures and evaluation criteria. [1][2][3][4][5][7][8][12][13][14][15][16][17][27][28][29] The Superintendent shall be responsible for implementing Board policies and establishing Aadministrative pProcedures for the operation of the school dDistrict. Administrative pProcedures

shall not be inconsistent with state and federal statutes or regulations and Board policies. The Board reserves the right to review and to direct revisions of Administrative Procedures when it considers the procedures to be inconsistent with Board policy or District practices. However, the Board shall not adopt Administrative Procedures unless required by law or requested by the Superintendent.[3][15][16][17] The Board delegates authority to the Superintendent to take necessary action in circumstances not provided for in Board policy. The Superintendent shall promptly inform the Board of such actions and the Superintendent’s decision may be subject to review by the Board. The Superintendent shall implement a procedure to inform Board Members and designated employees of their responsibility under the Ethics Law. [30] Whenever responsibility is delegated to the Superintendent, the Superintendent may designate a representative to act on his/her their behalf. Page 2

The Board establishes and oversees the Office of the Board of Education and delegates administrative operations of this office to the Board Chief of Staff. The Board shall receive direct support from the General Counsel who dual reports to the Board and Superintendent. The Board also establishes and oversees the Charter Schools Office, Office of Auditing Services, and the Office of Inspector General. [31][32][33] Review The Board may have exercise jurisdiction over controversies or disputes arising within theis school dDistrict. The Board’s jurisdiction may be conveyed by statute or reserved by the Board through contract or Board policy. [1][2][3][4][5][6][7][10][11][15][20][21] Pursuant to its jurisdiction and in furtherance of its adjudicatory function, the Board may hold hearings in accordance with law which shall offer the parties to a dispute, on notice duly given, a fair and impartial forum for the resolution of the matter. [2 Pa. C.S.A. 551 et seq][34]

The Board shall comply with and adhere to the necessary requirements of due process. Hearings may vary in form and content. To the extent permitted by law, the Board may delegate the responsibility of conducting hearings to a hearing officer, while still retaining legal obligations for final adjudication of the dispute.[34] Legal References: 1. 24 P.S. §5-505 2. 24 P.S. - §5-510 3. Home Rule Charter - §12-209 4. Public School Code – 24 P.S. §4-407 5. Public School Code – 24 P.S. §5-508 6. Public School Code – 24 P.S. §5-511 7. Public School Code – 24 P.S. §5-514 8. Public School Code – 24 P.S. §6-696 9. Public School Code – 24 P.S. §11-1106 10. Public School Code – 24 P.S. §17-1717-A 11. Public School Code – 24 P.S. §17-1729-A 12. Public School Code – 24 P.S. §10-1001 13. Public School Code – 24 P.S. §10-1081 14. Public School Code – 24 P.S. §17-1715-A 15. Home Rule Charter – §12-300 16. Home Rule Charter – §12-301 17. Home Rule Charter – §12-400 18. 65 P.S. §67.701

19. Policy 003.2 - Policy Setting 20. Home Rule Charter – §12-303 21. Home Rule Charter – §12-304 22. Policy 007 - Public Engagement Page 3

23. Policy 602 - Budget Planning 24. Policy 603 - Budget Preparation 25. Policy 604 - Budget Adoption 26. Policy 616 - Payment of Bills 27. Policy 003.3 - Employment of the Superintendent 28. Policy 003.1 - Goals and Guardrails 29. Action Item 28 from December 10, 2020 meeting 30. Public Officials and Employee Ethics Act – 65 Pa. C.S.A. Sec. 1101 et seq. 31. Policy 400 - Charter School Monitoring Structures 32. Policy 1100 - Office of Auditing Services 33. Policy 1200 - Office of Inspector General 34. Local Agency Law – 2 Pa. C.S.A. Sec. 551 et seq. Legal References: 1. Public School Code – 24 P.S. Secs. 407, 508, 510, 511, 514, 696, 1001, 1081, 1106, 1715-A, 1717-A, 1729-A 2. Home Rule Charter – 12-209, 12-300, 12-301, 12-400 3. Local Agency Law – 2 Pa. C.S.A. Sec. 551 et seq. 4.Public Officials and Employee Ethics Act – 65 Pa. C.S.A. Sec. 1101 et seq. 5. Board Policy 000, 002.1, 002.2 Page 4

THE SCHOOL DISTRICT OF PHILADELPHIA No. SECTION: TITLE: Policy 003.1 - Goals and Guardrails ADOPTED: REVISED: POLICY 003.1 - GOALS AND GUARDRAILS Purpose See below linked documents for the proposed policy and (if applicable) Board Operating Guidelines. Administrative Procedures: Policy 003.1 Goals and Guardrails Board Operating Guidelines 003.1 Goals and Guardrails

THE SCHOOL DISTRICT OF PHILADELPHIA No. 0083.1 SECTION: Board Bylaws TITLE: Goals and Guardrails ADOPTED: June 29, 2023 REVISED: 0083.1 GOALS AND GUARDRAILS Purpose The Board of Education's (“Board”) vision guides the work of The School District of Philadelphia’s (“District”) administration and staff and focuses priorities on student achievement, educational equity, and safe learning environments. The purpose of this policy is to define Goals and Guardrails as the Board’s governance model for the District to institutionalize. This governance model shall be student outcomes focused, putting students first and aligning decision-making to support current and future student achievement and to hold the District accountable for achieving this. Definitions For purposes of this policy, terms are defined as follows: Goals and Guardrails: A strategic governance framework that is focused on student outcomes through a strategic vision to be reviewed at least every five (5) years.

Goals: The targets used to monitor student learning and measure the District’s progress towards accomplishing discrete benchmarks of academic achievement and college and career readiness. Guardrails: The nonnegotiable conditions that must exist in schools to support achieving the Goals. Authority The Public School Code and Philadelphia Home Rule Charter permit the Board to adopt and enforce reasonable rules and regulations as it may deem necessary and proper for its governance as well as the management of the affairs of the District and its operations. [1][2][3] It is the Board’s responsibility to set the vision and direction for the District. To do this, the Board is committed to governing with a clear focus on student outcomes; establishing clear and specific goals for the District; dedicating significant time to monitoring progress toward the achievement of goals; and to review its five-year Goals and Guardrails targets at least every five

(5) years to improve academic achievement for all students. Page 1

This is a collective responsibility shared by members of the Board and through the engagement of District employees, parents/guardians and caregivers, members of the Philadelphia community, and all those in a position to affect this work. Goals and Guardrails reflect the Board’s commitment to educational equity in safe and nurturing school communities; setting high academic standards; and holding itself and the District accountable for improvements in student achievement. Mandatory Regulatory Procedures Core Requirements To effectuate its governance model, the Board shall commit itself and the District to: ● Foster a culture that is centered around the Goals and Guardrails ● Align strategic planning to the Goals and Guardrails ● Regularly monitor progress toward achievement of the Goals and Guardrails ● Audit the effectiveness of monitoring and governance structures ● Perform management reviews to annually evaluate the Superintendent, self-evaluate the

Board’s own adherence to this governance framework, and assess strategic plan implementation At least every five (5) years, the Board shall adopt through resolution specific interim targets for achieving each of the below Goals and Guardrails and expects the District to meet those targets: ● Goals ○ All students read on or above grade level ○ All students are proficient performs on or above grade level in math ○ All students graduate college and career ready ● Guardrails ○ Every school will be a safe, welcoming, and healthy place where our students, staff, and community want to be and learn each day. This means that our schools will be: 1) environmentally safe and clean; and 2) spaces with inclusive climates that provide students with access to robust social, emotional, and mental health supports. ○ Every student will have a well-rounded education with co-curricular opportunities, including arts and athletics, integrated into the school experience.

○ Every parent and guardian will be welcomed and encouraged to be partners in their child’s school community. ○ Our sStudents' potential will not be limited by practices that perpetuate systemic racism and hinder student achievement. Board Members shall assess action items, budgets, and District initiatives through the lens of how each supports the above Goals and Guardrails. To modify the above Goals and Guardrails, the Board shall follow its existing policy setting process in addition to an additional public engagement process with students, parents and family Page 2

members, staff, and community members. This public engagement process shall inform any changes that are made to the Goals and Guardrails. [4] Legal References: 1. 24 P.S. - Sec. 5-505 2. 24 P.S. - Sec. 5-510 3. Philadelphia Home Rule Charter - Sec. 12-209 4. Policy 003.2 - Policy Setting Related Information: 1. 0083.1 Goals and Guardrails Board Operating Guidelines Page 3

Effective: June 29, 2023 Revised: Board Operating Guidelines for Board of Education Goals and Guardrails (Attachment for Policy No. 0083.1) Purpose The purpose of these Board Operating Guidelines is to effectuate Policy 0083.1: Goals and Guardrails, which reflect the Board of Education’s (“Board”) student outcomes-focused governance model to ensure educational equity in a safe and nurturing school community; the setting of high academic standards; and, accountability for improvements in student achievement. Board Procedures Foster a Culture To foster a Board culture that establishes a shared commitment to governing with a focus on student outcomes, each Board Member’s onboarding will include an overview of the Goals and Guardrails governance model. After receiving adequate background and orientation to this governance framework of governance, Board Members will sign a commitment letter stating their acknowledgement of the activities required for it to be successful.

Board Members also have access to professional development through The School District of Philadelphia (“District”), Pennsylvania School Board Association (PSBA), Council of Great City Schools, area universities, and other organizations. Strategic Planning Framework At least every five (5) years, the Board shall adopt, through resolution, specific targets for achieving each of the Goals and Guardrails. Budgets are value statements and any request for and approval of District funding must be made in accordance with the defined Goals and Guardrails. As such, all Action Items during monthly meetings should include reference to which Goal/s and Guardrail/s the Action Item will directly support. Additionally, annual budget development will be conducted and presented in alignment to the Board’s Goals and Guardrails. To ensure the Goals and Guardrails are achieved, it is also necessary for the Board to develop and

implement short- and long-term communications and coalition building strategies to ensure buy-in from key stakeholder groups. Page 1

This communications and coalition building strategy should include, but not be limited to: 1. Aligning the work of the Office of the Board of Education to the Goals and Guardrails 2. Implementing regular communications from the Board a. Quarterly Board newsletter b. Structured social media strategy c. Goals and Guardrails-aligned branding d. Regular press and opinion pieces 3. Maintaining a communications toolkit that promotes shared messaging for public education in Philadelphia, including: a. Social media content b. Website information c. One pagers d. Frequently asked questions (FAQs) 4. Framing budget conversations and budget asks in the context of the Goals and Guardrails 5. Translating all Goals and Guardrails documents, including but not limited to, the below into plain English language and major SDP languages: a. Monitoring calendar b. Board self-evaluation c. Superintendent evaluation d. Goals and Guardrails presentation materials e. Monitoring reports

Maintaining a communications toolkit that promotes shared messaging for public education in Philadelphia, including: f. Social media content g. Website information h. One pagers i. Frequently asked questions (FAQs) Framing budget conversations and budget asks in the context of the Goals and Guardrails Implementing regular communications from the Board j. Quarterly Board newsletter k. Structured social media strategy l. Goals and Guardrails-aligned branding m. Regular press and opinion pieces Aligning the work of the Office of the Board of Education to the Goals and Guardrails The key audiences that should be engaged in the above activities include, but are not limited to: ● Internal ○ Students (including disengaged and at-risk youth) ○ Parents and family members ○ Staff (school- and central office-based) ○ Board’s Parent and Community Advisory Council (PCAC) ● External ○ Community members Page 2

○ Education advocates ○ Community organizers and parent-led organizations ○ Elected officials ○ Editorial boards and radio hosts ○ Charter schools To modify these Goals and Guardrails, the Board will conduct an extensive public engagement strategy with the above internal and external stakeholders. This engagement strategy shall be conducted in a way that allows individuals who speak a language other than English to meaningfully participate, including live interpretation where appropriate. This public engagement process will include, but not be limited to: ● A Listening tour ● Town halls ● A digital and paper survey Progress Monitoring The Board will receive and review a Quarterly School Manager Report providing updates on the District’s finances. As requested, the District will provide briefings on this report. In order to regularly monitor progress toward achieving the Board’s Goals and Guardrails, it is necessary to identify, vet, and finalize indicators to regularly monitor.

At a monthly regular public meetings, the Board will monitor the District’s progress toward achieving the Goals and Guardrails. Each month meeting will focus on the identified interim indicator/s for the Goals and Guardrails. Designated Board Member facilitators will work with the Chief of the Office of Research and Evaluation to agree on these indicators for each Goal and each Guardrail. This same group will prepare with the Office of Research and Evaluation before each month’s regular monitoring session. During the progress monitoring session, the designated Board Member facilitators will: 1. Announce the Goal/s or Guardrail/s to be monitored 2. Introduce the District staff who will walk through the prepared presentation 3. Facilitate questions and answers from Board Members on the presentation 4. Summarize what was discussed and any necessary follow up or next steps for the District Page 3

The indicators currently used to regularly measure progress include: Goals Goal Interim Target Interim Leading Indicator/s Goal #1 (All students read on or above grade level) The percentage of students in grades 3-8 who are proficient on the state ELA assessment will grow from 35.7% in August 2019 to 65.0% by August 2026. The percentage of students in grades 3-8 who score at or above grade-level on the District's within-year reading assessment in Fall, Winter, and Spring each year. Leading Indicator 1.1: The percentage of students in grades 3-8 who are At Target on the District's within-year reading assessment. Closing the Gap: The percentage of students, by subgroup, in grades 3-8 who score at or above grade-level on the District's within-year reading assessment in Fall, Winter, and Spring each year. Leading Indicator 1.2: The percentage of students in grades 3-8 with high growth on the District's within-year reading assessment. Goal #2 (All students read on or above grade level)

The percentage of 3rd grade students who are proficient on the state ELA assessment will grow from 32.5% in August 2019 to 62.0% by August 2026. The percentage of students in grades K-3 who score at or above grade-level on the District's within-year reading assessment in Fall, Winter, and Spring each year. Leading Indicator 2.1: The percentage of students in grade 3 who are At Target on the District's within-year reading assessment. Closing the Gap: The percentage of students, by subgroup, in grades K-3 who score at or above grade-level on the District's within-year reading assessment in Fall, Winter, and Spring each year. Leading Indicator 2.2: The percentage of students in grades K-2 who are At Target on the District's required reading Curriculum-Based Measures. Goal #3 (All students perform on or above grade level are proficient in math) The percentage of students in grades 3-8 who are proficient on the state Math assessment will grow from 21.5% in August 2019 to 52.0% by

The percentage of students in grades 3-8 who score at or above grade-level on the District's within-year math assessment in Fall, Winter, and Spring each year. Leading Indicator 3.1: The percentage of students in grades 3-8 who are At Target on the Page 4

August 2026. District's within-year math assessment. Closing the Gap: The percentage of students, by subgroup, in grades 3-8 who score at or above grade-level on the District's within-year math assessment in Fall, Winter, and Spring each year. Leading Indicator 3.2: The percentage of students in grades 3-8 with high growth on the District's within-year math assessment. Leading Indicator 3.3: The percentage of students in grades K-2 who are At Target on the District's required math Curriculum-Based Measures. Goal #4 (All students graduate ready for college or and career) The percentage of students who are proficient on all three state high school assessments (Algebra, Literature, and Biology) by the end of their 11th grade year will grow from 22.2% in August 2019 to 52.0% by August 2026. The percentage of students in grades 9-11 who score at or above grade level on the District's within-year math and reading assessments in Fall, Winter, and Spring each year.

Leading Indicator 4.1: The percentage of students who are proficient on all three state high school assessments (Algebra, Literature, Biology) by the end of their 10th grade year. The percentage of students who are proficient on all three state high school assessments (Algebra, Literature, and Biology) by the end of their 10th grade year. Leading Indicator 4.2: The percentage of first-time 9th grade students who are meeting the District's 9th Grade Firmly On-Track metric. Closing the Gap: The percentage of students, by subgroup, who are proficient on all three state high school assessments (Algebra, Literature, and Biology) by the end of their 10th grade year. Goal #5 (All students graduate ready for college or and career) The percentage of Career and Technical Education (CTE) students who pass an industry standards-based competency assessment by the end of their 12th grade year will grow The percentage of 11th grade CTE students who pass their CTE Level 2 coursework (with a grade of

A or B). Leading Indicator 5.1: The percentage of eligible students who take and pass the NOCTI. Page 5

from 49.9% in August 2019 to 80.0% in August 2026. The percentage of 10th grade CTE students who pass their CTE Level 1 coursework (with a grade of A or B). Leading Indicator 5.2: The percentage of CTE students who have a documented job placement and/or postsecondary opportunity. Guardrails Guardrail Interim Target Interim Leading Indicator/s Guardrail #1 Every school will be a safe, welcoming and healthy place where our students, staff and community want to be and learn each day. This means that our schools will be: 1) environmentally safe and clean; and 2) spaces with inclusive climates that provide students with access to robust social, emotional, and mental health supports. The percentage of schools with both a high Overall District Wide Survey Climate rating and a high Overall District Wide Survey Instruction rating will grow from 17.7% (38 schools) in August 2020 to 58.6% (126 schools) by August 2026. Indicator 1.1: The percentage of school-based

positions filled each year by October by employees with standard credentials in the 50 lowest performing schools. The percentage of schools certified as Lead-Safe and identified as No Asbestos Detected (NAD) will grow from X% in August 2020 to Y% by August 2026. (Data Availability TBD) Indicator 1.2: The average completion time for Work Orders specific to restrooms and hydration stations. The percentage of schools with at least two FTE (full-time equivalent) positions, per 500 students, to support student mental and behavioral needs will grow from 43.3% (93 schools) in August 2020 to 71.2% (153 schools) by August 2026. Guardrail #2 Every student will have a well-rounded education with co-curricular opportunities, including arts and athletics, integrated into the school experience. The percentage of K-8 students enrolled in visual or performing arts courses at each school will grow from 89.9% in August 2020 to 100.0% by August 2026. Indicator 2.1: The percentage of K-12 students

enrolled in a visual or performing arts course at each school. The percentage of high school students participating in co-curricular activities, including Page 6

athletics, at each school will grow from X% in August 2020 to Y% by August 2026. (Data Availability TBD) Indicator 2.2: The percentage of K-12 students participating in co-curricular activities, including athletics, at each school. Guardrail #3 Every parent and guardian will be welcomed and encouraged to be partners in their child’s school community. The percentage of schools with a high Overall District Wide Survey School Relationship rating will grow from 20.0% (43 schools) in August 2020 to 61.9% (133 schools) by August 2026. Indicator 3.1: The number of school-sponsored community events held at each school. The percentage of schools that have a School Advisory Council (SAC) that holds three or more meetings per year will grow from 89.3% (192 schools) in August 2020 to 100.0% (215 schools) by August 2026. Indicator 3.2: The percentage of staff trained to use language access services. Guardrail #4 Our sStudents' potential will not be limited by practices that perpetuate

systemic racism and hinder student achievement. Among 8th grade students who are qualified to attend Special Admission High schools, the percentage who are Black/African American or Hispanic/Latinx will grow from 33.8% in August 2020 to at least 52.0% (making progress towards being proportional to population as a whole) by August 2026. Indicator 4.1(a): The percentage of 5th and 8th grade students who are qualified to attend Criteria-based Schools, by student group. The percentage of suspensions received by Black/African American students will decrease from 72.6% in August 2020 to no more than 48.3% (proportional to population as a whole) by August 2026. Indicator 4.1(b): The percentage of qualified 5th and 8th grade students who applied and attend Criteria-based Schools, by student group. Indicator 4.2: The number of K-8 schools offering Algebra and World Languages. Page 7

Auditing The Pennsylvania School Board Association (PSBA) has developed best practices related to the “Principles of Governance and Leadership”. These principles will be reviewed by Board Members on an annual basis to check in on each member’s adherence to these established best practices. This self-evaluation allows time for reflection and changes in practice in the coming school year to ensure the Board maintains a focus on student outcomes and achievement. Part of this evaluation will include analyzing how the Board spends its time during public meetings to ensure a clear focus on student outcomes. This evaluation tool measures several core principles, including: ● Earnest Advocacy ● Responsible Leadership ● Effective Governance ● Thoughtful Planning ● Continuous Evaluation ● Clear Communication ● Ethical Action ● Focus on Student Outcomes Management Review A small work group of Board Members will meet annually iIn the Fall, prior to the

Superintendent’s evaluation and the December organization meeting, the Board will to review the implementation of the Board’s its governance practices are implemented with fidelity to continuously improve effective governing structures. This includes a review of the Board’s: ● Goals and Guardrails monitoring ● Financial oversight strategies ● Board governance policies (series 000) ● Audit patterns ● Board’s committee structure ● Office of the Board of Education structure and operations ● Communications and customer service strategies To ensure District operations are aligned to Goals and Guardrails, the annual evaluation of the Superintendent will be conducted in accordance with the procedures outlined below. Every August, Board leadership will designate a Board Member/s to lead the evaluation process for the previous, full school year. Throughout the Fall, these this Board Member/s will work with

District leadership to ensure all the data necessary will be available to the Board in the Winter. In the Winter, this data will be made available to the Board to input into its adopted Superintendent evaluation template. The evaluation will be written throughout the Winter and finalized for release in the Spring. Page 8

These timelines are further outlined in the graphic below: District Procedures Foster a Culture To ensure that Goals and Guardrails are the foundation of the District’s culture, the Superintendent will work with their leadership team to incorporate Goals and Guardrails into District-wide initiatives and activities. This includes, but is not limited to: ● School Progress Report on Education and Equity (SPREE) ● Philly School Experience Survey (formerly the District-wide Survey) ● Office of Family and Community Engagement (FACE) All central program offices should also align their work to the Board’s Goals and Guardrails and the related targets and indicators. Strategic Plan The Superintendent will develop and maintain a 5-year strategic plan for the District that supports ensures District achievement of the Goals and Guardrails. This strategic plan will be adopted approved by the Board every 5 years and reviewed on an annual basis to make improvements and updates as necessary.

Progress Monitoring The Superintendent will provide, at least monthly, regular reports and presentations showing District progress toward achieving the Goals and Guardrails. Page 9

Leading up to each month’s public monitoring session, the Office of Research and Evaluation will meet with the designated Board Member facilitators guiding this work to discuss the outline of the presentation. Each presentation should tell a story to the public which can includeing but not be limited to: 1. Brief overview of the Goal or Guardrail 2. Any necessary technical background or context on the associated indicator/s 3. Overview of past District trends in relation to the indicator/s 4. Overview of the District’s current state and progress toward achieving the indicator/s a. Including how we know our investments are/are not working 5. An update on what the District will be doing in the future to ensure continued progress in achieving the indicator/s and, therefore, the Goal or Guardrail a. Including present and future budget implications and anticipated action items Auditing While monitoring occurs on a monthly regular basis, there is also a need to occasionally consider

deeper analysis as to how the District is progressing toward the Goals and Guardrails. At least annually, the District will assess the indicators and targets used to monitor achievement of the Goals and Guardrails and make recommendations when changes are warranted. The Superintendent may engage external resources as needed to make the necessary assessments. Management Review Annually, the Superintendent will provide a briefing to the Board on the implementation and effectiveness of the District’s strategic plan. This will include how the District’s current organizational structure and initiatives support the achievement of the Goals and Guardrails. It also will provide an opportunity to identify high risk challenges that could potentially impede progress toward implementation of the Goals and Guardrails. This briefing will occur between the end of each school year and prior to the start of the following school year.

The Superintendent will also provide an update to the public on the District’s implementation of its strategic plan at least annually. Page 10

THE SCHOOL DISTRICT OF PHILADELPHIA No. SECTION: TITLE: Policy 003.2 - Policy Setting ADOPTED: REVISED: POLICY 003.2 - POLICY SETTING Purpose See below linked documents for the proposed policy and (if applicable) Board Operating Guidelines. Administrative Procedures: Policy 003.2 Policy Setting Board Operating Guidelines 003.2 Policy Setting

THE SCHOOL DISTRICT OF PHILADELPHIA No. 0013.21 SECTION: Board Bylaws TITLE: Policy Manual Setting ADOPTED: August 16, 20181 REVISED: 003.2 POLICY MANUAL SETTING Purpose The Board of Education adopts policies that will be contained in the Policy Manual as a governance tool for the Board of Education and as a resource for district administrators and employees, students, parents/guardians, residents and community members.[1][2] This policy sets forth the policy setting process by which the Board of Education (“Board”) serves as the policy making body for The School District of Philadelphia (“District”). Definitions Administrative Procedures: written documents that outline and describe the means by which the District should implement a policy should be implemented. Examples include documents that outline specific responsibilities or action steps, consequences for violations, or sample forms and guides. Board Operating Guidelines: written documents that outline and describe the means by

which the Board should implement a policy. Examples include documents that outline specific responsibilities or action steps, consequences for violations, or sample forms and guides. Board Policiesy: a general written statement by the Board defining its expectations or position on a particular matter and authorizing or delegating responsibilities to implement appropriate actions to govern those expectations. Board pPolicies authorize a framework within which the Superintendent and staff can implement assigned duties with positive direction. Policies are broad principles adopted by the Board to chart a course of action. Policies are guides for action by the administration, who then sets the rules and regulations to provide specific directions to school dDistrict personnel through aAdministrative pProcedures. First Reading: Policy item is on the agenda of a meeting of the full Board or Policy Committee meeting for review and public comment. No formal action can be taken on these items.

Emergency - any situation or set of circumstances which the Board has reason to believe will close the schools, jeopardize the safety or welfare of district students or employees, or result in 1 This policy was originally adopted as Policy 002.1: Policy Manual Page 1

the school dDistrict's noncompliance with state or federal laws. Second Reading: Policy item is on the agenda of a meeting of the full Board for consideration and adoption by the Board. Items may only be considered for their Ssecond Rreading once they have been considered for a fFirst rReading. Formal action shall be taken on these items. Policy Manual - a governance tool that contains all policies adopted by the Board of Education. Authority The Public School Code and Philadelphia Home Rule Charter permit the Board to adopt and enforce such reasonable rules and regulations as it may deem necessary and proper for its governance as well as the management of the affairs of the District and its operations.[1][2][3][4][5] Delegation of Responsibility The Board shall review and implement Policies regarding the operations of the Board and the conduct of its members and develop Board Operating Guidelines as applicable. Board

Operating Guidelines are not part of Board Policy and may be altered by staff of the Office of the Board of Education without official action by the Board. Policies and Board Operating Guidelines shall be consistent with local, state, and federal law or regulations and Board Policies. The Board directs the Superintendent or their designee to periodically review each Board Policy. The Superintendent shall be responsible for implementing Board Policies regarding the operations of the District and establishing Administrative Procedures. The Board directs the Superintendent to include language within each Policy to delegate responsibilities to the appropriate individuals or offices within the District to develop Administrative Procedures describing the implementation of the Policy. Administrative Procedures are not part of Board Policy and may be altered by the Administration without formal action by the Board. Policies

and Administrative Procedures shall be consistent with local, state, and federal law or regulations and Board Policies. The Board may, upon review at a public meeting, direct the Superintendent or their designee to revise, rescind, or alter Administrative Procedures when it considers the procedures to be inconsistent with Board Policy, District practice, or when adopting a new Policy. All Board Members, Board staff, and District staff will comply with all applicable Policies contained in the Policy Manual. Board Policies and Administrative Procedures must be disseminated to students, family members/guardians, and staff who are affected by them each time updates are made and by updating the Policy Manual on the Board website and as set forth in the updated Policy itself. Core Requirements Page 2

Board Policies shall be used as a tool to communicate the Board’s standards and expectations to the public. All Board Policies shall be adopted, amended, or repealed by a majority vote of the Board. The adoption, modification, repeal, or suspension of a Board Policy shall be recorded in the minutes of the Board meeting. Proposed Policies shall be submitted for consideration to the Policy Committee prior to its First Reading. [3] Policies shall be periodically amended by the Board, pursuant to statutory mandates, in keeping with applicable laws. Board Policies shall be consistent with law, have a rational and substantial relationship to a legitimate purpose of the Board, and be directed towards the maintenance and support of a thorough and efficient system of public education in this District. The Policy Manual shall be considered a public record and shall be available for inspection and access by the public citizens on the Board of Education website and in the Board’s of Education

offices during regular office hours. [3][5][6][7] Those pPolicies which are not dictated by state or federal law, regulations of the State Board of Pennsylvania Department of Education, or ordered by a court of competent authority may be adopted, amended, or repealed at any meeting of the Board, provided the proposed pPolicy has been presented for a fFirst rReading and is on the agenda for its Ssecond Rreading. Changes to a proposed Board pPolicy, except for minor editorial revisions, at the Ssecond Rreading which are inconsistent with the underlying purpose of the proposed Policy or proposed amendment shall cause that reading to constitute a Ffirst Rreading. Otherwise, the Policy may proceed to adoption at the Second Reading. [1] The Board may, upon a majority vote, cause to suspend at any time the operation of a Board pPolicy, provided the suspension does not conflict with legal requirements. Such suspension shall

be effective until the next meeting of the Board, unless an earlier time is specified in the motion to suspend. Board pPolicies may be adopted or amended at a single meeting of the Board, by waiving consideration by the Policy Committee and the Ffirst Rreading. Policy Committee The Board shall establish a Policy Committee to maintain a manual for all policies adopted by the Board. The Policy Committee shall review existing pPolicy and, review recommended revisions, or review new policy and when necessary and ensure compliance with applicable municipal, county, state and federal statutes and regulations,. The Policy Committee shall make recommendations to the Board of Education on the changes necessary to maintain a current Policy Manual. [1][2][3][6][9] All recommendations for pPolicy creation or revision sent by other bBoard committees will receive priority consideration and review by the pPolicy cCommittee in order to expedite Page 3

recommendations for the consideration of the bBoard. [9] All Board policies shall be adopted, amended, or repealed by a majority vote of the Board. The adoption, modification, repeal or suspension of a Board policy shall be recorded in the minutes of the Board meeting. All current pPolicies shall be maintained in the Board’s of Education Policy Manual and disseminated appropriately. [4][6][8] Delegation of Responsibility The Superintendent shall be responsible for implementing Board policies and establishing administrative procedures for the operation of the school district. Administrative procedures shall be consistent with state and federal statutes or regulations and Board Policies. The Board reserves the right to review and to direct revisions of Administrative Procedures when it considers the procedures to be inconsistent with Board policy, District practice, or when adopting a new policy. The Board reserves the right to alter or rescind any Administrative Procedures that do

not adhere to Board policies. Board policies and Administrative Procedures must be disseminated each time updates are made to students, family members/guardians, and staff who are affected by them by updating the Policy Manual on the Board website. [1][2][3][4] Legal References: 1. Public School Code – 24 P.S. §4-407 2. Public School Code – 24 P.S. §5-510 3. Home Rule Charter – §12-209 4. Home Rule Charter – §12-200 5. Home Rule Charter – §12-300 6. Board Policy Manual 7. Right-to-Know Law – 65 P.S. §§67.101 et seq. 8. Policy 007 - Public Engagement 9. Policy 006 - Meetings Related Information: 1. Board Review Cycle Overview 2. 003.2 Policy Setting Board Operating Guidelines Legal References: 1. Public School Code – 24 P.S. Secs. 407, 510 2. Home Rule Charter – 12-209 3. Right-to-Know Law – 65 P.S. Secs. 67.101 et seq. 4. Pa Sunshine Act – 65 Pa.C.S. Secs. 701-716 5. Board of Education Policy – 000, 002, 801 Page 4

Effective: Revised: Board Operating Guidelines for Board of Education Policy Setting (Attachment for Policy 003.2) Purpose The purpose of these Board Operating Guidelines is to effectuate Policy 003.2: Policy Setting, which sets forth the policy setting process by which the Board of Education (“Board”) serves as the policy making body for The School District of Philadelphia (“District”). Procedures Policy Manual - Public Access and Feedback The Board’s Policy Manual can be found on the District’s website. The public can review and provide feedback on any policy at any time via a Google Form available on the Board’s website. Submissions will be reviewed when received and routed to the appropriate District office to consider during policy revisions. Board policies can also be reviewed by visiting the Office of the Board of Education at 440 N. Broad Street, Philadelphia, PA, 19130, Suite 101 from Monday - Friday, 9:00am to 5:00pm.

If a member of the public wishes to view a policy in their native language, they may contact the Board Office at 215-400-4010 or schoolboard@philasd.org who will have the requested policy translated into the desired language. Policy Setting Process Each Board policy shall be reviewed at least every five (5) years unless a policy is mandated by law to be reviewed more frequently. The Superintendent or their designee will, at least twice annually, set the policy revision schedule. In the header of each policy will be the policy number, policy section, title of the policy, the date it was originally adopted, and the date it was last revised. There are 3 ways new policy might be developed or an existing policy might be revised ahead of the every-5-year timeline, these include: 1. New legal requirements or changes (e.g., a change to the Pennsylvania Public School Code) 2. District response to current issues or updated practices (e.g., the District updates their

process for issuing personal computers to students) 3. Board request (e.g., the Board makes a formal request for the District to eliminate a policy, create a new policy, or modify an existing policy) Page 1

Every Board policy is reviewed and revised by the Policy Team. The Policy Team is made up of at least one representative from 1) the Superintendent’s Office, 2) the Board Office, 3) the department/office that owns the policy, and 4) the Office of General Counsel. A designated lead staff person in the Superintendent’s office will project manage the policy setting process and ensure policies are reviewed and updated in accordance with Policy 003.2 and its Board Operating Guidelines. The review and feedback process before a Board policy is voted on by the Board is robust. Prior to policies coming before the Board, there are two steps that take place as new policies are developed and when existing policies are revised and shared with relevant community stakeholders for input. These first 2 steps include: Revision ⇨ Community Feedback1 ● District review and revisions: The Policy Team reviews the policy and proposes revisions ● Equity Coalition: Equity Coalition reviews and provides feedback

on proposed revisions ● Stakeholder review*: Policy Team distributes policy to stakeholder groups to solicit feedback (e.g., focus groups or surveys) ● Revision: Policy Team uses recommendations from community members to make further changes to policy *See below for more detail on the internal/external stakeholders engaged at this phase. The internal and external stakeholders that are engaged in the “Community Feedback” phase can include but are not limited to: ● Internal stakeholders: can include stakeholder groups to provide relevant feedback including students, teachers, school leaders, families, and other school staff ● External stakeholders: can include stakeholder groups to provide relevant feedback including City agencies, nonprofits, community partners, and advocacy groups ● District offices: the Office of Evaluation, Research, and Accountability reviews all policies/Administrative Procedures to provide input on implementation,

accountability, and progress monitoring measures. Other District offices that are impacted by or share responsibility over a given policy are also engaged for input throughout the revision process. ● For Board 000 series policies: the Pennsylvania School Board Association (“PSBA”) will provide relevant feedback to ensure alignment with the relevant law and best practice. ● For Board 400 series charter-related policies: appropriate engagement will be conducted with the charter sector community. 1 If a specific stakeholder group is impacted by any particular policy (i.e. a student electronic devices policy that impacts students), then intentional engagement will be conducted to engage that stakeholder group during the policy development process Page 2

Following the above two preliminary processes, the proposed policy/policy revisions are made available to the Board. This process starts with Policy Committee Members. Policy Committee Members individually review the policies and submit questions and feedback in writing to the District for written response prior to the Policy Committee meeting. This allows time for the District to make additional updates to policies that will be reviewed at the next scheduled Policy Committee meeting. Below are the final five steps to the policy setting process: Policy Committee Meeting ⇨ Revisions ⇨ First Reading ⇨ Final Revisions ⇨ Second Reading and Vote Policy is considered publicly and public comment is heard District makes changes based on feedback received at Policy Committee meeting Policy is reviewed at public meeting of the full Board District makes final changes to policy before second reading and vote Policy is read at public meeting of the full Board and vote is taken

Communicating Policy Changes All newly added and revised policies and their respective Administrative Procedures shall be uploaded to the Board’s Policy Manual following approval by the Board at a second reading and vote at a public meeting. A designated staff lead in the Office of the Board of Education will upload newly revised policies to the Board’s policy manual when they have been voted on and approved by the Board. This will include removing the outdated policy and storing it in the Board’s records for future review/reference and uploading the newly revised or newly adopted policy with an updated policy header including an updated “revised” or “adopted” date. In addition, a District-wide email shall be sent announcing the policy change/s. The department/office that owns the policy also communicates new/revised policies directly to impacted stakeholders about how the updates impact them/their practice. Records Retention

As outlined above, the Office of the Board of Education will maintain copies of previous versions of policies for future review/reference. Only the most current adopted version of each policy will be available on the policy manual. These records retention practices shall be in compliance with applicable Board policy. Limitations All Board policies and Administrative Procedures shall be interpreted and administered in a lawful manner. The Board shall make the final interpretation of its policies, and the administration shall make the final interpretation of its Administrative Procedures. Page 3

Board policies and Administrative Procedures are limited by legal constraints, as are the rights of those to whom Board policies and Administrative Procedures apply, and are not intended to give an individual a cause of action not independently established in law. Rules Of Construction In ascertaining the intent of the Board in adopting a policy, or of the administration in establishing an Administrative Procedure, the following presumptions, among other legally applicable presumptions, may be used: 1. That neither the Board nor the administration intends a result that is absurd, impossible of execution, or unreasonable. 2. That neither the Board nor the administration intends to violate federal or state Constitutions or any other applicable law. If any policy or Administrative Procedure can be given multiple interpretations, the Board and the administration intend that only constitutional and lawful interpretations shall be

valid, and that neither an unconstitutional nor an unlawful interpretation was intended. Page 4

THE SCHOOL DISTRICT OF PHILADELPHIA No. SECTION: TITLE: Policy 003.3 - Employment of the Superintendent ADOPTED: REVISED: POLICY 003.3 - EMPLOYMENT OF THE SUPERINTENDENT Purpose See below linked documents for the proposed policy and (if applicable) Board Operating Guidelines. Administrative Procedures: Policy 003.3 Employment of the Superintendent Board Operating Guidelines 003.3 Employment of the Superintendent

THE SCHOOL DISTRICT OF PHILADELPHIA No. 0023.32 SECTION: Board Bylaws TITLE: Employment of Superintendent ADOPTED: June 27, 19941 REVISED: August 16, 2018 003.3 EMPLOYMENT OF SUPERINTENDENT Purpose The Board of Education places the primary responsibility and authority for the administration of the district in the Superintendent. Therefore, selection of a Superintendent is critical to the effective leadership and management of the District.[1] The Superintendent shall be the chief administrative and instructional officer of the District and shall be responsible for the implementation of all actions of the Board, the administration and operation of the schools subject to the policies of the Board, and the supervision of all matters pertaining to instruction in all programs under the direction of the Board.[18] This policy sets forth the Board of Education’s (“Board”) recruitment, pre-employment, employment, renewal, removal/severance, and succession/transition planning policies for

the Superintendent of The School District of Philadelphia (“District”). Authority The Public School Code and Home Rule Charter authorize the Board, by majority vote of all its members, to elect and fix the compensation of the Superintendent of Schools, whose term shall be not more than six years, renewable at the discretion of the Board. During the last year of the Superintendent’s term or any other time the position of Superintendent becomes vacant, the Board shall meet to appoint, by a majority vote of all members of the Board, a properly qualified District Superintendent.[1][2][3][4][5] The Board shall set the compensation and term of office for the Superintendent. The term shall be three to five years from the first day of July next following the appointment, renewable at the discretion of the Board.[3][24] Whenever the Board finds it impossible or impractical to immediately fill a vacancy in the office of

Superintendent, the Board is authorized to may appoint an acting Superintendent to serve not longer than one (1) year from the time of appointment.[4][6] In the event the Board appoints an acting Superintendent, the Board shall approve and document the recruitment and assessment procedures to be used to permanently fill such vacancy in 1 This policy was originally adopted as Policy 002.2: Employment of the Superintendent Page 1

accordance with Board policy. Mandatory Regulatory Procedures: Core Requirements Search Preparation The Board shall engage the larger Philadelphia community when developing the job specifications for recruiting, hiring, and on-boarding a new Superintendent. This public engagement shall include, but not be limited, to: community listening sessions and the development of a Superintendent Search Advisory Committee. The Board may procure the services of a search firm to assist with search preparation. [7][8][9] Recruitment and Assessment of Candidates The Board shall actively seek candidates who meet the qualifications and requirements for the position of Superintendent as established by the Public School Code Pennsylvania Department of Education regulations, and the Board. It may be aided in this task by a committee work group of Board mMembers and/or the services of a search firm professional consultants. [8][9]

When undertaking a search to fill the position of Superintendent, recruitment procedures shall be prepared and may include the following: 1. Preparation of a job description for the position, written in accordance with the requirements of federal and state laws and regulations and in alignment to the Board’s Goals and Guardrails.[5][10][11] 2. Preparation of written qualifications, in addition to applicable state requirements, for all applicants.[6][7][8][9][10][12][13][14][15][16] 3. Preparation of informative materials describing the District, the Superintendent position, and the District’s educational goals. 4. Opportunity for selected applicants to visit the District schools, and meet with internal staff and external stakeholders at the Board’s invitation. Recruitment, screening, and evaluation of candidates shall be conducted in accordance with Board policy, Board established leadership criteria, and local, state and federal law.[5][10]

The Board shall determine prior to interviewing finalists which expenses associated with such interviews will be reimbursed by the school dDistrict. A candidate's misstatement of fact material to qualifications for employment or determination of salary shall constitute grounds for dismissal by the Board either before or after hiring, in accordance with law. Pre-Employment Requirements The dDistrict shall conduct an employment history review in compliance with state law prior to issuing an offer of employment to a candidate. Failure to accurately report required information shall subject the candidate to discipline up to, and including, denial of employment or termination if already hired, and also may subject the candidate to civil and criminal penalties. The dDistrict may Page 2

use the information for the purpose of evaluating an applicant’s fitness to be hired or for continued employment and may report the information as permitted by law.[11][17] A candidate shall not be employed until the individual has complied with the mandatory background check requirements for criminal history and child abuse and the dDistrict has evaluated the results of that screening process.[12][13][25][18][19][20] Each candidate shall report, on the designated form, all arrests and convictions as specified on the form. Candidates shall likewise report arrests and/or convictions that occur subsequent to initially submitting the form. Failure to accurately report such arrests and convictions may subject the individual to denial of employment, termination if already hired, and/or criminal prosecution.[13][25][19][20] After receiving a conditional offer of employment but prior to beginning employment, the candidate shall undergo medical examinations, as required by law

and as the Board may require.[21][22][23] Before entering the duties of the office, the Superintendent shall meet state requirements and take and subscribe to the oath of office prescribed by law.[14][24] After receiving a conditional offer of employment but prior to beginning employment, the candidate shall undergo medical examinations, as required by law and as the Board may require.[15] Employment Contracts An individual shall not be employed as Superintendent unless they have s/he has signed an employment contract expressly stating the terms and conditions of employment. The written contract shall:[3][4] 1. Contain the mutual and complete agreement between the Superintendent and the Board with respect to the terms and conditions of employment. 2. Consistent with state certification requirements, specify the duties, responsibilities, job description, and performance expectations, including performance standards and assessments as required by law.[16][17][25][26]

3. Incorporate all provisions relating to compensation and benefits to be paid to or on behalf of the Superintendent.[19][27] 4. Specify the term of employment and state that the contract shall terminate immediately, except as otherwise provided by law, upon the expiration of the term unless the contract is allowed to renew automatically as required by law.[3][4] 5. Specify the termination, buyout, and severance provisions, including all post employment compensation and the period of time in which the compensation shall be provided. Termination, buyout, and severance provisions may not be modified during the course of the contract or in the event a contract is terminated prematurely. 6. Contain provisions relating to outside work that may be performed, if any.[20][21][28][29] 7. State that any modification to the contract must be in writing. 8. State that the contract shall be governed by the laws of the Commonwealth.

9. Specify postretirement benefits and the period of time in which the benefits shall be Page 3

provided. Transition and On-Boarding Planning To ensure proper continuity of leadership, the Superintendent shall always have at least two (2) other executives on their leadership team sufficiently familiar with the Board and District matters and processes to enable either or both in combination to take over with reasonable proficiency as an acting Superintendent. Upon request by the Board, the Superintendent shall provide this succession plan to the Board in writing. If necessary, the Board, not the outgoing Superintendent, shall appoint an acting Superintendent to serve not longer than one (1) year from the time of their appointment. [6] To identify a new Superintendent, the Board may authorize the use of a search firm. In on-boarding a new Superintendent the Board may also authorize internal and/or external transition support necessary to prepare the incoming Superintendent to assume and carry out their official duties. These can include but may not be limited to: 1. office space

2. expert or consultant services 3. travel, relocation, and/or legal expenses 4. communication services 5. equipment and supplies 6. printing and binding expenses 7. shipping and mail 8. briefings, workshops, or other orientation activities To procure the aforementioned search firm and/or transition supports, the Board may waive, to the extent permitted by law, any requirements of Policy 610, Purchases Subject To Competitive Process. [8][9] Evaluation of the Superintendent On an annual basis, the Board shall evaluate the performance of the Superintendent in accordance with the Board’s Goals and Guardrails Policy. [11][25] Renewal In order to renew the contract of a Superintendent, the Board shall notify the Superintendent of its intent to retain or not retain them him/her for a further term through a majority vote of the Board at a regular public meeting of the Board occurring at least ninety (90) days prior to the expiration

date of the Superintendent’s term of office. In the event that the Board fails to take such action, the Superintendent shall continue in office for a further term of one (1) year subject to the same terms of their expiring contract. Upon the conclusion of this additional year, the Superintendent’s term of office shall terminate unless the Board has taken action, in accordance with this policy, to retain the Superintendent. [3][4] Removal/Severance Page 4

A Superintendent may be removed from office and have his/her their contract terminated, after a hearing, by a majority vote of all members of the Board and in accordance with law. The Board shall publicly disclose at the next regularly scheduled meeting the removal from office of a Superintendent.[22][23][30][31] Any negotiated severance of employment prior to the end of the term of the Superintendent’s specified contract term shall be limited to either:[3] 1. The equivalent of one (1) year’s compensation and benefits due under the contract, if the severance agreement takes effect two (2) or more years prior to the end of the contract term; or 2. The equivalent of one-half (1/2) of the total compensation and benefits due under the contract for the remainder of the term, if the severance agreement takes effect less than two (2) years prior to the end of the contract term. Legal References: 1. 24 P.S. §5-505 2. 24 P.S. §5-510 3. Philadelphia Home Rule Charter - §12-209

4. 24 P.S. §10-1073 5. Philadelphia Home Rule Charter - §12-301 6. 24 P.S. §10-1079 7. Policy 007 - Public Engagement 8. Policy 610 - Purchases Subject To Competitive Process 9. Policy 611 - Exception to Purchases Subject to a Competitive Process 10. Policy 348 - Harassment and Discrimination - Employees 11. Policy 003.1 - Goals and Guardrails 12. 24 P.S. §10-1002 13. 24 P.S. §10-1003 14. 24 P.S. §10-1078 15. 22 PA Code §49.41 16. 22 PA Code §49.42 17. 24 P.S. §11-111.1 18. 23 Pa. C.S.A. §6344 19. 24 P.S. §11-1111 20. Policy 304 - Employment of District Staff 21. 24 P.S. §14-1418 22. 22 Pa. Code §23.43 23. 22 Pa. Code §23.44 24. 24 P.S. §10-1004 25. 24 P.S. §10-10073.1 26. 24 P.S. §10-1081 27. 24 P.S. §10-10075 28. 24 P.S. §10-1007 29. 24 P.S. §10-1008 30. 2 Pa. C.S.A. 551 et seq 31. 24 P.S. §10-1080 Page 5

Related Information: 1. 24 P.S. 108 2. 24 P.S. 696 3. 24 P.S. 1418 4. 22 PA Code 8.1 et seq 5. 22 PA Code 49.171 6. 22 PA Code 49.172 7. 28 PA Code 23.43 8. 28 PA Code 23.44 9. 28 PA Code 23.45 10. 18 Pa. C.S.A. 9125 11. 23 Pa. C.S.A. 6301 et seq 12. 42 U.S.C. 12101 et seq 13. Philadelphia Home Rule Charter - 12-400 14. State Superintendent PK-12 Letter Requirements 15. 003.3 Employment of the Superintendent Board Operating Guidelines 16. Procurement Manual Legal References: 1. 24 P.S. 1001 2. 24 P.S. 1071 3. 24 P.S. 1073 4. 24 P.S. 1079 5. Pol. 104 - Nondiscrimination in Employment Practices 6. 24 P.S. 1002 7. 24 P.S. 1003 8. 24 P.S. 1078 9. 22 PA Code 49.41 10. 22 PA Code 49.42 11. 11. 24 P.S. 111.1 12. 23 Pa. C.S.A. 6344 13. 24 P.S. 111 14. 24 P.S. 1004 15. Pol. 314 - Physical Examinations 16. 24 P.S. 1073.1 17. 24 P.S. 1081 18. Pol. 002 - Functions 19. 20. 24 P.S. 1075 20. 24 P.S. 1007 21. 24 P.S. 1008 22. 2 Pa. C.S.A. 551 et seq 23. 24 P.S. 1080 Page 6

24. Philadelphia Home Rule Charter - 12-301 Related Information: 24 P.S. 108 24 P.S. 696 24 P.S. 1418 22 PA Code 8.1 et seq 22 PA Code 49.171 22 PA Code 49.172 28 PA Code 23.43 28 PA Code 23.44 28 PA Code 23.45 18 Pa. C.S.A. 9125 23 Pa. C.S.A. 6301 et seq 42 U.S.C. 12101 et seq Philadelphia Home Rule Charter - 12-400 Page 7

Effective: Revised: Board Operating Guidelines for Board of Education Employment of the Superintendent (Attachment for Policy 003.3) Purpose The purpose of these Board Operating Guidelines is to effectuate Policy 003.3: Employment of the Superintendent, which sets forth the Board of Education’s (“Board”) recruitment, pre-employment, employment, renewal, removal/severance, and succession/transition planning of the Superintendent of The School District of Philadelphia (“District”). Procedures Search Preparation Successfully managing the departure of a Superintendent and the recruitment, hiring and onboarding of a new Superintendent requires substantial planning from the Board. Given the Board is composed entirely of volunteers, it is best practice to procure the services of a search firm to assist with all recruitment, hiring, and onboarding project phases. As such, the Board is authorized through policy to procure such services.

A successful succession plan will account for two different scenarios: ● A planned transition In a planned transition, the Superintendent remains until the end of their contract and a search for their successor would take place while they are still in the role. This allows for a seamless transition between Superintendents. ● An emergency transition In an emergency transition, the Superintendent does not remain until the end of their contract and a search for their replacement would have to take place with an acting Superintendent appointed to fill the gap in leadership. In the event that a Superintendent resigns or indicates an impending resignation, the Board President will immediately designate one or two Board Members to lead a Superintendent Transition Team to replace the Superintendent. These designated Board Members will work alongside Board staff, the Office of General Counsel, and any procured search firm to plan for and conduct the search. Page 1

A strong succession plan has multiple phases of which some may or may not happen simultaneously depending on the timing of the transition. These phases, to be guided by the designated Board Member-led Transition Team, are as follows: 1. Preparation phase and succession planning 2. Announcement 3. Search firm selection, if needed 4. Public engagement/listening sessions 5. Superintendent Search Advisory Committee 6. Interviews/hiring 7. Transition/onboarding A sample detailed timeline of the above 7 phases can be found below. This sample Superintendent search was completed over the course of 21 months. In order to inform the job description and search process for a new superintendent, the Board will engage with external stakeholders by partnering with community organizations to host listening sessions as well as releasing a survey for those unable to attend a listening session. In these engagements, the Board will ask individuals to describe the attributes and

skills that they seek in the next Superintendent for the District. The listening sessions will be held both virtually and in-person at locations across the City that include several sessions at schools. The Board will also hold sessions with employee groups in addition to the sessions held with external organizations. These should include sessions with District leadership, assistant superintendents, central office staff, and any collective bargaining unit whose leadership is interested in participating. This phase of the search will culminate in a public report documenting what was heard through the engagement process as well as with the publishing of a final job description. The job description should align to and clearly state the expectations of the Board’s Goals and Guardrails and the qualifications and requirements established by the Public School Code and Pennsylvania Department of Education regulations.

A Superintendent Search Advisory Committee will be created to bring together diverse stakeholders across the city of Philadelphia to aid the Board in selecting Superintendent candidates. The Superintendent Search Advisory Committee will meet multiple times under the guidance of a search firm and/or Board Members/staff in order to design and prepare for the interview process candidates. Page 2

Members of the Committee shall: ● Demonstrate passion for the success of public education in Philadelphia ● Have a connection to the District in multiple ways (parent/guardian, caregiver, educator, volunteer, graduate, etc.) and with schools that reflect the many neighborhoods and types of schools that exist across the City ● Have experiences with multiple school settings in Philadelphia including charter schools ● Be current Philadelphia residents The Committee will include individuals such as: teachers; principals; labor partners; members of the business, educational advocacy, and higher education communities; parents, guardians, and caregivers; and students. The Board will work with key partners such as the Philadelphia Federation of Teachers (“PFT”) and Commonwealth Association of School Administrators (“CASA”) in order to invite individuals who fit these descriptions to apply for the Committee. Recruitment and Assessment of Candidates

All individuals engaged in the search process will sign nondisclosure agreements committing them to confidentiality regarding the identity of all superintendent candidates. The Board will provide all candidates with professional, sensitive, and timely communication about the search process. Candidates, regardless of their status within the search, will receive regular and professional updates about the search process and their own status and advancement within the process. The Board or its designee will review candidate applicant files and identify a subset of the applications to receive a first round virtual or in-person interview. The Board may also conduct other checks on the candidate/s including, but not limited to, social media vetting and notable press mentions. The Board or its designee will then conduct first round virtual or in-person interviews with candidates and select a group of semi-finalist candidates who will travel to Philadelphia for

in-person interviews with the Superintendent Search Advisory Committee. The Superintendent Search Advisory Committee will then conduct in-person interviews with the semi-finalist candidates, debrief each candidate as a committee, and submit notes and feedback on each of the semi-finalist candidates to the Board for its review. The Board will use these notes and feedback to make its selection of finalist candidates. The Board will select finalist candidates to participate in additional interviews in Philadelphia before making a final decision on the next Superintendent. If any public interviews are carried out, they shall be conducted in a way that allows individuals who speak a language other than English to meaningfully participate, including live interpretation where appropriate. Page 3

Employment Contracts Preparing for the contracting process will take significant time in advance of the final hiring process. In order to be prepared to quickly and efficiently negotiate a contract, the designated Board Member Transition Team will spend time researching contracts across the country and identifying the key provisions they would like to see in a new contract. The District’s Office of General Counsel will be involved in the drafting of all contract drafts and will review and vet all final contract offers before they are presented to the candidate for consideration. Contract negotiations with the Board’s final chosen candidate should be conducted prior to a public announcement. Following the public announcement of the new Superintendent, a special meeting will be held by the Board of Education to authorize the contract with the new Superintendent. Transition and On-Boarding Planning To ease preparation, the search, and onboarding in both of the succession scenarios, the

current Superintendent will always have at least two other executives on their leadership team sufficiently familiar with the Board and District matters and processes to enable either or both in combination to take over with reasonable proficiency as an acting Superintendent. Upon request by the Board, the Superintendent shall provide this succession plan to the Board in writing. The transition and onboarding process is intended to support the new Superintendent in a smooth entry into the organization by providing them with the support and independence needed to establish a strong Administration. Core goals for every transition should include: ● As needed, identifying an individual to serve as acting Superintendent between the current Superintendent’s departure and new superintendent’s arrival ● Working with the administration to identify and catalog all materials needed to onboard a new Superintendent ● Introducing the new Superintendent to key stakeholders

● Working with the new Superintendent to prepare for submission of a 30-60-90 day plan ● Planning for clear communications to employees and stakeholders before and during the transition ● Providing the new Superintendent with the supports needed for a successful transition and on-boarding Evaluation of the Superintendent The Board’s Goals and Guardrails policy and its related Board Operating Guidelines specify the process, timeline, and components of the Superintendent's annual evaluation. Page 4

THE SCHOOL DISTRICT OF PHILADELPHIA No. SECTION: TITLE: Policy 004 - Membership ADOPTED: REVISED: POLICY 004 - MEMBERSHIP Purpose See below linked documents for the proposed policy and (if applicable) Board Operating Guidelines. Administrative Procedures: Policy 004 Membership Board Operating Guidelines 004 Membership

THE SCHOOL DISTRICT OF PHILADELPHIA No. 0034 SECTION: Board Bylaws TITLE: Membership ADOPTED: August 16, 20181 REVISED: 0034. MEMBERSHIP Purpose This policy sets forth the composition of the Board of Education (“Board”) for The School District of Philadelphia (“District”) including the number of Board Members, qualifications and expectations, appointment processes, the role of Student Board Representatives, vacancies, term limits, and removal. Authority Membership of the Board of Education (“the Board”) is prescribed by the Philadelphia Home Rule Charter. [1][2][3] Number of Board Members The Board shall consist of nine members. There shall also be a two (2) non-voting sStudent advisory member Representatives of the Board of Education appointed and installed by the Board from among the students enrolled in the Philadelphia public schools and an identified alternate appointed by the Board from among the students enrolled in the

Philadelphia public schools. The Superintendent shall have a seat on the Board and the right to speak on all matters, but not the right to vote. [1][2][4][5] Board Member Qualifications Members of the Board shall be residents registered voters of the City of Philadelphia. No person shall be eligible to be appointed for more than three (3) full terms. [3] Board Members shall be of good moral character, at least 18 years of age [6], and reflect the diversity of backgrounds, experience and training that is representative of the City, including but not limited to: being the parent(s) of a current or former public school student(s); having training or experience in the areas of business, finance, education, public housing, or community affairs; or, having any other such training or expertise relevant and beneficial to the operations and management of the public school system. [3] The authority of individual Board Members is limited to participating in actions taken by

the Board as a collective body. Board Members shall have authority only when acting as the 1 This policy was originally adopted as Policy 003: Membership Page 1

collective body unless otherwise permitted by law or Board policy. Board Member Expectations Each Board Member shall: 1. File a Sstatement of Ffinancial Iinterests form with the State Ethics Commission and Board Member Conflict of Interest Disclosure forms before taking the oath of office or entering upon his/her their duties and annually by May 1. 2. Take and subscribe to the oath or affirmation prescribed by statute before entering the duties of the office.[1][2][7] 3. Not be engaged in a business transaction with the school district, be employed by the school district, or receive pay for services from the school district, except as provided by law.[3] 4. Not have been removed from any office of trust under federal, state or local laws for any malfeasance in such office.[8][9] 5. Adhere to all applicable Board policies including signing an acknowledgement of the Board’s Ethics and Goals and Guardrails policies District’s Employee Code of Ethics. [10][11][12]

6. Complete and maintain all mandatory clearances required of volunteers by Child Protective Services Law including the below [13][14] • Department of Human Services Child Abuse History Clearance • Pennsylvania State Police Request for Criminal History Records Check • Federal Criminal History Record Information (CHRI) 7. Be prepared for and attend all business meetings of the Board in compliance with established norms and policies including Policy 009. [15][16][17] Board Member Appointments Board Members shall be appointed by the Mayor from lists of names submitted to them him/her by the Educational Nominating Panel, and approved by resolution by members of City Council, and in accordance with law.[1][2][18][19] Non-vVoting Student Representatives Appointment of the two (2) non-voting sStudent rRepresentatives and alternate student representative shall be approved by a majority vote of Board Members. during the Spring, for a one-year term beginning July 1 of that same year.

To facilitate effective communication and to enhance the opportunity for students to participate in District governance, Tthe Board shall adopt a policy to establish the selection process and clarify set forth the duties and responsibilities of the sStudent rRepresentatives. [4][5] Board Member Vacancies A vacancy shall be filled for the balance of the unexpired term in the same manner by which each member of the Board is appointed in accordance with law.Vacancies in the office of Page 2

Member of the Board shall be filled as provided by law. A vacancy in the office of Member of the Board shall be filled for the balance of the unexpired term. [20] Board Member Term The term of office of each Board Member shall be four years, commencing on May 1 of the year a Mayor’s term of office begins1. [1][21] A Board Member’s term shall remain coterminous with the appointing Mayor’s term. A Board Member may serve up to three successive terms, if re appointed by the Mayor. No person shall be eligible to be appointed or elected to more than three (3) full terms. [3] Removal Members of the Board shall serve at the pleasure of the Mayor. [8] Core Requirements Orientation and Training The Board believes that the preparation of each Board Member for the performance of their duties is essential to the effectiveness of the Board’s functioning. In order to contribute to productive and thoughtful governing, Board Members are expected to:

1. Understand state and federal mandates that guide policymaking; 2. Familiarize themselves with the language and implications of the District’s collective bargaining agreements; 3. Familiarize themselves with Board policies; 4. Understand revenue streams, current budget allocations, and key District-wide investments; and 5. Understand the Board’s role as authorizer of charter schools in Philadelphia. All newly appointed Board Members and reappointed Board Members shall be required to complete the state- and legally-mandated orientation and training as outlined in the Board Operating Guidelines. The Office of the Board of Education shall establish and implement a program to execute and manage necessary training and orientations for Board Members. Expenses Board Members serve without compensation; however, District funds may be used to pay for or reimburse Board Members for reasonable and necessary expenses incurred in the furtherance of their duties. [22]

The Board President or their designee must preauthorize the expense or the reimbursement before a Board Member incurs any expenses. Expenses incurred prior Page 3

to authorization are subject to denial and will be approved only at the discretion of the Board President. Reimbursements shall only be approved for necessary expenses incurred while conducting official Board business. The Board Vice-President shall review and preauthorize expenses and reimbursements for the Board President. [22] These expense authorizations may include relevant membership in professional associations and attendance at relevant conferences. When attending professional associations and/or conferences paid for by the Board, Board Members shall participate in their official capacity as Board Members and not in a personal capacity or any other role. [23][24] Expenses of spouses or other persons who have no official Board responsibilities or duties but are accompanying Board Members during a Board Member’s Board-related activities shall not be reimbursed. Legal References: 1. Home Rule Charter §12-200 2. Home Rule Charter §12-201 3. Home Rule Charter §12-202

4. 24 P.S. §10-1081 5. Policy 004.1 - Non-Voting Student Board Representatives 6. 24 P.S. §3-322 7. 24 P.S. §3-321 8. Home Rule Charter §12-204 9. 24 P.S. §3-323 10. Policy 300 - Employee Code of Ethics 11. Policy 008 - Ethics Policy 12. Policy 003.1 - Goals and Guardrails 13. Policy 916 - Volunteers 14. 23 Pa. C.S. §6344 et seq 15. Policy 009 - Principles of Governance and Leadership 16. Policy 006 - Meetings 17. Policy 005 - Organization 18. Home Rule Charter §12-206 19. Home Rule Charter §12-207 20. Home Rule Charter §12-205 21. Home Rule Charter §12-203 22. Policy 331 - Expense Reimbursement 23. 24 P.S. §5-516 24. 24 P.S. §5-516.1 Related Information: 1. 004 Membership Board Operating Guidelines Legal References: 1. Home Rule Charter – 12-200, 12-201, 12-202, 12-203, 12-204, 12-205,12-206,12- 207, 12-208, 12-209, 12-300 Page 4

2. Public School Code – 24 P.S. Secs.301, 302, 401, 403 3. Public Officials and Employee Ethics Act – 65 Pa. C.S.A. Sec. 1101 et seq. 4. Board Policy 003.1, 300 1 The School Reform Commission will dissolve on June 30, 2018. Governance will shift to The Board of Education commencing July 1, 2018. Board Member terms will remain coterminous with the appointing Mayor’s term. Page 5

Effective: Revised: Board Operating Guidelines for Board of Education Membership (Attachment for Policy 004) Purpose The purpose of these Board Operating Guidelines is to effectuate Policy 004: Membership, which provides information on the composition of the Board of Education (“Board”). Procedures Board Member Expectations Below is an overview of the procedures related to each of the Board Member expectations outlined in Policy 004: Membership. Statement of Financial Interests Form The Board’s Policy 008: Ethics Policy outlines in greater detail the processes, timelines, and stipulations of the Statement of Financial Interests Form. Oath of Office The oath of office is administered to new Board Members by a Judge of the Superior Court of Pennsylvania after they receive their letter of appointment from the Mayor and before on-boarding begins. Board staff will make every attempt to coordinate schedules so that all new Board Members

can convene at one time for the oath of office. However, competing schedules might require more than one session to be convened. The oath of office is administered in private in the Board’s Committee Room and then signed and notarized. Board staff should coordinate with District notaries to attend the scheduled session in-person. The Board Chief of Staff should reach out to the Judge directly to coordinate their schedule. The Mayor should also be invited and attend; which involves the Board Chief of Staff coordinating with the Mayor’s Chief of Staff’s office. Adherence to Applicable Board Policies Board Members are expected to adhere to all Board policies found in the 000 series of the Board’s Policy Manual. Page 1

Upon taking the oath of office, Board staff will coordinate each Board Member signing an acknowledgement of the Board’s Policy 008: Ethics Policy. Upon receiving adequate background and orientation to the Goals and Guardrails governance framework, Board Members also will sign a commitment letter stating their acknowledgement of the activities required for it to be successful. More information on this commitment letter can be found in Policy 003.1: Goals and Guardrails. Mandatory Clearances Upon taking the oath of office, Board staff will work with Board Members to coordinate their completion of the necessary background clearances. Board staff will also process reimbursements for costs incurred by Board Members while obtaining these background clearances. Meeting Preparation and Attendance Board Members are expected to prepare for and attend all business meetings of the Board. These expectations are further outlined in Policy 009: Principles of Governance and

Leadership. Guidance on requesting to attend a meeting/s virtually can be found in Policy 006.1: Attendance at Public Meetings via Electronic Communications. Additional information related to the Board’s meetings can be found in Policy 006: Meetings. Board Member Vacancies If a Board Member chooses to resign from their term, they shall submit a letter of resignation in writing to the Board President and to the Mayor with a copy to the City Council President. Orientation The Office of the Board of Education (“Board staff”) shall arrange for each Board Member to receive a robust orientation. The orientation shall include both legally-mandated training and supplemental information to best serve them in their new role. Board staff will take the steps necessary to establish an online myPSBA account for each Board Member to allow the Board Member to complete the below state-mandated training: ● Newly appointed Board Members, during the first year of service:

• Instruction and academic programs, one (1) hour of which must be on best practices related to trauma-informed approaches; • Personnel; • Fiscal Management; • Board Goals and priorities; • Operations; • Governance; and • Ethics and Open Meetings. ● Reappointed Board Members, within one (1) year after re-appointment: • Relevant changes to federal and state public school law and regulations; Page 2

• Fiscal Management; • Trauma-informed approaches; and • Other information deemed necessary by the Pennsylvania Department of Education. Board staff will schedule all new Board Members for supplemental orientation briefing sessions such as: ● Board Goals and Guardrails ● Board Norms and Organization ● Board Policy Work ● Office of General Counsel ● Finance ● Organizational Structure of The School District of Philadelphia (“District”) ● Charter Schools ● Office of the Inspector General ● Office of Auditing Services ● District Performance ● Office of Talent ● Government Relations ● The Fund for the School District of Philadelphia Finally, there are self-guided orientation resources always available to Board Members through their myPSBA account. Some sample offerings include: ● Academic Requirements and Testing ● Board's Role in Finance and Budgeting ● Conflicts of Interest and Ethics Act ● Effective State and Local Advocacy ● Evaluating Your Superintendent ● Facilities Planning

● Introduction to Governance Plans and Documents ● Legal Landscape of Public Education ● Overview of Public School Labor Relations ● Policy and Administrative Regulations ● Special Education ● Sunshine Act & Executive Session ● Transportation ● Intersections - Racism, Protests and Schools: Building the Equity Foundation Through Policy ● Intersections - Understanding the Board's Role ● Culturally Responsive Leadership in the New Normal ● Cybersecurity in Digital Meetings and Online Learning ● Emergency Connectivity Funding for Off-Campus Internet and Laptops/Tablets ● Supporting the Mental Health of Professional Staff ● Webinar - Innovative Online Learning at School Districts ● Webinar - Keeping Board Meetings Effective ● Webinar: Superintendent Evaluation Page 3

Expenses From time to time, Board Members may incur expenses in the furtherance of their duties for which they may be reimbursed if pre-approval was obtained in advance by the Board President or their designee. There are different types of expenses that Board Members can either have prepaid in advance or be retroactively reimbursed for when attending to District business. Expenditures not deemed necessary or reasonable will not be reimbursed. The pre-approved expenses that may be prepaid on behalf of the Board Member include but are not limited to: 1. In-town cab service 2. Conference registration or professional association fees 3. Air and train travel Board Members can be reimbursed for the following pre-approved expenses: 1. Rideshare services such as Uber and Lyft 2. Out-of-town travel (out-of-town cab service, reasonable hotel accommodations, and food/beverage not including alcohol and within District reimbursement limits) Pre-Approval

Pre-approval must first be obtained from the Board President or their designee for all requests for pre-payment and/or reimbursement of expenses. Requests for reimbursement of expenses that are not pre-approved may be subject to denial. All requests are documented by Board staff and shared with the Board President for approval and the Board Chief of Staff for record keeping and auditing purposes. Pre-approval shall be requested as follows: 1. Requesting Board Member submits pre-approval request to Board President using designated Google Form in accordance with the below timelines: ○ In-town cab service requests must be made at least 3 business days in advance ○ Conference registration, professional association fees, and air and train travel requests must be made at least 10 business days in advance 2. Board President or their designee reviews, approves, and signs expenditure pre-approval form The Board Vice-President will review and preauthorize expenses and reimbursements for the

Board President. Page 4

Expense Prepayment or Reimbursement Upon receipt of evidence of pre-approval, Board staff will work with the requesting Board Member to process all requests for prepayment or expense reimbursement in accordance with the Administrative Procedures to Board Policy 331. Page 5

THE SCHOOL DISTRICT OF PHILADELPHIA No. SECTION: TITLE: (Eliminate) Policy 004.1 - School Board Committees ADOPTED: REVISED: (ELIMINATE) POLICY 004.1 - SCHOOL BOARD COMMITTEES Recommendation: It is recommended that Policy 004.1: School Board Committees be eliminated because the content is redundant of Policy 006: Meetings. Administrative Procedures: Policy 004.1 School Board Committees

THE SCHOOL DISTRICT OF PHILADELPHIA No. 004.1 SECTION: Board Procedures/Bylaws TITLE: School Board Committees ADOPTED: August 16, 2018 REVISED: January 27, 2022 004.1 SCHOOL BOARD COMMITTEES Purpose The objective of School the Board Committees is to improve governance practices by increasing the number of public access points to the Board, and aligning the work of the Board to key District initiatives. Board Committees are an opportunity for Board Members to establish, review, analyze, and discuss recommendations prior to consideration by the full Board. Authority The Board may establish committees (standing or ad hoc) through a majority vote of the Board to assist in its governance of the School District and its charter authorizing business. Board committees shall operate in accordance with the provisions of the Sunshine Act. [1][2] All committee meetings shall be open to the public unless the committee meets in Executive

Session or in conference, as provided by the Pennsylvania Sunshine Act. Minutes shall be kept for each standing committee meeting. [2] Standing committees shall meet periodically throughout the school year. Meeting dates, times, and agendas shall be posted publicly at the start of each school year. [2], with the understanding that they might be subject to change. The Board may authorize the creation of ad hoc committees to meet on an as-needed basis to complete specific Board business, keep the Board informed of community opinion, and provide representation of stakeholders on specific issues. Reports or recommendations from an ad hoc committee must be formally received by the Board at a regular or special meeting of the Board. Recommendations or reports of ad hoc committees shall not reduce the responsibility of the Board, which shall be free to accept or reject such recommendations. Ad hoc committees shall be

created, given a specific charge, and assigned a fixed termination at the completion of their duties, which may be extended by the Board President. Opportunities for public participation shall be included as part of the agenda of each committee meeting. By participating in committee meetings or by submitting written testimony in advance of meetings, members of the public acknowledge that their name, comments, and written testimony Page 1

are part of the public record and may be made available with the minutes of each meeting. The Board shall review its Committee structure during its annual organization meeting on the first Monday of December. While appointing members to each committee, the Board President must ensure at least one current committee member is re-appointed to that committee. The members of each standing Board Committee shall consist of at least three (3) Board members, including a Chairperson or co-Chairpersons appointed by the Board President.Committee members shall serve until the next organization meeting of the Board. Board members who are not appointed to a committee may attend any meeting of the committee but must not participate in the decision-making of recommendations to the full Board. Each Board standing committee shall be convened by a chairperson or co-chairpersons, who shall report for the committee, and be appointed by the Board President. Board members may express

their interest in acting as a chairperson or member of a standing committee to the Board President. Board standing committees shall also be assigned a staff liaison, who is appointed by the Superintendent or designee. Board Standing Committees responsibilities include, but are not limited to, the following: I. Policy Committee ○ Meets twice during the school year; ○ Discusses and recommends the development and review of all Board policies; and ○ Oversees the implementation of all policies adopted by the Board. Legal References: 1. Home Rule Charter – 12-1209 2. Pa Sunshine Act – 65 Pa. C.S.A. Sec. 701-716 Page 2

THE SCHOOL DISTRICT OF PHILADELPHIA No. SECTION: TITLE: Policy 004.1 - Non-Voting Student Board Representatives ADOPTED: REVISED: POLICY 004.1 - NON-VOTING STUDENT BOARD REPRESENTATIVES Purpose See below linked documents for the proposed policy and (if applicable) Board Operating Guidelines. Administrative Procedures: Policy 004.1 Non-Voting Student Board Representatives Board Operating Guidelines 004.1 Non-Voting Student Board Representatives

THE SCHOOL DISTRICT OF PHILADELPHIA No. 003.1 004.1 SECTION: Board Bylaws TITLE: Non-Voting Student Representatives ADOPTED: August 16, 20181 REVISED: May 30, 2019 003.1 004.1 NON-VOTING STUDENT REPRESENTATIVES Purpose This policy To establishes the position of the non-voting sStudent rRepresentatives member of the Board of Education (“Board”) of The School District of Philadelphia (“District”). The non-voting sStudent rRepresentatives shall serves on the Board in an advisory capacity to engage with and represent the interests of all students in Philadelphia. [1] Authority The Public School Code and Philadelphia Home Rule Charter permit the Board to Members of the Board of Education shall appoint by a majority vote of those present and voting, from among the students enrolled in Philadelphia public schools, two (2) non-voting sStudent rRepresentatives of the Board. to be non-voting members of the Board of Education. Board

Members must appoint both student representatives during the Spring, for a term commencing on July 1 of that same year. [1][2] The Board of Education will designate a Board Member to serve as a mentor to the appointed student representatives, with assistance from the Board of Education staff. Appointments of student representatives shall be made in accordance with procedures outlined by this policy. Delegation of Responsibility The Office of the Board of Education shall develop and disseminate Board Operating Guidelines for the application and selection process of the Student Representative positions. Notice shall be sent to District and charter school students, parents/guardians, and staff with information on the application process and related procedures. Core Requirements The Board shall appoint and install two (2) non-voting Student Representatives. The Board shall appoint the Student Representatives for a one (1) school year term, commencing in

1 This policy was originally adopted as Policy 003.1: Non-Voting Student Board Representatives Page 1

August. Additionally, one (1) alternate shall be appointed as an alternate non-voting Student Representative. The alternate Student Representative will be installed only should a vacancy be created. Qualifications Student Representatives must attend a District or charter high school in Philadelphia and be a current resident of the City of Philadelphia. Student Representatives must be enrolled in their tenth (10th) or eleventh (11th) grade year while serving as the Board Student Representative. Roles and Responsibilities The appointed and installed non-voting sStudent rRepresentatives shall: ● Advise the Board of Education on matters in the best interest of all students in Philadelphia, including Action Item vote recommendations and recommending the development or amendment of Board policies. ● Serves on the Superintendent’s Student Advisory Counciland the Board of Education. ● Serve as leaders that represent the student voice for all Philadelphia public schools (District and cCharter).

● Make every effort to attend and participate in all public meetings of the Board of Education held outside of their school day. ● Receive orientation, training, and support from the Office of the Board of Education, in relation to fulfilling their role on the Board. ● Advise on the impact of Board Policies on the students of Philadelphia. ● Advise on the development or amendment of Board Policies. The non-voting sStudent rRepresentatives and alternate shall not: ● Participate in any official votes conducted by the Board. ● Participate in confidential Board executive sessions. ● Publically represent the intent of the Board. ● Contract on behalf of the Board or the School District. Orientation and Training The Board is committed to keeping appointed Student Representatives well informed and prepared to perform the respective duties and responsibilities outlined in their role. All appointed Student Representatives shall participate in an orientation and training following

their appointment. Mentoring and Support The Board President shall select from interested Board Members one (1) Board Member to serve as the Board’s Liaison to the Student Representatives. This Board Liaison shall serve as a mentor to appointed Student Representatives to educate and ensure that Student Representatives understand the work of the Board and acquire non-confidential knowledge Page 2

of matters related to the operation of schools. The Board Liaison shall also report back to the Board on the work of the Student Representatives, provide relevant updates to the public, and coordinate necessary staff support. The Chief of Staff of the Board of Education shall designate one (1) member of the staff of Office of the Board of Education to serve as the primary point of contact for the Student Representatives, supporting them in the functions of their roles. Vacancies The alternative Student Representative shall be installed by the Board in the event that a Student Representative is unable to complete their term. If both Student Representatives are unable to complete their terms, the Board shall install the one (1) alternate Student Representative to carry out the duration of the term in accordance with the procedures of this policy. Qualifications Student representatives must attend a District or charter high school in Philadelphia and be a

current resident of the City of Philadelphia. Student representatives must be enrolled in their eleven (11th) or twelve (12th) grade year while serving as the Board student representative. Delegation of Responsibility The Superintendent or designee shall develop and disseminate administrative procedures for the application and selection process of the student representative positions. An annual notification must be sent to students, parents/guardians, and staff with information on the application process and related procedures. Vacancies An alternative student representative may be appointed by the Board of Education in the event that a student representative is unable to complete their term. If both student representatives are unable to complete their terms, the Board of Education shall appoint two new student representatives in accordance with the procedures of this policy. Term Appointed student representatives shall serve not more than a single one-year term beginning

July 1, ending June 30th. Orientation and Training The Board of Education is committed to ensuring appointed student representatives are well informed and prepared to perform the respective duties and responsibilities outlined in their role. The District’s Office of Student Support Services will serve as a mentor to appointed student representatives to encourage understanding of the function of the Board and acquire knowledge of matters related to the operation of the schools. Legal References: 1. Home Rule Charter – §12-201 2. 24 P.S. §4-407 Page 3

Related Information: 1. 004.1 Non-Voting Student Board Representatives Board Operating Guidelines 2. Policy 004 - Membership Legal References: 1. Home Rule Charter – 12-201 2. Board Policy 003 Membership Page 4

Effective: Revised: Board Operating Guidelines for Board of Education Non-Voting Student Board Representatives (Attachment for Policy No. 004.1) Purpose The purpose of these Board Operating Guidelines is to effectuate Policy 004.1: Non-Voting Student Representatives regarding students serving as non-voting members of the Board of Education (“Board”) of The School District of Philadelphia (“District”) in an advisory role. Procedures The Board encourages the participation of students in District governance and believes that student voice and involvement in the governance process is critical to the success of the District. When the application window opens, Board staff will distribute application materials over various platforms such as posting on the District’s website1, through social media, announcements during Board meetings, and email. Qualifications To serve as a non-voting Student Representative students shall meet the following requirements, at a minimum:

1. be a current resident of the City of Philadelphia; 2. attend a District or Philadelphia charter school; 3. apply during their ninth or tenth grade at a District or Philadelphia charter high school to serve during their tenth or eleventh grade year; 4. have a minimum GPA of 2.5 or higher and in good standing; 5. be able to demonstrate a willingness to actively participate in the work of Student Representatives to include bi-weekly meetings with Board staff to maintain the work of a Student Representative; 1https://www.philasd.org/schoolboard/aboutus/#student Page 1

6. demonstrate an ability and willingness to work collaboratively with their counterpart in pursuit of successfully carrying out the work of Student Representatives; 7. be actively involved in their school community and willing to work to support Philadelphia’s public schools, on behalf of their peers, on a regular basis; 8. be willing to represent their peers by communicating student opinions to the Board, and reporting Board deliberations and actions to the student body; 9. be available to meet with the Board on a monthly basis, to communicate the concerns of their peers, and make an effort to be at every public meeting. Application Materials During the application window (generally in the Spring), students enrolled in ninth and tenth grade at District and charter high schools may submit a completed application to the Office of Student Support Services via email to studentleaders@philasd.org. When the

application window opens, Board staff will make the application materials available on the District’s website2. A completed application includes the following materials: ● Completed application ● Current/most recent transcript ● Two reference letters; at least one of these references must come from a current teacher or administrator ● Applicants must obtain approval signature from parent/guardian ● Completed essay The application for non-voting Student Representatives is shared through the below channels and other channels: ● Principals ● School counselors ● Direct student emails Selection Process The selection of two (2) Student Representatives and one (1) alternate shall include an interview process carried out by the non-voting Student Representative Selection Committee that may comprise of individuals representing the following organizations/offices (but not limited to): 2 https://www.philasd.org/schoolboard/aboutus/#student Page 2

● Former non-voting Student Representatives ● Other student leaders ● Charter Schools Office ● Office of the Board of Education ● Office of Student Support Services ● Mayor's Office of Youth Engagement All students who submit a completed application will receive a preliminary interview as a part of this process. Members of the Student Representative Selection Committee will work collaboratively to identify the top final applicants to recommend for a final round interview with the Board President. Final Selection The current presiding Board President shall interview student applicants recommended by the non-voting Student Representative Selection Committee identifying two (2) Student Representatives and one (1) alternate to serve for the duration of the upcoming school year. Student applicants who are selected to serve as non-voting Student Representatives will be asked to sign a letter of commitment for the duration of their role. Student Board Representative Supports

To ensure that Student Board Representatives have the supports they need to carry out their duties, the below supports are provided to them during their term: ● Transportation to/from the 440 N. Broad Street Education Center for meetings ● Meals during Board meeting days ● Necessary technology Orientation Orientation topics vary year-to-year based on the past experiences and interests of the appointed Student Representatives. Typical topics include but are not limited to overviews of: ● Board Members and current Board priorities ● Goals and Guardrails and board governance ● School District of Philadelphia’s central office structure Page 3

There will also be opportunities to meet with different District student leaders and past student representatives. Orientation typically culminates in project planning for the year to outline what objectives the Student Representatives want to accomplish by the end of their term. Check-In’s Student Board Representatives will check in with the relevant Board and staff liaisons at the beginning, middle, and end of their term to provide feedback on additional areas they’d like to engage in and/or where they need additional support. Student Board Representatives will also provide the full Board, during a public meeting, a final report wherein they can provide public feedback on the role of the Student Board Representatives. Vacancies In the event that one or both of the non-voting Student Representatives are unable to complete their term for any reason, the alternate Student Representative shall be installed to the position of Student Representative for the remainder of the one-year term.

Page 4

THE SCHOOL DISTRICT OF PHILADELPHIA No. SECTION: TITLE: Policy 004.2 - Parent and Community Advisory Council ADOPTED: REVISED: POLICY 004.2 - PARENT AND COMMUNITY ADVISORY COUNCIL Purpose See below linked documents for the proposed policy and (if applicable) Board Operating Guidelines. Administrative Procedures: Policy 004.2 Parent and Community Advisory Council Board Operating Guidelines 004.2 Parent and Community Advisory Council

THE SCHOOL DISTRICT OF PHILADELPHIA No. 004.2 SECTION: Board Bylaws TITLE: Parent and Community Advisory Council ADOPTED: REVISED: 004.2 PARENT AND COMMUNITY ADVISORY COUNCIL (PCAC) Purpose This policy establishes a Parent and Community Advisory Council (“PCAC”) to advise the Board of Education (“Board”) on matters related to public education in Philadelphia and sets forth its roles and responsibilities, eligibility, and composition. Authority The Public School Code and Philadelphia Home Rule Charter authorize the Board to convene at least twice-yearly a Parent and Community Advisory Council comprised of stakeholders from across the City to consult on issues pertaining to educational policy and family and community engagement in schools. [1] Delegation of Responsibility The Office of the Board of Education shall develop and disseminate Board Operating Guidelines for the application and selection process of PCAC members. Core Requirements

The Board President shall select from interested Board Members at least one (1) Board Member to serve as a PCAC Liaison. The PCAC Liaison(s) shall serve as the primary point of contact for PCAC members. The PCAC Liaison will report back to the Board on the work of PCAC, provide a monthly update to the public at Board meetings on the work of PCAC, and coordinate support provided to PCAC’s Board staff. Roles and Responsibilities of PCAC Members PCAC members serve in an unpaid, volunteer position to perform the following responsibilities: ● Advise and provide feedback to the PCAC Liaison(s) on Board policies; ● Provide the PCAC Liaison(s) with input and guidance on the interests and concerns of Philadelphia public school parents, guardians, caregivers, and community members; ● Attend and participate in monthly meetings led by the PCAC Liaison(s); and ● Work in partnership with the Board to engage The School District of Philadelphia Page 1

(“District”) stakeholders. Eligibility PCAC members shall be the following: ● A resident of the City of Philadelphia; ● At least eighteen (18) years of age; and ● Affiliated with a Philadelphia District or charter school (parent/guardian or a community member with a demonstrated commitment to improving the quality of education for the children of Philadelphia). Composition PCAC shall be made up of members representing diverse stakeholder groups and geographies selected by the Board through an application process. Members should represent stakeholder groups including: parents, guardians, caregivers, teachers, staff, and community members. Term PCAC members shall be appointed to serve a two-year term, beginning with the school year in which they are appointed. Members may not serve for more than two (2) consecutive terms. Legal References: 1. Home Rule Charter § 12-311 Related Information: 1. 004.2 Parent and Community Advisory Council Board Operating Guidelines

2. Policy 920 - School Advisory Councils Page 2

Effective: Revised: Board Operating Guidelines for Board of Education Parent and Community Advisory Council (Attachment for Policy 004.2) Purpose The purpose of these Board Operating Guidelines is to effectuate Policy 004.2: Parent and Community Advisory Council (“PCAC”), which establishes PCAC as the link between school communities and the Board of Education (“Board) by promoting engagement with the Board and The School District of Philadelphia (“District”). Procedures The Board encourages the participation of parents and community in District governance and believes their voice and involvement in the governance process is critical to the success of the District. PCAC consists of members representing a diverse stakeholder groups and geographies who each serve for a two-year term. When the application window opens, Board staff will distribute application materials over various platforms such as posting on the District’s website1, through social media,

announcements during Board meetings, and email. Qualifications To serve as a member of PCAC, individuals shall meet the following requirements, at a minimum: 1. be a current resident of the City of Philadelphia; 2. be at least (18) years of age; and 3. be affiliated with a District or charter school (parent/caregiver or a community member with a demonstrated commitment to improving the quality of education for the children of Philadelphia). 1https://www.philasd.org/schoolboard/aboutus/#advisory Page 1

Expectations PCAC members shall be expected to: 1. Act as champions for public education in Philadelphia, supporting District governance by communicating the interest and concerns of public school communities to the Board; 2. Take on responsibility to encourage stakeholder engagement and awareness of the decision making process through the hosting of community conversations and other means; 3. Represent a diversity of stakeholder voices including, but not limited to: caregivers, community members, teachers, and others; and 4. Be available to attend and participate in monthly PCAC meetings, where a light meal and/or refreshments will be made available at in-person sessions as well as parking when possible. Application An individual who is a current resident of the City of Philadelphia, at least (18) years of age, and affiliated with a District or charter school may complete the online application form

available on the Board’s website during the application time window or submit a completed application to the Office of the Board of Education via email to schoolboard@philasd.org. All application materials and forms will be available in the District’s English and non-English languages and will be written using accessible language. The application process will be communicated to the public in the Spring through a communications toolkit including flyers, social media, District-wide and community-facing email communications, the FACE office, press releases, trusted messenger communications through existing PCAC members, and updates on the Board’s website. Final Selection Board staff will conduct the initial screening of applicants including reviewing submitted applications and conducting phone screenings. Selected applicants will be offered an initial interview with the designated Board PCAC Liaison(s) and Board staff.

Board staff, in collaboration with the PCAC Liaison(s) will identify applicants for a second and final round interview with the Board President. The Board President and PCAC Liaison(s) will then interview and select the individuals to serve on the Parent and Community Advisory Council for a two-year term. It is the intent of PCAC, based on the applicant pool, to select individuals that represent a variety of zip codes to include diversity of voice. Applicants who are selected to serve as a Parent and Community Advisory Council member will be asked to sign a letter of commitment for the duration of their term. Page 2

Vacancies In the event that a PCAC member is unable to complete their term for any reason, their seat will remain unfilled until another member is appointed during the next application time window. Page 3

THE SCHOOL DISTRICT OF PHILADELPHIA No. SECTION: TITLE: Policy 005 - Organization ADOPTED: REVISED: POLICY 005 - ORGANIZATION Purpose See below linked documents for the proposed policy and (if applicable) Board Operating Guidelines. Administrative Procedures: Policy 005 Organization

THE SCHOOL DISTRICT OF PHILADELPHIA No. 0045 SECTION: Board Bylaws TITLE: Board Norms and Organization ADOPTED: August 16, 20181 REVISED: January 30, 2020 0045. BOARD NORMS AND ORGANIZATION Purpose The Board of Education (“Board”) believes that its collective authority in school governance is strengthened by the diversity of knowledge and skills demonstrated by each Board Member. This policy outlines the general norms and beliefs held by the Board in conducting its business and interacting with one another. This policy sets forth how the Board of Education (“Board”) conducts organization meetings and officer elections. Authority As public officials and members of the Board, each Board member shall commit to following the norms and beliefs outlined in this policy in conducting Board business and leading the School District of Philadelphia (“District”). In general, Board members shall commit to arriving prepared and promptly to all official