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Agenda: Board of Education Meeting, March 24, 2022

Minutes from School District of Philadelphia Board of Education, Mar 24, 2022

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THE SCHOOL DISTRICT OF PHILADELPHIA BOARD OF EDUCATION PUBLIC MEETING AGENDA MARCH 24, 2022 Call to Order - Joyce S. Wilkerson, President Roll Call - Lynn Rauch, Esq., General Counsel Approval of Minutes - February 24, 2022 and March 3, 2022 Superintendent Remarks - William R. Hite, Jr., Ed.D., Superintendent • Board of Education - Other Opening Remarks - Presentations Presentation - Lump Sum Statement FY23 - Uri Monson, Chief Financial Officer and William R. Hite, Jr., Ed.D., Superintendent • FY23 Lump Sum Presentation Board of Education - Other Written Testimony • Written Testimony Board of Education - Other Registered Student Speakers • Student Speakers List Board of Education - Other Registered Elected Officials • Registered Elected Officials Registered Speakers on General Topics • Registered Speakers List Goals and Guardrails • Reading Goal 2 - Progress Monitoring Report Board of Education - Other • Reading Goal 2 - Presentation Board of Education - Other

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Action Item 1. Acceptance of Donation from Philadelphia Eagles Annual Day of Service- James Rhodes Elementary School Operations - Capital Programs - Other 2. Acceptance of Services from and Memorandum of Understanding with Philadelphia Youth Network ($115,000) Schools - Memorandum of Understanding 3. Approval of Personnel Hires - Updated 03.17.2022 Talent - Other 4. Administration's Recommendation for Termination of Professional Employees - Updated 3.24.2022 Talent - Other 5. Approval of Personnel Terminations - Updated 3.24.2022 Talent - Other 6. Approval of Retirements and Resignations - Updated 3.24.2022 Talent - Other 7. Contract with Corporate Cost Control, Inc. a part of Experian - Unemployment Compensation Third Party Administrator ($72,807) Talent - Contracts 8. Ratification of Contract with Conner Strong & Buckelew for Fiduciary Liability Insurance for for 403 b & 457b Savings Plans Talent - Other 9. Contract with Teaching and Learning Solutions ($353,275) Talent - Contracts

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10. Ratification of LCA with FS Solutions, Inc. - Health Services Drug Testing ($20,000) Talent - Other 11. Authorization of Education Payments to Other Educational Entities ($21,100,000) Finance - Other 12. Contracts with Various Vendors - Use of Title I, Title II, Title III and CARES Act Grants for Non-Public Schools ($40,000,000) Finance - Contracts 13. Authorization of Increased Outside Counsel Fees for FY22 ($950,000) and to Extend Authorization for FY23 ($5,000,000) General Counsel - Other 14. Change Orders With Various Vendors ($551,178) Operations - Capital Programs - Other 15. Contract with Institute for the Development of African American Youth, Inc. for Safe Path School and Community Safety Corridor Program Operations - School Safety - Contracts

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16. Contracts with Various Vendors for Electrical Repairs and Service ($6,500,000) Operations - Procurement - Contracts 17. Contract with School Specialty Inc.and MeTEOR Education - Classroom Improvements-Early Literacy Initiative ($3,535,000) Operations - Capital Programs - Contracts 18. Contract with MeTEOR Educaton for Furniture and Equipment at Mary M Bethune Elementary School ($1,400,000) Operations - Capital Programs - Contracts 19. Authorization to Enter into Agreements and Leases with the Philadelphia Authority for Industrial Development (PAID) to Fund, Contract and Sublease with one or more Developers or Construction Managers for the Development, Construction and Equipping of one or more Capital Projects for the School District ($145,000,000) - Added 3.3.2022 (Updated 3.22.2022) Operations - Capital Programs - Other 20. Capital Award for Wright, Richard R. School, Bryant , W.C. School, Taylor, Bayard School ($11,967,525) - Added 3.4.2022 [Updated 3.18.2022]

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Operations - Capital Programs - Capital Awards 21. Contract Award with Weatherproofing Technologies (WTI), Inc for Roof Replacement at Various Locations ($9,639,311) - Added 3.4.2022 - Updated 3.22.2022 Operations - Capital Programs - Contracts 22. Acceptance of services from and Memorandum of Understanding with the Lewis Katz School of Medicine at Temple University and Neubauer Family Foundation - Added 3.11.2022 Operations - School Safety - Other 23. Amendment of 2022 Board of Education Public Meeting Schedule - Added 3.11.2022 Board of Education - Other 24. Contribution Agreement for Design and Construction of Dental Clinic Build Out and License Agreement with Temple University Kornberg School of Dentistry ($390,000) - Added 3.14.2022 Operations - Capital Programs - Other 25. Request For Excusal of Compulsory Education - Added 3.16.2022 Student Support Services - Other 26. Adoption of the Lump Sum Statement - Updated 3.22.2022 Board of Education - Other

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Adjourn Call to Order - Intermediate Unit Board of Directors Roll Call - Board of Directors Approval of Minutes - October 28, 2021 Action Items - Intermediate Unit 1. Contracts with Various Vendors - Use of Act 89 Grant for Non-Public Schools ($19,000,000) Finance - Other 2. Contracts with Various Vendors - Use of the Emergency Assistance for Non- Public Schools (EANS II) Grant authorized by the American Rescue Plan (ARP) Act of 2021 ($80,000,000). Finance - Other Adjourn - Intermediate Unit Board of Directors Email: schoolboard@philasd.org Twitter: @PHLschoolboard | Facebook: @PHLschoolboard

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Increasing Student Achievement Prioritizing Time for Professional Learning The proposed 2022-2023 Academic Calendar Adjustment: ● incorporates feedback from internal and external stakeholders ● allows for evidence-based professional learning cycles and meeting structures in support of achieving Board Goals and Guardrails ● balances approach of District-wide topics and school-coordinated topics ● meets State and local contractual requirements

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SY 2021-2022 Beginning Implementation ● First phase of transitioning schools to three-tiers ● Major shifts for Kindergarten-Grade 8 ● Minimal shifts for High Schools (despite research) SY 2022-2023 Full Implementation ● Three-tiered bell schedule District-wide inclusive of high schools SY 2019-2020 Exploration/Preparation ● District discussion regarding transition to standardized bell schedule based on data ● Conversations with various stakeholders ● Prepare for the phase of a three-tiered bell schedule SY 2020-2021 Transition Pause ● Phase-in Bell Schedule paused due to COVID-19 ● Shift to Virtual/Hybrid Learning Transitioning to the Three-Tiers; Historical Perspective

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2 The School District of Philadelphia’s Presentation of the Preliminary Five-Year Plan for FY22-26 and Fiscal Year 2022 Lump Sum Statement of Anticipated Receipts and Expenditures represents forward-looking statements and any such statements inherently are subject to a variety of risks and uncertainties that could cause actual results to differ materially from those that have been projected. Such risks and uncertainties which could affect the revenues and obligations of the School District include, among others, reduced governmental allocations, changes in economic conditions, mandates from other governments, and various other events, conditions and circumstances, many of which are beyond the control of the School District. Such forward-looking statements speak only as of the date of this presentation, March 25, 2021. The School District disclaims any obligation or undertaking to

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✓ Greater Virtual Teaching & Learning Capacity ○ 1:1 Chromebook ratios for 1st time! ○ 7,000+ Internet connections via PHLConnectED ○ Extensive PD to strengthen virtual teaching skills ○ New classroom technology to support teaching students who are in person and virtual at the same time ✓ Expanded Social-Emotional Supports ○ Philly Hopeline ○ Healing Together ✓ $250 Million in Facility Improvements in 2020 ○ 28 schools Certified Lead Safe. Total = 100 ○ Removed 229,000 sq. ft. (5 acres) of asbestos ○ Modernized early literacy classrooms in 11 more schools 3 Where We Are Now: Some Positive Progress On Which We Can Build

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● An Unprecedented Year of Social-Emotional Trauma ○ Physical separation from friends, teachers, and many family members. ○ Loss of loved ones. ○ Ongoing impacts of increasing gun and domestic violence, systemic racism and social injustices. ● Learning Loss, Especially Among Youngest Learners ○ Overall aimswebPlus Reading scores for students in grades 1-5 declined six percentage points from 2019-20 Winter (in-person instruction) to 2020-21 Fall (virtual instruction). 4 And Some Significant Challenges That Must Be Addressed as We Move Forward

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9 ● We will commit over $150 million of stimulus funds over the next four years to: ○ invest in social services to provide case management, resource coordination, home visits, family involvement to students at 50 additional schools. ○ increase the number of counselors across the District, reducing the projected student-counselor ratio from 371:1 in FY21 to 357:1 in FY22. (National Average = 430:1)* ○ significantly increase discretionary funds for schools ■ weighted for our schools of greatest need ■ allow for school leaders to identify needed supports ○ Targeted Professional Development for school-based climate support staff *Source: American School Counselor Association Focus Area Three Support the Significant Social and Emotional Needs of Our Students

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10 Focus Area Four More Supports in Schools to Help All Learners and Educators Succeed Going Forward ● Eliminate “leveling down” for all schools in FY22 and for all off-track schools in FY23 and FY24 ● $80 million set aside over the next five years to address Goals and Guardrail investments ● Additional supports for English Language Learner Students and Families ● Additional administrators for schools, including those with multiple buildings ● Doubling the reimbursement for teacher purchased classroom materials for FY22 ● Centralized Technology investments to maintain 1:1 student to device ratio, and provide additional tech support and repair services for students and families ● Accelerating the rewriting of our curriculum and selection of aligned resources to: ○ reflect the latest insights on how students learn ○ be more culturally and linguistically relevant ● Increase the number of Career Immersion opportunities for students

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12 Key Assumptions Use reasonable projections and assumptions for revenues and expenditures, based on: ● Actual revenues and expenditures, current law, and historical spending and enrollment trends (SDP and charter) The plan does not include any proposed budget changes from the City or Commonwealth Primary objectives: ● Identify sufficient revenues to meet the anticipated obligations of the first 24 months ● Establish baseline financial projections to enable dialogue among all School District funders (City, State, Private), identifying pathways to achieving long-term structural balance ● Allow for continuing discussion on how to best leverage one-time federal funding to achieve significant impacts Our five-year plan focuses on maintaining fiscal stability while advancing academic supports for all children

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3/23/22, 12:02 PM Zimbra https://zimbra.philasd.org/zimbra/h/printmessage?id=249287&tz=America/New_York&xim=1 1/1 From : Sarah Kloss Subject : Written Testimony - Board Comments - Devastating Budget Cuts for the 2022-2023 School Year To : schoolboard@philasd.org Cc : mark squilla <Mark.squilla@phila.gov>, Helen gym <Helen.gym@phila.gov>, Kendra Brooks <Kendra.Brooks@phila.gov>, Fiedler, Elizabeth <EFiedler@pahouse.net> Zimbra @philasd.org Written Testimony - Board Comments - Devastating Budget Cuts for the 2022-2023 School Year Tue, Mar 22, 2022 12:10 PM WARNING: This message originated from outside the School District of Philadelphia. DO NOT CLICK links or open attachments unless you recognize the sender and are expecting the email. Attention School Board Members: I am a parent at Coppin Elementary. Two weeks ago I emailed the board to specifically ask that the 5 classroom teachers slated to be cut in our budget for next year are allowed to

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stay. We were set to lose a 2nd, 3rd and 5th grade classroom based on flawed enrollment projections at a school where just two years ago we were being evaluated for overflowing classrooms. Our community will bounce back from this pandemic, and I am imploring you in the meantime to put a moratorium on all staff cuts while our children still recover from a devastating two years. Children across Philadelphia have already sacrificed so much even at "on-track" schools, and all our children need the feeling of stable school spaces right now. The pandemic isn't over, and now is not the time to be maximizing the number of students in our classrooms, especially in cases where the margins are so tight. It is also disingenuous to avoid the controversial practice of levelling in the Fall by using the Spring budget process to pre-level. This method of cuts is less transparent because families may not even realize a teacher is being cut until it's too late to provide meaningful input.

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3/23/22, 12:01 PM Zimbra https://zimbra.philasd.org/zimbra/h/printmessage?id=249190&tz=America/New_York&xim=1 1/1 From : Kelsey Romano Subject : Written input for 3/24 meeting To : schoolboard@philasd.org Zimbra @philasd.org Written input for 3/24 meeting Mon, Mar 21, 2022 04:55 PM WARNING: This message originated from outside the School District of Philadelphia. DO NOT CLICK links or open attachments unless you recognize the sender and are expecting the email. To the Members of the School Board, My name is Kelsey Romano. I’m a special education teacher at WB Saul High School and am a member of the Racial Justice Organizing Committee as well as the Philadelphia Democratic Socialists of America. After being made aware of PennPIRG’s recently released report, I am horrified how far behind schedule our school district is on testing for lead in students’ drinking water. Were you aware that 98% of schools tested still have lead levels

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that are considered unsafe by the American Academy of Pediatrics? This is both astounding and unacceptable. What was almost equally disheartening and disturbing is that upon the release of this report the district chose to criticize the report. In fact, the district went so far as to call the findings in the report “inaccurate.” What makes this response even more illogical is that the data used to generate PennPIRG’s report was taken from the school district’s website. It seems clear that the district is choosing to disparage the report to save its own image and money at the expense of the children and staff who work and learn in these toxic facilities. The negative effects of lead at any level can be tremendous with long-lasting impacts. Having worked with children who have intellectual and behavioral disabilities due to lead poisoning, I understand the lifelong negative effects that lead poisoning can have, especially on our most vulnerable populations. Given this firsthand

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experience, I implore you to prioritize this critical issue. Instead of continuing to ignore student safety, you must take action by replacing all drinking fountains with lead filtering hydration stations by 2024. This goal could be easily accomplished with an estimated 1% of the $1 billion in federal funds recently allocated to the District. Philadelphia schools have many priorities, but surely ensuring that we do not continue to poison our children with lead must be at the top of the list. Thank you for your time and attention to the critically important issue. Sincerely, Kelsey Romano

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3/23/22, 12:02 PM Zimbra https://zimbra.philasd.org/zimbra/h/printmessage?id=249427&tz=America/New_York&xim=1 1/2 From : Lynn Schwartz Subject : Written Testimony for the School Board Mtg. 3.24.22--Lead in schools drinking water To : schoolboard@philasd.org Zimbra @philasd.org Written Testimony for the School Board Mtg. 3.24.22--Lead in schools drinking water Wed, Mar 23, 2022 10:51 AM WARNING: This message originated from outside the School District of Philadelphia. DO NOT CLICK links or open attachments unless you recognize the sender and are expecting the email. Good evening, my name is Lynn Schwartz. I am a Center City resident and a member of the Educational Justice Committee of Philly DSA. In the report recently released by PennPIRG, the school district is significantly behind schedule on testing for lead in students’ drinking water, and 98 percent of schools tested still

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have lead levels that are considered unsafe by the American Academy of Pediatrics. When the report was released, the District should have immediately issued a statement acknowledging the results along with a plan on how each school would be tested and the lead remediated immediately. As stated in PennPIRG’s report, and as corroborated by years of data collected, there is no safe level of lead in drinking water. The District’s response cited a discrepancy between the report’s 1ppb threshold and the city’s own 10ppb requirements, yet school outlets tested as high as 8,768 ppb! For the District to challenge the levels of lead cited in the report is completely misguided if not heinous. Simply on a humane level, people cannot learn if they are not hydrated and fed with clean, fresh water and healthy food. A case can be made that withholding

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access to clean, filtered water) in many locations throughout a school building) borders on abuse. Dehydration can lead to headaches, confusion, fainint, tiredness, and disorientation. Higher levels of lead can lead to brain damage. Everyone knows that the drinking fountain issue is just the "tip of the iceberg" when examining the school facilities crisis. However, harming our students' health, which is a daily occurrence, has to stop. This is a problem that the District can fix quickly and economically. It's a Win-Win-Win!! We demand that the District take action by replacing all drinking fountains with lead filtering hydration stations by 2024, a goal that could be easily accomplished with an estimated 1% of the $1 billion in federal funds recently allocated to the District. Philadelphia schools have many priorities, but surely ensuring that we do not continue to poison our children with lead must be at the top of the list! Thank you! Lynn Schwartz-- -- Lynn Schwartz

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3/24/22, 9:06 AM Zimbra https://zimbra.philasd.org/zimbra/h/printmessage?id=249517&tz=America/New_York&xim=1 1/1 From : karel kilimnik Subject : Written Tstimpony for March 24/ Please confirm you have received To : Board of Education <SchoolBoard@philasd.org> Zimbra @philasd.org Written Tstimpony for March 24/ Please confirm you have received Wed, Mar 23, 2022 02:14 PM WARNING: This message originated from outside the School District of Philadelphia. DO NOT CLICK links or open attachments unless you recognize the sender and are expecting the email. Written Testimony for March 24th Board Meeting- Karel Kilimnik There is the Board’s Goals & Guardrails and then there is CASA’s demand for the following staff to be placed in every school in the District: Assistant Principal Climate Manager School Based Literacy Leader School Based Math Leader Special Education Compliance Monitor Which can have the greatest impact on the students in the District? Additional staff in each

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school to support students during this incredible time of trauma developed by leaders in schools or a lot of words designed to create an illusion of taking action? Last year the District allocated ONE position for “on track schools'' and TWO for “off track schools”. The current budget does not allow for ANY of these positions due to inaccurate enrollment numbers and actually strips schools of teachers and other staff. As PFT president Jerry Jordan continues to point out “A budget is a reflection of our own priorities.” One has to wonder what the District’s priorities are as money disappears. What happened to the money allocated for those paltry staff positions? Somehow District leadership finds funds for consultants , vendors, and public relations firms to create an image of whatever campaign they are working on but the money to fund actual staff evaporates into the atmosphere. Where did the money go?

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3/24/22, 9:08 AM Zimbra https://zimbra.philasd.org/zimbra/h/printmessage?id=249527&tz=America/New_York&xim=1 1/1 From : Subject : New submission from Contact Us To : schoolboard@philasd.org Zimbra @philasd.org New submission from Contact Us Wed, Mar 23, 2022 02:59 PM Name Barbara Dowdall Date 03/23/2022 Phone Email Message Written Testimony for Board of Education Action Meeting Thursday, March 24th, 2022 Barbara McDowell Dowdall “Every School a Magnet School” Recent changes in applications process for district magnet schools, hurriedly implemented last fall, have yielded predictably mixed results. While maintaining entrance requirements, a wider variety of students seems to have gained acceptance--one aim achieved. Our dream, however, should be not only larger numbers of students going to a limited set of schools, but for every school to achieve its own magnet status. Only two of the schools sought after

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actually have a functioning library with a Certified Teacher Librarian, the rest do not. District-wide 216 schools sit with their Certified Teacher Librarian (CTL) position and once (if lucky) overflowing shelves of myriad books empty. Empty even of mention of this key resource are the board’s Goals and Guidelines. Absent then, from our three superintendent candidates’ (all clearly familiar with SDP G’s & G’s) promises. Omnipresent in both, however, is praise for data. Data identifying challenges and data defining success. As an important resource for both board (including 9th member coming soon we hope) and new superintendent here is one link of several provided to the 80+ public education advocates who recently gathered on zoom to share their “interest in and passion about getting functioning school libraries staffed by certified teacher librarians (CTLs) back up and running in all schools in the

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3/24/22, 9:07 AM Zimbra https://zimbra.philasd.org/zimbra/h/printmessage?id=249523&tz=America/New_York&xim=1 1/2 From : Jennifer Aiello Subject : Board Comments - Jenny Aiello (pronounced i-ello) To : schoolboard@philasd.org Zimbra @philasd.org Board Comments - Jenny Aiello (pronounced i-ello) Wed, Mar 23, 2022 02:51 PM WARNING: This message originated from outside the School District of Philadelphia. DO NOT CLICK links or open attachments unless you recognize the sender and are expecting the email. Dear Members of the Board, The District continues to make changes without involving stakeholders and without transparency so that the full effect of their decisions on our students can be known. Why are we (parents, teachers, students and school administrators) continually subjected to announcements of significant changes that have a great impact on our lives without being engaged from the start? Imagine the trust that could be rebuilt if for once, the District says to all stakeholders,

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“We are considering this idea and would like your involvement to work out the best possible approach for its implementation”, before time, money and anger are spent on a decision with poor outcomes for those involved. On March 17, 2022, Dr. Nunez, Chief of Schools, sent families a letter announcing that the District will change the bell schedule this fall and high schools will be moving to a 9:00am start time (with a 4:04pm dismissal time). At a community forum on March 22 to discuss the bell changes, Dr. Nunez and Dr. Kolsky stressed the importance of making the changes in order to ensure maximum instructional minutes for students. If the maximum number of instructional hours are now so important, why were we recently asked to support changes to the school calendar to bring in more half days of professional development, thereby further reducing the instructional time our children have with their teachers? The number of

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PDs have increased significantly over the last 10 years, where is the data to support its translation to student success? This District continues to have an alarming number of students below grade level in math and English - perhaps a novel but very old-school approach would be to allow teachers to actually teach instead of giving endless assessments, completing paperwork and attending bi-monthly PDs, all of which take away from actual instructional time. What Dr. Nunez did not share in her letter to families but was highlighted last night, is that sports will continue on the current schedule so that any student participating in athletics programs will lose even more instructional time on game days. Student athletes will leave their schools at 1:45pm missing over 2 hours of instructional time.

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3/24/22, 9:07 AM Zimbra https://zimbra.philasd.org/zimbra/h/printmessage?id=249523&tz=America/New_York&xim=1 2/2 Also, Dr. Nunez has not broadly shared with families that even though the announcement for later start times was made, the District is still working to define the bell schedule to see if they even have the capacity to change it. Moving the high school start time to 9:00 am has implications for families across this District and the highest priority should be ensuring the safety of our children. Dr. Nunez claims studies show students are safer when students are in schools later. How does that relate to teenagers making their way home after clubs and activities in early evening hours through a city that has experienced a steep rise in violence? Does the Philadelphia Police Department have the ability to support the District in extending its Safe Corridors for our children? According to Dr. Nunez, that is something the District still needs to look into.

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THE SCHOOL DISTRICT OF PHILADELPHIA BOARD OF EDUCATION ACTION MEETING STUDENT SPEAKERS LIST MARCH 24, 2022 Registered Student Speakers 1. Dayciana Selby, Student - Mastery Charter School Topic: Cleveland Charter Renewal 2. Emely Seda, Student - Franklin Learning Center Topic: Air Quality at Franklin Learning Center 3. Cianni Craig, Student - Franklin Learning Center Topic: Air Quality at Franklin Learning Center 4. Dasmil Shantal, Student - Franklin Learning Center Topic: Air Quality at Franklin Learning Center

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THE SCHOOL DISTRICT OF PHILADELPHIA BOARD OF EDUCATION ACTION MEETING SPEAKERS LIST MARCH 24, 2022 Registered Speakers 1. Robin Cooper, District Staff Member Topic: School Budgets 2. Lynda Rubin, Community Member Topic: Action Item 27, Contract with Tetra Tech Inc for AHERA Program Development Management 3. Lauren Overton, District Staff Member Topic: School Budgets 4. Laura Johnson, Community Member Topic: Professional Development 5. Julian Graham, District Staff Member Topic: Staffing Cuts 6. Julio Nuñez, District Staff Member Topic: Equity in Assessments 7. Maurice Jenkins, Parent/Guardian Topic: Cleveland Charter Renewal 8. Amara Rockar, Parent/Guardian Topic: Leveling 9. Rochelle Nichols-Solomon, Community Member Topic: School Budgets 10. Reverend McKinley Sims, Community Member Topic: School Budgets 11. Greg Windle, Community Member Topic: Installing New Hydration Stations 12. Rob Beretta, District Staff Member Topic: Understaffing & School Budgets

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13. Lizzie Rothwell, Parent/Guardian Topic: Building Conditions 14. Tangela McClam, District Staff Member Topic: School Budgets 15. Meredith Foote, District Staff Member Topic: School Budgets 16. Mitch Chanin, Community Member Topic: Installing New Hydration Stations 17. Angela Ryans, District Staff Member Topic: School Budgets 18. Kahlia Lee, District Staff Member Topic: School Budgets 19. Ivey Welshans, District Staff Member Topic: School Budgets 20. Alison Slate, District Staff Member Topic: School Budgets

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THE SCHOOL DISTRICT OF PHILADELPHIA BOARD OF EDUCATION ACTION MEETING SPEAKERS LIST MARCH 24, 2022 21. Jamal Ferguson , District Staff Member Topic: School Budgets 22. Alison Dilworth, Parent/Guardian Topic: Water Filtration/Lead in School Drinking Water 23. Molly Rose Post, Parent/Guardian Topic: Installing New Hydration Stations 24. Alexi Petit, Community Member Topic: Installing New Hydration Stations 25. Heidi Allen, Parent/Guardian Topic: IU Funding & Student Services 26. Stephanie King, Parent/Guardian Topic: Teacher Budget Cuts 27. Rebecca Mackin, Community Member Topic: Guardrail 2: Enriching and Well-rounded School Experiences 28. Robin Lowry, District Staff Member Topic: School Conditions & Action Item 10, Ratification of LCA with FS Solutions, Inc. - Health Services Drug Testing 29. Phillip DeLuca, District Staff Member Topic: Adequate Staffing & School Budgets 30. Cassandra Lee, Community Member Topic: Reasons Why Junior High Schools Need to be In-person

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3/23/2022 Prepared by Evaluation, Research, & Accountability 1 School District of Philadelphia - Board of Education | Reading Goal 2 | Winter 2022 | Progress Monitoring Review Cycle 3 of 18 | Page 1 Reading Goal 2: Leading Indicator 2.1: 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. 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. Leading Indicator 2.2: Closing the Gap: The percentage of students, by student group, 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. Contents Page 2 Leading Indicator Performance: Overview Page 3 Leading Indicator Performance: Participation and Performance by Student Group Page 4 Leading Indicator Performance: Participation and Performance by Grade Level

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3/23/2022 Prepared by Evaluation, Research, & Accountability 2 School District of Philadelphia - Board of Education | Reading Goal 2 | Winter 2022 | Progress Monitoring Review Cycle 3 of 18 | Page 2 Reading Goal 2 Leading Indicator 2.1 Leading Indicator: Overall Progress Off-Track 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. 0.529 Leading Indicator: District-Wide % At/Above Grade Level Grades K-3, Star Early Literacy & Star Reading Assessment Period 2018-19¹ 2019-20² 2020-21³ 2021-22⁴ 2021-22 Annual Leading Indicator Target⁵ Distance to 2021-22 Annual Leading Indicator Target Distance to 2022-23 Annual Leading Indicator Target 2025-26 Final Leading Indicator Target Fall 30.6% 31.7% 34.9% 25.6% 46.3% -20.7 -26.5 73.0%

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Winter 40.5% 42.9% 32.8% 32.7% 46.3% -13.6 -19.4 73.0% Spring 53.3% N/A 38.4% Forthcoming 46.3% - - 73.0% Leading Indicator Performance (Annual Targets were adjusted for 2021-22 through 2025-26)⁵ Student Group 2021-22 Fall 2021-22 Winter 2021-22 Annual Leading Indicator Target⁵ Distance to 2021-22 Annual Leading Indicator Target Distance to 2022-23 Annual Leading Indicator Target 2025-26 Final Leading Indicator Target % Participating⁷ % At/Above Grade Level⁴ % Participating⁷ % At/Above Grade Level⁴ Black / African American 89.7% 19.4% 89.8% 25.4% 46.3% -20.9 -26.7 73.0% Hispanic / Latinx 89.2% 14.7% 91.3% 21.5% 46.3% -24.8 -30.6 73.0% White 94.0% 46.5% 93.9% 56.3% 46.3% +10.0 +4.2 73.0% Asian 93.3% 39.5% 94.7% 50.2% 46.3% +3.9 -1.9 73.0% Multi Racial / Other 91.4% 41.3% 92.8% 46.1% 46.3% -0.2 -6.0 73.0% American Indian / Alaskan Native 92.8% 19.0% 94.0% 19.4% 46.3% -26.9 -32.7 73.0% Native Hawaiian / Pacific Islander 88.6% 30.8% 82.6% 42.1% 46.3% -4.2 -10.0 73.0%

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3/23/2022 Prepared by Evaluation, Research, & Accountability 3 School District of Philadelphia - Board of Education | Reading Goal 2 | Winter 2022 | Progress Monitoring Review Cycle 3 of 18 | Page 3 Reading Goal 2: Participation & Performance Grades K-3, Star Early Literacy & Star Reading Fall 2021-22⁴ (All Students took either Star Early Literacy or Star Reading) Winter 2021-22⁴ (All Students took either Star Early Literacy or Star Reading) % Students Participating: Change From Fall 2021-22 to Winter 2021-22⁹ % At/Above Grade Level: Change From Fall 2021-22 to Winter 2021-22⁹ # Students Eligible⁸ # Students Participating⁷ % Students Participating⁷ # At/Above Grade Level³ % At/Above Grade Level³ # Students Eligible⁸ # Students Participating⁷ % Students Participating⁷ # At/Above Grade Level⁴ % At/Above Grade Level⁴ Overall 34,910 31,658 90.7% 8,039 25.6% 35,109 32,109 91.5% 10,482 32.7% +0.8 +7.1 Black / African

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American 14,838 13,309 89.7% 2,574 19.4% 15,010 13,480 89.8% 3,421 25.4% +0.1 +6.0 Hispanic / Latinx 9,617 8,582 89.2% 1,250 14.7% 9,693 8,852 91.3% 1,899 21.5% +2.1 +6.8 White 5,821 5,470 94.0% 2,535 46.5% 5,822 5,465 93.9% 3,069 56.3% -0.1 +9.8 Asian 3,327 3,105 93.3% 1,212 39.5% 3,313 3,136 94.7% 1,571 50.2% +1.3 +10.7 Multi Racial/Other 1,194 1,089 91.2% 444 40.9% 1,158 1,075 92.8% 494 46.1% +1.6 +5.2 American Indian / Alaskan Native 69 64 92.8% 12 19.0% 67 63 94.0% 12 19.4% +1.3 +0.4 Native Hawaiian / Pacific Islander 44 39 88.6% 12 30.8% 46 38 82.6% 16 42.1% -6.0 +11.3 English Learners 5,881 5,272 89.6% 577 11.2% 6,103 5,657 92.7% 1,017 18.0% +3.0 +6.8 Non-English Learners 29,029 26,386 90.9% 7,462 28.4% 29,006 26,452 91.2% 9,465 35.9% +0.3 +7.5 Special Education⁶ 3,522 2,586 73.4% 279 10.8% 4,002 2,798 69.9% 391 14.0% -3.5 +3.2 Non-Special Education 31,388 29,072 92.6% 7,760 26.9% 31,107 29,311 94.2% 10,091 34.5% +1.6 +7.6 Economically

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Disadvantaged 25,802 23,469 91.0% 4,465 19.1% 26,273 23,918 91.0% 6,313 26.4% +0.1 +7.3 Non-Economically Disadvantaged 9,108 8,189 89.9% 3,574 44.1% 8,836 8,191 92.7% 4,169 51.1% +2.8 +7.0 Off Track¹⁰ (62 Schools) 12,698 11,360 89.5% 1,541 13.6% 12,864 11,439 88.9% 2,203 19.3% -0.5 +5.7 Near Track¹⁰ (65 Schools) 15,732 14,341 91.2% 3,390 23.8% 15,814 14,584 92.2% 4,558 31.3% +1.1 +7.5 On Track¹⁰ (21 Schools) 5,519 5,234 94.8% 2,851 54.6% 5,549 5,282 95.2% 3,352 63.7% +0.4 +9.1

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3/23/2022 Prepared by Evaluation, Research, & Accountability 4 School District of Philadelphia - Board of Education | Reading Goal 2 | Winter 2022 | Progress Monitoring Review Cycle 3 of 18 | Page 4 Reading Goal 2: Participation & Performance by Grade Level Grades K-3, Star Early Literacy & Star Reading Fall 2021-22⁴ (All Students took either Star Early Literacy or Star Reading) Winter 2021-22⁴ (All Students took either Star Early Literacy or Star Reading) % Students Participating: Change From Fall 2021-22 to Winter 2021-22⁹ % At/Above Grade Level: Change From Fall 2021-22 to Winter 2021-22⁹ # Students Eligible⁸ # Students Participating⁷ % Students Participating⁷ # At/Above Grade Level³ % At/Above Grade Level³ # Students Eligible⁸ # Students Participating⁷ % Students Participating⁷ # At/Above Grade Level⁴ % At/Above Grade Level⁴ Overall 34,910 31,658 90.7% 8,039 25.6% 35,109 32,109 91.5% 10,482 32.7% +0.8 +7.1

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3/23/2022 Prepared by Evaluation, Research, & Accountability 5 School District of Philadelphia - Board of Education | Reading Goal 2 | Winter 2022 | Progress Monitoring Review Cycle 3 of 18 | Page 5 Pre-Implementation Initial Implementation Full Implementation Sustained Implementation Foundational Elements Training and Support Buy-In Delivery Outcomes Are we prepared to begin Implementation? Are all of the required inputs in place? Have stakeholders been trained to implement and/or support implementation? Do stakeholders understand and believe in the approach? Have stakeholders implemented key activities with fidelity? Is the approach being implemented as designed? Is the strategy having the desired effects or impacts? 1a. District communication of the What and Why 2a. Teachers participate in professional development 3a. Teachers are bought into the approach/strategy 4a. Teachers participate in key activities or use key resources 5a. Changes in student academic outcomes

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agenda p.52 (2)

1b. Availability of written guidelines and resources 2b. Support staff participate in professional development 4b. School leaders participate in key activities or use key resources 5b. Changes in student social-emotional outcomes 1c. Fully staffed schools (Teachers, School Leaders, Counselors, etc.) 2c. School Leaders participate in professional development 3b. Support staff are bought into the approach/strategy 4c. Support staff are providing support for implementation activities 5c. Changes in teacher retention and attendance 1d. Sufficient staffing to support implementation (Support staff) 2d. Teachers feel that Professional Development prepared them to implement strategies 5d. Changes in teacher satisfaction and belonging 1e. Adequate time for Professional Learning Cycles 2e. Support staff feel that Professional Development prepared them to implement strategies 3c. School Leaders are bought into the approach/strategy 4d. Key activities are taking place with

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agenda p.52 (3)

fidelity (e.g., frequency, duration, content) 5e. Changes in family (parent/guardian) satisfaction and belonging 1f. Adequate time for implementation 2f. School Leaders feel that Professional Development prepared them to implement strategies Implementation Report Color Legend Achieved - Completed In Progress - On Track Fell Short - Incomplete Not Started An orange triangle symbol indicates that there is currently insufficient data to assess this implementation indicator.

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3/23/2022 Prepared by Evaluation, Research, & Accountability 6 School District of Philadelphia - Board of Education | Reading Goal 2 | Winter 2022 | Progress Monitoring Review Cycle 3 of 18 | Page 6 ¹ In 2018-19, aimswebPlus Reading replaced aimsweb Reading, and was only required for students in grades K-5. For 2018-19, At/Above Grade Level is the percentage of students who took the assigned core subtests for each grade and scored at Tier 1 on aimsweb/aimswebPlus Reading. ² In Spring 2019-20, assessments were not administered to students in grades K-8 due to COVID-19 school closures. ³ Starting in 2020-21, At/Above Grade Level is the percentage of grade 3-5 students who received a composite score and scored at Tier 1 on aimswebPlus Reading. To receive a composite score, a student must have completed all required subtests. ⁴ Starting in 2021-22, only Star Reading was administered to all students in grades K-12. For 2021-22, At/Above Grade Level is the percentage

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agenda p.53 (2)

of students who are At/Above Benchmark on Star Reading. ⁵ In 2021-22, Annual Targets for Leading Indicator 2.1 were adjusted. Annual Targets for Leading Indicator 2.1 are set based on the likelihood of a student scoring Proficient/Advanced on the PSSA ELA exam when scoring At/Above Grade Level on the within-year assessments. Between 2019-20 and 2020-21, this relationship was based on both AimswebPlus Reading and Star Reading's correlations to the PSSA ELA exam. Starting in 2021-22 and onward, this relationship is based only on Star Reading's correlations to the PSSA ELA exam. For more information on the relationship between a student's performance on Star Reading and the PSSA ELA exam, please see http://doc.renlearn. com/kmnet/r005379488c3817f.pdf. ⁶ All students are required to participate except for students who are exempted based on their Individualized Education Program (IEP). For the

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agenda p.53 (3)

Special Education student group, '% of Students Participating' includes all students, including those who are exempted, in the denominator. ⁷ Students are counted as participating if they completed a Star Reading assessment. Only results from assessments taken within the official testing window are counted. ⁸ Students are considered eligible if they were enrolled at their school on the last day of the testing window. In 2021-22, the Star Fall assessment window ran from September 8, 2021 through October 8, 2021 and the Star Winter assessment window ran from December 1, 2021 through December 23, 2021. ⁹ The metrics '% Students Participating: Change From Winter 2020-21' and '% At/Above Grade Level: Change From Winter 2020-21' represent the percentage point difference between the percentage of students participating in or scoring At/Above Grade Level on aimswebPlus Reading

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Progress Monitoring: Reading Goal 2 June 2022 Reading Goals 1 & 2 Cycle 4 January 2021: Reading Goal 2 Cycle 1 July 2021: Reading Goals 1 & 2 Cycle 2 March 2022: Reading Goal 2 Cycle 3 November 2022: Reading Goals 1 & 2 Cycle 5 1 ● Goals: Each Board Goal and its leading indicators is monitored three times per year ● Cycle: The full process of monitoring a single Board Goal or Guardrail, culminating in the development of a Progress Monitoring Report for the Board’s review

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Change in Annual Within-Year Targets Percent of students scoring at highest assessment grouping who are predicted to score proficient or advanced on PSSA-ELA: ● aimswebPlus Reading: ~68% of Tier 1 students ● Star Reading: ~85% of At/Above Benchmark students Leading Indicator (LI) Annual Targets: How many students need to score At or Above Grade Level on within-year assessments to meet our annual PSSA-ELA Goal? PSSA Reading Target 2021-2022 Previous LI Target 2021-2022 (75% Correlation) Current LI Target 2021-2022 (85% Correlation) Goal 2 (Grade 3 ELA) 39.3% 52.4% 46.3%

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What the Research says: High-quality curriculum: 1. Is a critical factor in student academic success: One of the greatest indicators of student success is whether students are consistently engaging in grade-appropriate curriculum and assignments, resulting in a reduction in the achievement gap, especially for students of color. Students who spend their time primarily engaged in below grade level content or remediation never have the opportunity to accelerate their learning, resulting in a widening achievement gap (The New Teacher Project, 2018; Swanson et al. 2017; Rollins, 2014). 2. Ensures equity across schools and classrooms by providing clarity of expectations regarding how to differentiate instruction to maintain access to rigorous standards aligned instruction for all students (Council of the Great City Schools, 2017). 3. Reduces the burden on teachers to develop and create their own resources, allowing them to focus on developing

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agenda p.61 (2)

content knowledge, improving their pedagogy, building relationships, and using data (Partelow and Shapiro, 2018; Short and Hirsh, 2020). District curriculum is “the central guide for teachers and all instructional personnel about what is essential to teach and how deeply to teach it throughout the district so that every child has access to rigorous academic experiences and instructional support in meeting academic standards” (Council of the Great City Schools, 2017).

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What is the goal of the Academic Framework and Curriculum? Developing and implementing a high-quality, culturally and linguistically relevant, standards-aligned curriculum for core subjects, beginning with ELA and Math was identified as a strategy in response to the following root causes: Lack of… ● clear expectations for how teachers are to craft and collaborate on Tier 1 instruction ● district-wide plan to ensure vulnerable students can access standard-based instruction ● consistent and appropriate scaffolds to ensure students receive grade level instruction ● emphasis on all the core aspects of becoming literate ● equitable and consistent access to high quality instructional materials, resources, and content ● emphasis on middle and high school instruction resulting in instructional inconsistencies across schools and misalignment to common core standards

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Pre-Implementation Initial Implementation Full Implementation Sustained Implementation Foundational Elements Training and Support Buy-In Delivery Outcomes Are we prepared to begin implementation? Are all of the required inputs in place? Have stakeholders been trained to implement and/or support implementation? Do stakeholders understand and believe in the approach? Have stakeholders implemented key activities with fidelity? Is the approach being implemented as designed? Is the strategy having the desired effects or impacts? Overview of the Stages of Implementation Stages of implementation Key components of each stage Guiding questions for each stage and element

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Pre-Implementation Initial Implementation Full Implementation Sustained Implementation Foundational Elements Training and Support Buy-In Delivery Outcomes Are we prepared to begin implementation? Are all of the required inputs in place? Have stakeholders been trained to implement and/or support implementation? Do stakeholders understand and believe in the approach? Have stakeholders implemented key activities with fidelity? Is the approach being implemented as designed? Is the strategy having the desired effects or impacts? Overview of the Stages of Implementation Stages of implementation Key components of each stage Guiding questions for each stage and element Years 1-3 Years 2-3 Years 3+

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Pre-Implementation Initial Implementation Full Implementation Sustained Implementation Foundational Elements Training and Support Buy-In Delivery Outcomes Are we prepared to begin implementation? Are all of the required inputs in place? Have stakeholders been trained to implement and/or support implementation? Do stakeholders understand and believe in the approach? Have stakeholders implemented key activities with fidelity? Is the approach being implemented as designed? Is the strategy having the desired effects or impacts? 1a. District communication of the What and Why 2a. Teachers participate in PD 3a. Teachers are bought into the approach/strategy 4a. Teachers participate in key activities or use key resources 5a. Changes in student academic outcomes 1b. Availability of written guidelines and resources 2b. Support staff participate in PD 4b. School Leaders participate in key activities or use key resources 5b. Changes in student social-emotional outcomes

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agenda p.69 (2)

1c. Fully staffed schools (Teachers, School Leaders, counselors, etc.) 2c. School Leaders participate in PD 3b. Support staff are bought into the approach/strategy 4c. Support staff are providing support for implementation activities 5c. Changes in teacher retention and attendance 1d. Sufficient staffing to support implementation (Support staff) 2d. Teachers feel that PD prepared them to implement strategies 5d. Changes in teacher satisfaction and belonging 1e. Adequate time for Professional Learning Cycles 2e. Support staff feel that PD prepared them to implement strategies 3c. School Leaders are bought into the approach/strategy 4d. Key activities are taking place with fidelity (e.g., frequency, duration, content) 5e. Changes in family satisfaction and belonging 1f. Adequate time for implementation 2f. School Leaders feel that PD prepared them to implement strategies Read vertically: Each numbered and lettered box (i.e., 1a, 1b) represents an indicator (or metric) that is

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Pre-Implementation Initial Implementation Full Implementation Sustained Implementation Foundational Elements Training and Support Buy-In Delivery Outcomes Are we prepared to begin implementation? Are all of the required inputs in place? Have stakeholders been trained to implement and/or support implementation? Do stakeholders understand and believe in the approach? Have stakeholders implemented key activities with fidelity? Is the approach being implemented as designed? Is the strategy having the desired effects or impacts? 1a. District communication of the What and Why 2a. Teachers participate in PD 3a. Teachers are bought into the approach/strategy 4a. Teachers participate in key activities or use key resources 5a. Changes in student academic outcomes 1b. Availability of written guidelines and resources 2b. Support staff participate in PD 4b. School Leaders participate in key activities or use key resources 5b. Changes in student social-emotional outcomes

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agenda p.70 (2)

1c. Fully staffed schools (Teachers, School Leaders, counselors, etc.) 2c. School Leaders participate in PD 3b. Support staff are bought into the approach/strategy 4c. Support staff are providing support for implementation activities 5c. Changes in teacher retention and attendance 1d. Sufficient staffing to support implementation (Support staff) 2d. Teachers feel that PD prepared them to implement strategies 5d. Changes in teacher satisfaction and belonging 1e. Adequate time for Professional Learning Cycles 2e. Support staff feel that PD prepared them to implement strategies 3c. School Leaders are bought into the approach/strategy 4d. Key activities are taking place with fidelity (e.g., frequency, duration, content) 5e. Changes in family satisfaction and belonging 1f. Adequate time for implementation 2f. School Leaders feel that PD prepared them to implement strategies

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Pre-Implementation Initial Implementation Full Implementation Sustained Implementation Foundational Elements Training and Support Buy-In Delivery Outcomes Are we prepared to begin implementation? Are all of the required inputs in place? Have stakeholders been trained to implement and/or support implementation? Do stakeholders understand and believe in the approach? Have stakeholders implemented key activities with fidelity? Is the approach being implemented as designed? Is the strategy having the desired effects or impacts? 1a. District communication of the What and Why 2a. Teachers participate in PD 3a. Teachers are bought into the approach/strategy 4a. Teachers participate in key activities or use key resources 5a. Changes in student academic outcomes 1b. Availability of written guidelines and resources 2b. Support staff participate in PD 4b School Leaders participate in key activities or use key resources 5b. Changes in student social-emotional outcomes

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agenda p.73 (2)

1c. Fully staffed schools (Teachers, School Leaders, counselors, etc.) 2c. School Leaders participate in PD 3b. Support staff are bought into the approach/strategy 4c. Support staff are providing support for implementation activities 5c. Changes in teacher retention and attendance 1d. Sufficient staffing to support implementation (Support staff) 2d. Teachers feel that PD prepared them to implement strategies 5d. Changes in teacher satisfaction and belonging 1e. Adequate time for Professional Learning Cycles 2e. Support staff feel that PD prepared them to implement strategies 3c. School Leaders are bought into the approach/strategy 4d. Key activities are taking place with fidelity (e.g., frequency, duration, content) 5e. Changes in family satisfaction and belonging 1f. Adequate time for implementation 2f. School Leaders feel that PD prepared them to implement strategies Focus for Year 2 Focus for Years 3+ An orange triangle symbol indicates that there is currently insufficient data to

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21 Pre-Implementation Foundational Elements Are we prepared to begin implementation? Are all of the required inputs in place? 1a. District communication of the What and Why 1b. Availability of written guidelines and resources 1c. Fully staffed schools (Teachers, School Leaders, counselors, etc.) 1d. Sufficient staffing to support implementation (Support staff) 1e. Adequate time for Professional Learning Cycles 1f. Adequate time for implementation Why Green? Why Blue? - School schedules support the required number of hours for ELA instruction (1f). - The What and Why were communicated during the limited number of professional development opportunities but there were missed opportunities to communicate the importance of the Framework and curriculum District-wide (1a). - The ELA curriculum is available on OCI’s website; however, 48% of teachers who responded to the survey reported that it was difficult to navigate the website and find available resources (1b). Why Gold?

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- Schools and Central Office support staff roles are not fully staffed: - Increased leaves and departures have increased our vacancies throughout the year leaving us at 96.5% of teaching roles filled. At the same time, daily teacher attendance has declined for legitimate and obvious reasons, with absences up 22% from previous years (1c). - The staff members who support implementation of the strategies (Professional Learning Specialists, Directors of Early Literacy, Academic Coaches, and others) have been pulled from their roles throughout the year to focus on providing school-level coverage. Additionally, there are still several vacancies in these positions. (1d). - There was not adequate time for Professional Learning Cycles - 10 hours on implementation of the Tier 1 K-3 ELA or 4-12 math curriculum (1e). - There was a large gap between initial Teacher PD in August and the next Teacher PD in November, which meant that the

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23 Why Blue? - Almost all eligible teachers participated in required ELA PDs and those who attended were generally satisfied: - On average, 82% of eligible teachers attended the required PD sessions on the ELA Framework + Curriculum. However, because of the overall lack of PD time this school year, it is unlikely that teachers were sufficiently trained (2a). - The majority of teachers (85%) who attended the ELA curriculum PD sessions and responded to the PD surveys agreed or strongly agreed that the content of the PD supported their implementation of their curriculum (2d). - Almost all eligible School Leaders participated in required ELA PDs and those who participated were generally satisfied. - Based on survey results, nearly all eligible School Leaders attended the required PD sessions on the ELA Framework + Curriculum. However, because of the overall lack of PD time this school year, it is unlikely that School Leaders were sufficiently trained (2c).

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agenda p.77 (2)

- Most School Leaders (83%) who attended the ELA curriculum PD sessions and responded to the PD surveys reported that the content of the PD supported their implementation of their curriculum (2f). - Almost all academic support staff (Early Literacy Directors, Academic Coaches, Consulting Teachers and Professional Learning Specialists) reported that they feel either very confident (42%) or somewhat confident (53%) in supporting teachers with implementing the ELA curriculum. - Most (86%) academic support staff reported receiving adequate PD to effectively execute their job. Initial Implementation Training and Support Have stakeholders been trained to implement and/or support implementation? 2a. Teachers participate in PD 2b. Support staff participate in PD 2c. School Leaders participate in PD 2d. Teachers feel that PD prepared them to implement strategies 2e. Support staff feel that PD prepared them to implement strategies 2f. School Leaders feel that PD

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25 Why Blue? Usage of the resources is relatively high given the lack of available professional development: - 82% of K-3 ELA teachers who responded to the survey reported that they’ve used the modules as scheduled within the curriculum (4a). - 90% K-3 ELA teachers who responded to the survey reported that they’ve used the Instructional Guide to select instructional practices. Of teachers who have used the Instructional Guide, 78% reported that it was somewhat or very useful (4a). - 75% of K-3 ELA teachers who responded to the survey reported that they used the embedded pre-/post-assessments; over half of teachers indicated that the assessments could be better aligned to the content of the units (4a). - About half of teachers who responded to the survey reported that they have used the Foundational Skills integration resources that are provided on the District’s Curriculum website (4a). Full Implementation Delivery Have stakeholders implemented key activities with fidelity?

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What is the goal of the Professional Learning Cycle? Developing and implementing a evidence-based professional learning cycle was identified as a strategy in response to the following root causes: Lack of… ● professional development that consistently model best practices of teaching and learning ● time for teachers to engage in high-quality professional development and translate feedback into quality instruction ● time to build teacher capacity and accelerate student learning ● consistent and comprehensive support and time for teachers and leaders to learn and apply knowledge, skills, and feedback that supports delivery of high quality instruction

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28 Characteristics of The Professional Learning Cycle (PL Cycle) ● are ongoing, so the content builds across sessions and cycles, allowing for multiple opportunities to engage ● prioritize development time on high-leverage practices, strategies, or skills that align to District “how” strategies ● are nested to ensure that District leaders, school leaders, and teachers are receiving aligned learning that is also role-specific ● are driven by data that reflects both educator practices and student outcomes Professional Learning Cycles…

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What the Research says: Professional Learning Cycles: ● Promote continuous improvement in classroom instruction and are designed to allow changes to occur and to stick with the teachers (Park et al., 2013; Fisher & Frey, 2019). ● Ensures consistency and continuation of learning over longer period of time, which has been found to have a much have a “stronger impact on teaching practice and is more consistent with systemic reform efforts than professional development of a more limited duration” (Boyle, While, & Boyle, 2004) ● Develops “collaboration and collective responsibility” among teachers and provides them with a clear direction as they work together to improve classroom instruction (Hirsh, 2017; Tobia, 2007). ● Provides opportunities for differentiation that cannot be provided in one-off sessions by responding the needs of teachers, schools, and professional learning communities (Hirsh and Short, 2020).

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Refresher: The Professional Learning Cycle (PL Cycle) Full days for PD Early Dismissal Days (3-hour) Foundational Sessions for Professional Learning Cycles Content is driven by central office and is aligned to the Goals and Guardrails. 🌐 District-coordinated Professional Learning Central office coordinates sessions aligned to professional learning cycles, often building on or applying learning from the previous full PD day. 🏫 School-coordinated Professional Learning Principal coordinates based on school needs (PL responding to observations, equity pathways/circles, pilot program PD, staff culture building, new teacher mentoring, CPT or MTSS meetings, tactical meetings, etc.).

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32 Proposed 2022-2023 Professional Learning Schedule Key: Gold = Schools closed; Full Day professional learning Green = 3-hour Early Dismissal for professional learning PL Cycle 1 Schedule PL Cycle 2 Schedule PL Cycle 3 Schedule 8/23/2022 School-Coordinated Time 12/2/2022 District-Wide 3/3/2023 District-Wide 8/24/2022 Reorganization Day 12/16/2022 School-Coordinated Time 3/17/2023 Keystone/PSSA Prep 8/25/2022 District-Wide 1/3/2023 District-Wide & School-Coordinated Time 4/14/2023 School-Coordinated Time 8/26/2022 School-Coordinated Time 1/20/2023 School-Coordinated Time 5/5/2023 District-Wide 9/16/2022 District-Wide & School-Coordinated Time 2/17/2023 District-Wide 5/19/2023 School-Coordinated Time 10/7/2022 School-Coordinated Time 6/14/23 School-Coordinated Time 11/4/2022 District-Wide This calendar moves us closer (39 hours) to the 49 PL hours on a specific focus area that is needed to show an impact on student learning.

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Professional Learning Cycle: Areas of Focus Priority Content → 1. Implementing quality Tier I K-12 ELA and Math instruction that promotes Culturally and Linguistically Inclusive Environments, Instruction, and Learning. 2. Leveraging Social Emotional Learning & Equity to establish a trauma-informed schoolwide Tier 1 climate. Integrated Content → ● Using data to support instruction, scaffolding, and differentiation. ● Practices that support adult well-being and creative, collaborative, supportive workplaces.

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Example PL Cycle 1: First Grade 8/23 School-based development (5 hrs) Engage with school-based peers in sessions aligned to school plan 8/24 Reorganization day Set up classroom 8/25 District-wide development (5 hrs) Session 1: ELA Curriculum (2.5 hours) Session 2: Tier 1 Climate Programming (2.5 hours) 8/26 School-based development (5 hrs) Engage with school-based peers in sessions aligned to school plans. Collaborate with grade/content similar peers to synthesize learning from DWPD day and apply it in a local context. 9/16 School-based development (2.5 hrs) Reflection & action planning: Leaders convene teams to debrief and make adjustments based on first few weeks of school District-wide development (2.5 hrs) Session 1: ELA Curriculum 10/7 School-based development (2 hrs) Engage in session with grade/content similar peers to build on learning from DWPD day and apply it in a local context using school level data (student and classroom practice). 11/4 District-wide development (2 hrs)

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The School District of Philadelphia Board of Education Action Item Questions and Responses March 24, 2022 Table of Contents Page # Action Item Questions 1 Intermediate Unit Questions 14 Action Item Questions Response 1) Acceptance of Donation from Philadelphia Eagles Annual Day of Service- James Rhodes Elementary School 1. How was Rhodes selected? 2. Where does this fit into the bigger facilities plan? 1. The Philadelphia Eagles selection committee reviewed three school sites and interviewed multiple administrators in various schools resulting in the selection of the James Rhodes Elementary School as the 2022 playground build site. Their assessment for the final selection included: a previously expressed desire for a playground by the principal, lot size, school leadership tenure, greater than 80% economically disadvantaged, lack of functional playground equipment, and quality of exterior walls to accept murals. 2. A bigger facilities plan is not available at this time. | 1

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The School District of Philadelphia Board of Education Action Item Questions and Responses March 24, 2022 2) Acceptance of Services from and Memorandum of Understanding with Philadelphia Youth Network ($115,000) 1. Given the somewhat transient and unpredictable nature of admittance to and transfer from PJJSCS, how will the District ensure success of the program? 2. How has Philadelphia Youth Network planned to measure success? 3. Do they follow the students that transition out of the Juvenile Justice Center? 1. Success of this MOU will continue to be measured by student participation in career exploration activities. Activities completed will be used to create a Career Exploration Portfolio. PYN’s monetary incentives are based on the number of artifacts completed in the portfolio. During the MOU for the 2020-21 school year, students were able to earn incentive pay for completed college/career activities. One hundred eighty-four (184) students received the PYN incentive.

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agenda p.93 (2)

2. The success of the partnership between PYN and the Philadelphia Juvenile Justice Services Center School will be determined by tasks completed that align with the PA Department of Education’s Future Ready PA Index. All students who complete tasks will receive a stipend based on the designated wage per activity. Moreover, quantitatively, success is measured by: a. Activity: Number of participants who complete at least one milestone and are paid | 2

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The School District of Philadelphia Board of Education Action Item Questions and Responses March 24, 2022 b. Retention: Number of participants who complete at least 85% of milestones and are paid 3. Students are able to apply for various PYN opportunities throughout the city once they transition from the PJJSC with assistance from PJJSCS case managers. PYN provides opportunities for employment, reengagement, skilled-trade training, and college access. In order to ensure a smooth transition, PJJSCS case managers assist students upon release by connecting them to PYN opportunities in their community programs such as Work Ready. PJJSCS case managers use Personalized Learning Plans as well as a tracker in the form of a spreadsheet to track/monitor transition. This also includes connecting to PYN partners such as CareerLink and E3 centers, which assist students with completing their educational goals and exploring career options.

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The School District of Philadelphia Board of Education Action Item Questions and Responses March 24, 2022 1. How does the District normally handle this work? 2. Did Covid make this a permanent or temporary need? If it’s Covid related, please add to the description. have been managing the work internally. We are looking to return to this being a function of a third-party administrator, which is much more effective and efficient than performing this in house. 2. This is not COVID-related. While the number of unemployment claims spiked during the pandemic, a third-party administrator was utilized in the past for this function. 8) Ratification of Contract with Conner Strong & Buckelew for Fiduciary Liability Insurance for for 403 b & 457b Savings Plans 1. Why is this item a ratification? 2. What is the anticipated timeline for this contract and work? 1. This action item is submitted for ratification authorization in view of needs and timing. In order

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agenda p.95 (2)

to provide proper oversight of the performance of the 403 and 457 plans offered by the District, the District established a formal committee to be compliant with IRS regulations. The Committee is required to obtain this type of liability insurance so the District acted in order to meet those requirements and to lock in reasonable rates at a time of quickly increasing insurance rates. 2. The contract ends February 2023 with an option to extend. | 4

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The School District of Philadelphia Board of Education Action Item Questions and Responses March 24, 2022 9) Contract with Teaching and Learning Solutions ($353,275) 1. Please identify which stakeholders will be engaged for feedback. 2. Is this required by state law? Just educators or 440 staff as well? 3. How will this tool be used? What tool is being used now? What’s being improved? 4. What skills does this company have that our internal staff that handles this work does not have? Why can’t we do this ourselves? 5. Do we anticipate needing to renew this contract at a later time? 1. The process we are laying out will take place over a year to ensure stakeholder feedback from educators, administrators, and union partners. 2. The evaluation of educators is required under state law (specifically Act 13). The work with this organization would be focused only on teacher evaluation. There will be separate plans to engage with the development of a central office evaluation tool.

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agenda p.96 (2)

3. The tool would be the framework and supporting materials used to evaluate all teachers in the District, as required by Act 13. We currently use the Danielson model and would like to review and update our evaluation approach in general for educators including the evaluation tool that is used, to ensure the evaluation is in alignment with the priorities from our Goals and Guardrails. 4. The current Educator Effectiveness team consists of four team members and requires additional short-term capacity to develop and execute effectively a large scale scope of work that is required to update our current teacher framework. Additionally, the outside organization can bring in | 5

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The School District of Philadelphia Board of Education Action Item Questions and Responses March 24, 2022 knowledge and expertise regarding how other districts and educational entities have approached this topic. Finally, the selected company has over a decade of experience working on the development and implementation of research-based rubrics, training materials, and sustainability plans that support districts in building their internal capacity to continue the work after the contract is complete. 5. No, we view this as a one-time contract to support the revision and implementation of a new teacher evaluation system in the District. 10) Ratification of LCA with FS Solutions, Inc. - Health Services Drug Testing ($20,000) 1. Why is this item a ratification? 1. The services of this contract are typically processed each year through the Limited Contract Authorization (LCA) process given that the contract does not exceed $20,000. As noted in the Action

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The School District of Philadelphia Board of Education Action Item Questions and Responses March 24, 2022 11) Authorization of Education Payments to Other Educational Entities ($21,100,000) 1. What’s the pattern behind the 800 SPED Students? Is there something local we should be setting up? 2. How has COVID-19 impacted our ability to process these payments? 3. What informs the blueprint of services? 1. Education Payments to Other Educational Entities reflects all students, including students with IEPs, who are placed with other educational entities which includes other school districts, other intermediate units, or a hospital setting. These placements are made by the courts (typically these students are DHS-involved), community behavioral health, or through hospitalization. They fall under Section 1306 of the Pennsylvania School Code. Under the school code, the "Resident" school district, which is Philadelphia in this case, is responsible for making direct payment to the other

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agenda p.98 (2)

educational entity known as the "Host" for the provision of an educational program and associated services (if the student has an IEP). The 800 special education students reflects an estimated number of students who will be in these types of placements in the 2022-2023 school year based on prior year trends. 2. COVID-19 has not had an impact on our ability to process payments for these students; payments are managed by our Finance Office and everything has | 7

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The School District of Philadelphia Board of Education Action Item Questions and Responses March 24, 2022 been transitioned to electronic submission of invoices and payments. 3. Philadelphia students in these placements receive services based on their educational needs and based on what is required in their IEPs (as applicable). Each "Host" has its own individual structure for providing these students with their appropriate educational program, based on the determination of the court or community behavioral health, and as appropriate for the students' needs. Students may be educated by another school district or intermediate unit, but may also be receiving their education in a hospital setting or other on-site school setting as determined by the placement. 12) Contracts with Various Vendors - Use of Title I, Title II, Title III and CARES Act Grants for Non-Public Schools ($40,000,000) 1. Request for the list of vendors. 2. What areas will the vendors serve?

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agenda p.99 (2)

3. How many vendors are included in this item? 4. Request for a breakdown of new vendors and repeat vendors who will receive contracts 5. Request for a list of Non-Public Schools included in this action item 1. Catapult Learning, Learn-It, CORA Services and FACTS Education Solutions. 2. The contractors serve non-public school students attending non-public schools in Philadelphia county, and may also serve Philadelphia resident students attending non-public schools in surrounding counties 3. Four contractors are included (the contractors listed in the response to the first question). | 8

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The School District of Philadelphia Board of Education Action Item Questions and Responses March 24, 2022 4. The contractors were selected via an RFP process to qualify contractors to provide services. Services began with contractors in FY19. Representatives from non-public schools were voting members in the RFP process to qualify contractors. Non-public schools select, from the pool of qualified contractors, which contractor they prefer to provide service each year. Contractors are able to select a different qualified contractor each year. The same contractor pool is available for selection for 5 years. This coming fall, a new RFP process will qualify a new pool of contractors for selection beginning in FY24. 5. A full list (147 schools) is provided separately (Link). 14) Change Orders With Various Vendors ($551,178) 1. Request for information on how much the vendors have collected due to design errors. 2. How much is the District recouping?

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3. How is the District tracking who is responsible for the need for a change order? How often is this a District error? Is there an interactive process to determine fault? 1. The design consultants do not get compensated for change orders. 2. Currently, the District is developing an Errors & Omissions claim process to guide the District’s Office of Capital Programs and Legal department in pursuing reimbursements from Design Consultants through their insurance carriers. | 9

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The School District of Philadelphia Board of Education Action Item Questions and Responses March 24, 2022 3. Currently, the District tracks each individual change order based on design error, design omission, unforeseen condition, and owner requests. The construction and design project managers review a change order request to determine its classification. The District is usually not the generator of errors but rather added scope of work during construction to be responsive to stakeholders. Yes. The District has an internal process to determine fault. 15) Contract with Institute for the Development of African American Youth, Inc. for Safe Path School and Community Safety Corridor Program 1. How is this program going to be measured for success? 2. Is this a pass through of funds for the smaller organization? a. How will the funds be managed? 1. The Office of School Safety Safe Path program, which will be launched with the Institute for the Development of African American Youth, Inc.

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agenda p.101 (2)

(IDAAY) as an SDP contracted vendor and partner will provide extra supervision and support for students traveling home at the end of the school day. Safe Path staff will monitor routes in the areas near select schools at the end of the school day. They will observe and report student safety issues along specified routes. The measures of program success are: reduction of serious incidents, improved attendance, and increased perceptions of safety per the District-wide survey. The Office of | 10

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The School District of Philadelphia Board of Education Action Item Questions and Responses March 24, 2022 School Safety will work with the Office of Research and Evaluation to identify another measure (survey and/or interviews) to assess program effectiveness on perceptions of safety and the impact of the safe path program. Additionally, the Office of School Safety will work with the Philadelphia Police Department's Data Analysis Team, who will conduct a pre and post analysis of crime incidents in the selected corridors, providing us with another valuable measurable set of data. The Office of School Safety's Serious Incident Unit will continue to provide reports of incidents occurring in the identified corridors so a daily analysis of trends and changes can be made in order to gauge the program's effectiveness. 2. The Office of School Safety worked with the Office of Procurement to publish an RFP in order to identify a contracted partner to hire part-time Safe

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The School District of Philadelphia Board of Education Action Item Questions and Responses March 24, 2022 of the school day. Safe Path staff will work in close collaboration with Office of School Safety personnel. a. IDAAY will invoice School Safety on a monthly basis for services and be paid per normal SDP Accounts Payable processes. IDAAY will provide attendance records as part of the administration of the program, and Office of School Safety supervisory staff who will be working in collaboration with IDAAY staff regularly will be completing checks to ensure contracted services are being provided as scheduled. 17) Contract with School Specialty Inc.and MeTEOR Education - Classroom Improvements-Early Literacy Initiative ($3,535,000) 1. How do we know that facility improvements have an impact on or support improvement in literacy? 2. How does this work fit into the capital budget? 1. The classroom modernization work began as a pilot with treatment and control classrooms in SY

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The School District of Philadelphia Board of Education Action Item Questions and Responses March 24, 2022 2. Every year, the planned classroom improvement budget carries a 10% allowance for furnishing the classrooms from Pre-K to 3rd Grade. 18) Contract with MeTEOR Education for Furniture and Equipment at Mary M Bethune Elementary School ($1,400,000) 1. How do we know that facility improvements amount to improvement in literacy? 2. Why was Bethune separated out from the other schools? 1. The classroom modernization work began as a pilot with treatment and control classrooms in SY 2016-17 to support early literacy instruction. Key findings from that pilot showed positive impacts/improvements in literacy and instructional practice. (See Key Findings from the Literacy and Learning Centers Project, 2016-17 to 2017-18 for more details.) 2. Bethune is a major renovation project and not an early literacy classroom improvements project and therefore was separated from the rest of them. | 13

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The School District of Philadelphia Board of Education Action Item Questions and Responses March 24, 2022 Intermediate Unit Questions Response 1) Contracts with Various Vendors - Use of Act 89 Grant for Non-Public Schools ($19,000,000) 1. Request for specific information on each vendor 2. Charter Schools get their own Covid funds, why did these schools not receive COVID funds? 3. Is this a pass-thru or do we have to submit our monies to the non publics? 4. Do the Non-Public Schools select their own vendors? If so, what is their process? 5. How does the District ensure that the contractors are providing the services? 1. The contractors were selected via an RFP process to qualify contractors to provide services. Services began with contractors in FY19. Representatives from non-public schools were voting members in the RFP process to qualify contractors. Non-public schools select, from the pool of qualified contractors, which contractor they prefer to provide services each

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agenda p.105 (2)

year. Contractors are able to select a different qualified contractor each year. The same contractor pool is available for selection for 5 years. This coming fall, a new RFP process will qualify a new pool of contractors for selection beginning in FY24. The group of contractors include Catapult Learning, Learn It and CORA Services. 2. Charter schools are public schools, and are not recipients of these services. Under the CARES Act, the District was required to provide an Equitable Share of its award with non-public | 14

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The School District of Philadelphia Board of Education Action Item Questions and Responses March 24, 2022 schools, the same as with Title funds. The District is prohibited by Supreme Court decision to provide direct dollars to non-public schools; rather, services must be rendered which is the purpose of the contractors. For the CRSSA and ARPA rescue bills, additional dollars were made available directly to non-public schools. 3. As indicated, we cannot provide dollars to non-public schools. We are required under Title and federal rescue funds to provide services to non-public schools. 4. Per federal guidelines, the District conducts an RFP every 4-5 years to qualify vendors who can perform the services. The non-public schools are then free to select from the available vendor pool who they wish to perform the services. They have the opportunity to switch vendors from among the qualified pool each year. 5. The District performs random drop-ins to review

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Action Item - 1. Title: Acceptance of Donation from Philadelphia Eagles Annual Day of Service- James Rhodes Elementary School Board of Education Meeting Date: 3/24/2022 Action under consideration The Administration recommends that the Board of Education authorize The School District of Philadelphia, through the Superintendent or his designee, to (i) accept a Donation and enter into a Letter of Understanding, (ii) execute and perform a license and right of entry agreement, and (iii) execute and perform a contract, subject to funding, as follows: Purpose: To support playground space and equipment, labor and installation, and outdoor and indoor mural project Donation from and letter of understanding with: The Philadelphia Eagles Donation of: Playground equipment, materials, supplies, and installation Value of Donation of an amount up to: $180,000 License and right of entry with: FieldTurf, Inc. and George Ely and Associates, Inc.

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agenda p.107 (2)

Compensation: There will be no cost to the School District. The Philadelphia Eagles will contract directly for installation and supervision of the installation of a synthetic turf field with FieldTurf, and for installation and supervision of the installation of playground equipment and play surface with George Ely and Associates. Contract with: Philadelphia Mural Arts Advocates Compensation not to exceed: $100,000 Purpose: Design and installation of indoor and outdoor murals and mosaics Donation, letter of agreement, license and right of entry, and contract start date: 3/25/2022 Donation, letter of agreement, license and right of entry, and contract end date: 12/31/2022 Location: Rhoads, James School Description: The adopted Capital Improvement Plan (CIP) FY22 includes funding for site improvements at the James Rhodes Elementary School. The project scope of work includes play equipment installed over a rubber safety surface, a basketball hoop, an artificial turf playing

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field, and a number of colorful, vibrant murals. The donation from the Philadelphia Eagles, valued at $180,000, includes all costs of purchasing and installation of the new playground equipment and site improvements. The Capital Budget includes funding of $100,000 for Philadelphia Mural Arts to hire mural artists as a part of the project to work with the students and staff at James Rhodes Elementary to design the murals and mosaics. Mural Arts will supervise the installation and creation of the murals and mosaics. The total value is $280,000 for the site improvement project. The Philadelphia Eagles selection committee reviewed three school sites and interviewed multiple administrators in various schools resulting in the selection of the James Rhodes Elementary School as the 2022 playground build site. Their assessment for the final selection included: a previously expressed desire for a playground by the principal, lot size,

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agenda p.108 (2)

school leadership tenure, greater than 80% economically disadvantaged, lack of functional playground equipment, and quality of exterior walls to accept murals. The kick off date for this project is planned for June 2022, in conjunction with the Philadelphia Eagles Annual Day of Service. The playground and related site improvements will be under the direction and supervision of George Ely and Associates, Inc. Teams of volunteers will support the installation of non-technical play equipment and painting projects. Goals and Guardrails 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. School Funding Source(s): 22 Capital Budget Office Originating Request: Operations - Capital Programs

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Action Item - 2. Title: Acceptance of Services from and Memorandum of Understanding with Philadelphia Youth Network ($115,000) Board of Education Meeting Date: 3/24/2022 Action under consideration The Administration recommends that the Board of Education authorize The School District of Philadelphia, through the Superintendent or his designee, to execute and perform a Memorandum of Understanding, as follows: With: Philadelphia Youth Network, Inc. Purpose: To provide a Digital Career Exposure and Exploration program Start date: 3/25/2022 End date: 8/31/2022 Location: Philadelphia Juvenile Justice Services Center School Renewal Options: No Description: This action item seeks authorization for a Memorandum of Understanding (MOU) between The School District of Philadelphia and Philadelphia Youth Network (PYN), to provide a Digital Career Exposure and Exploration program to students at Philadelphia Juvenile

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agenda p.109 (2)

Justice Services Center School (PJJSCS). The program engages participants in early and intermediate level experiences and facilitates exposure to career pathways, digital literacy, financial literacy, and more. Experiences are offered in a digital setting and are tied to incentives based on programmatic milestones. The Digital Career Exposure and Exploration program is a WorkReady School-Year initiative in which PYN funded experiences are designed to have developmentally appropriate activities that align to a continuum of experiences in the following phases: (1) Early Awareness: Build awareness about the variety of careers and career pathways available and the role of postsecondary education; (2) Intermediate Exploration and Preparation: Learn through engagement in targeted work-based experiences and solidify the foundational skills to succeed; and (3) Advanced Training and Immersion: Develop career-specific skills and engage in authentic career experiences.

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This MOU is needed to provide the students at PJJSCS the opportunity to engage in career exploration/preparation and skill building activities, which include the development of career plans and portfolios that help students identify pathways and opportunities for postsecondary success. Skill building activities and development include: Academic and Technical Skills: ● Numeracy ● Literacy ● Technical application 21st Century Skills: ● Teamwork and collaboration ● Communication ● Creativity and innovation ● Critical thinking Character Development: ● Resilience ● Mindfulness ● Curiosity ● Courage ● Ethics ● Leadership Reflective Practices: ● Name and understand skill development ● Build relationships and networks ● Reflect on personal skill development This work aligns with the District’s plan to achieve Goals and Guardrails as articulated below: Goals 4 & 5: Every student graduates ready for college and careers.

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As a result of engagement in experiences, participants will be given opportunities to: follow a series of steps to complete an application for career services and/or employment; develop and apply career readiness skills and mindsets; set goals and develop plans to achieve then; understand multiple career options; increase self-awareness; develop initiative; develop strong relationships with peers and adults; and increase financial and digital literacy. Success of this MOU will continue to be measured by student participation in career exploration activities. Activities completed will be used to create a Career Exploration Portfolio. PYN’s monetary incentives are based on the number of artifacts completed in the portfolio. During the MOU for the 2020-21 school year, students were able to earn incentive pay for completed college/career activities. One hundred eighty-four (184) students received the PYN incentive.

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Action Item - 3. Title: Approval of Personnel Hires - Updated 03.17.2022 Board of Education Meeting Date: 3/24/2022 Action under consideration RESOLVED, that the Board of Education hereby ratifies the appointment of the following persons to the positions, on the effective dates through February 28, 2022 and at the salaries respectively noted, as recommended by the Superintendent, provided that: (a) continued employment of persons appointed to positions funded by categorical grants is contingent upon the availability of grant funds; and (b) persons appointed to positions funded by operating funds, shall report to either the Superintendent or his/her designees, and shall serve at the pleasure of the Board of Education. Office Originating Request: Talent ATTACHMENTS: Description Type Personnel Hires 3.24.2022 Supporting Document

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Item No.3 March 24, 2022 RESOLVED, that the Board of Education hereby ratifies the appointment of the following persons to the positions, on the effective dates through February 28, 2022 and at the salaries respectively noted, as recommended by the Superintendent, provided that: (a) continued employment of persons appointed to positions funded by categorical grants is contingent upon the availability of grant funds; and (b) persons appointed to positions funded by operating funds, shall report to either the Superintendent or his/her designees, and shall serve at the pleasure of the Board of Education. THE FOLLOWING EMPLOYEES HAVE BEEN HIRED ADAMS, ANGELEAH EXECUTIVE ASSISTANT OFFICE OF THE CHIEF OF SCHOOLS $50,041.00 ANNUAL SALARY ALLEN, SHERITA CLIMATE AND CULTURE COACH CLIMATE & SAFETY $65,314.00 ANNUAL SALARY BAGLEY, ELOISAPA SCHOOL NURSE KELLY, JOHN B. SCHOOL $68,465.00 ANNUAL SALARY BALLONOFF, ALISONL TEACHER,SPEC EDUCATION DEBURGOS, J. ELEMENTARY $58,298.00 ANNUAL SALARY

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agenda p.113 (2)

BANCHS, CHRISTIAN SCHOOL NURSE SCIENCE LEADERSHIP ACADEMY $71,048.00 ANNUAL SALARY BEASLEY, TEAELIZABETH RUTH STUDENT CLIMATE STAFF,3 HOURS TAYLOR, BAYARD SCHOOL $8,620.00 ANNUAL SALARY BENAYAD, ZAHRA TEACHER ASST,PKHS JACKSON HEAD START $22,073.00 ANNUAL SALARY BOOKER, JANAY SPECIAL EDUCATION ASSISTANT PRINCE HALL SCHOOL $22,073.00 ANNUAL SALARY BOWEN, JAMESR TEACHER,SPEC EDUCATION WAGNER, GEN. LOUIS MIDDLE SCH. $49,381.00 ANNUAL SALARY BOYD, KENYETTAS SPECIAL EDUCATION ASSISTANT DUNBAR, PAUL L. SCHOOL $33,006.00 ANNUAL SALARY BROOKS, BEVERLY SECRETARY I PARKWAY WEST HIGH SCHOOL $24,778.00 ANNUAL SALARY BROWN, MELANIER SPECIAL EDUCATION ASSISTANT RANDOLPH TECHNICAL HIGH SCHOOL $22,073.00 ANNUAL SALARY BURGE, COLLEEN TEACHER,DEMONSTRATION MASTERMAN,JULIA R. HIGH SCHOOL $63,020.00 ANNUAL SALARY BYRD, ALLANTE RECRUITMENT & SELECTION SPCLST RECRUITMENT & STAFFING $53,834.00 ANNUAL SALARY CAMPBELL, MEGAN TEACHER,FULL TIME JUNIATA PARK ACADEMY $48,489.00 ANNUAL SALARY

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Personnel Hires March 24, 2022 Page 2 of 5 CLARK, AMBER PREHIRE TEMPORARY FOR PRE-HIRES $61,773.00 ANNUAL SALARY COMPO MARTIN, CHRISTINEANN TEACHER,FULL TIME ACADEMY AT PALUMBO $78,522.00 ANNUAL SALARY COPELAND, ANTHONY TEACHER,SPEC EDUCATION ZIEGLER, WILLIAM H. SCHOOL $49,381.00 ANNUAL SALARY DEAN, KAILEYFOLA SPECIAL EDUCATION ASSISTANT FINLETTER, THOMAS K. SCHOOL $22,073.00 ANNUAL SALARY DENNIS, SHANNON STEP CASE MANAGER PHILA JUV JUSTICE SVCS CTR $57,000.00 ANNUAL SALARY DIAZ RAMOS, XIOMARA SECRETARY I SHERIDAN, PHILIP H. SCHOOL $24,778.00 ANNUAL SALARY DOBECK, KELLYL TEACHER,FULL TIME CENTRAL HIGH SCHOOL $54,640.00 ANNUAL SALARY DOWLING, KAYLAP SPECIAL EDUCATION ASSISTANT PENN TREATY HIGH SCHOOL $22,073.00 ANNUAL SALARY DUBOIS, ARIADNE SECRETARY I ROWEN, WILLIAM SCHOOL $24,778.00 ANNUAL SALARY ELIJAH, ALIYAHH TEACHER,FULL TIME BRYANT, WILLIAM C. SCHOOL $50,541.00 ANNUAL SALARY ELMINE, ANNE MARIEM. TEACHER,FULL TIME DEBURGOS, J. ELEMENTARY $56,959.00 ANNUAL SALARY

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agenda p.114 (2)

FAN, YUCHENG DATA ANALYST DISTRICT PERFORMANCE OFFICE $53,834.00 ANNUAL SALARY FOREMAN, LYNETTE SPECIAL EDUCATION ASSISTANT SPRUANCE, GILBERT SCHOOL $22,073.00 ANNUAL SALARY GARCIA-RAMIREZ, KEVIN TEACHER,FULL TIME HIGH SCHOOL OF THE FUTURE $48,489.00 ANNUAL SALARY GIBBS, MICA TEACHER,FULL TIME BETHUNE, MARY MCLEOD SCHOOL $78,522.00 ANNUAL SALARY GORDON, CHRISTENNICOLE TEACHER,FULL TIME MORTON, THOMAS G. SCHOOL $49,917.00 ANNUAL SALARY GRONWALDT, SARAHLYNN TEACHER,FULL TIME MORTON, THOMAS G. SCHOOL $48,489.00 ANNUAL SALARY HAMED, DINA TEACHER,FULL TIME OVERBROOK EDUCATIONAL CENTER $48,489.00 ANNUAL SALARY HARRISON, NYESHALENORE TEACHER,FULL TIME TAYLOR, BAYARD SCHOOL $48,489.00 ANNUAL SALARY HARRISON, WILLIAMB SUPPORTIVE SERVICES ASST, 4 HR FRANKLIN, BENJAMIN ELEM SCHOOL $13,080.00 ANNUAL SALARY HART-JOHNSON, DELANE TEACHER,FULL TIME ANDERSON, ADD B. SCHOOL $48,489.00 ANNUAL SALARY HEIBEL, MORGAN SCHOOL NURSE VARE-WASHINGTON ELEMENTARY $54,640.00 ANNUAL SALARY

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Personnel Hires March 24, 2022 Page 3 of 5 JACOBSON, SARAHELISE TEACHER,SPEC EDUCATION HIGH SCHOOL OF THE FUTURE $62,308.00 ANNUAL SALARY JEFFERSON, STEVEN INVESTIGATOR OFFICE OF SCHOOL SAFETY $43,000.00 ANNUAL SALARY JOHNSON, ALEXIS SUPPORTIVE SERVICES ASST, 3 HR STANTON, EDWIN M. SCHOOL $9,810.00 ANNUAL SALARY JOHNSON, LAGUITA STEP CASE MANAGER HARRINGTON, AVERY D. SCHOOL $50,267.00 ANNUAL SALARY JONES, BRITNE FINANCIAL & OPERS MANAGER,CHA CHARTER, PARTNER & NEW SCHOOLS $80,000.00 ANNUAL SALARY JUSTICE, SAFIYYAH SPECIAL EDUCATION ASSISTANT FINLETTER, THOMAS K. SCHOOL $29,085.00 ANNUAL SALARY LABROSCIANO, JORDYN TEACHER,FULL TIME FELL, D. NEWLIN SCHOOL $48,489.00 ANNUAL SALARY LAMB, JAMIE SCHOOL NURSE EDISON, THOMAS A. HIGH SCHOOL $58,115.00 ANNUAL SALARY LAVENDER, JACQUELINEM SPECIAL EDUCATION ASSISTANT STEARNE, ALLEN M. SCHOOL $22,073.00 ANNUAL SALARY LIN, NIANWEI CUST SUPP/EXTERNAL LIAISON HEAD START CENTRAL OFFICE $34,082.00 ANNUAL SALARY

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agenda p.115 (2)

MACKIE, SUSAN TEACHER,FULL TIME FELS, SAMUEL HIGH SCHOOL $67,922.00 ANNUAL SALARY MANGLONA, MATHEW TEACHER,SPEC EDUCATION FELS, SAMUEL HIGH SCHOOL $49,381.00 ANNUAL SALARY MCCALOP, LESLIE SCHOOL CLIMATE MANAGER WELSH, JOHN SCHOOL $72,629.00 ANNUAL SALARY MCCULLION, TIMOTHY SCHOOL COUNSELOR, 10 MONTHS SOUTHWARK SCHOOL $49,917.00 ANNUAL SALARY MCKOY, LORETTAC TEACHER,SPEC EDUCATION KENDERTON ELEMENTARY $65,693.00 ANNUAL SALARY MELENDEZ, RAMONL TEACHER,FULL TIME PARKWAY WEST HIGH SCHOOL $54,640.00 ANNUAL SALARY MICHELS, TYLER TEACHER,FULL TIME FRANKFORD HIGH SCHOOL $48,489.00 ANNUAL SALARY MIRANDA, ALBA LUNA TEACHER,FULL TIME FRANKFORD HIGH SCHOOL $50,541.00 ANNUAL SALARY MOBLEY, SIOBHAN TEACHER,FULL TIME LOCKE, ALAIN SCHOOL $50,541.00 ANNUAL SALARY MORRIS, VINCENTG SPECIAL EDUCATION ASSISTANT HOWE, JULIA WARD SCHOOL $22,073.00 ANNUAL SALARY MYERS, DE'ANDRE SPECIAL EDUCATION ASSISTANT STEEL, EDWARD T. SCHOOL $33,006.00 ANNUAL SALARY

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Personnel Hires March 24, 2022 Page 4 of 5 OVERTON, VERONICA PAYROLL PROCESSOR II FACILITIES MGMT. & SERVICES $40,023.00 ANNUAL SALARY PAGE, ZOE STEP SCHOOL BEHAVIORAL CONSULT PREVENTION & INTERVENTION $57,000.00 ANNUAL SALARY PESANTEZ BUSTAMANTE, NANCYA STUDENT CLIMATE STAFF,3 HOURS TAGGART, JOHN H. SCHOOL $9,266.00 ANNUAL SALARY PHILLIPS, ERIC SCHOOL NURSE KENDERTON ELEMENTARY $85,079.00 ANNUAL SALARY PONOCI, SONJA FINANCIAL MANAGEMENT TRAINEE FACILITIES MGMT. & SERVICES $43,591.00 ANNUAL SALARY REED, DEREKJAMES TEACHER,FULL TIME STEEL, EDWARD T. SCHOOL $48,489.00 ANNUAL SALARY REED, YOLANDACHAUNTE SPECIAL EDUCATION ASSISTANT FARRELL, LOUIS H. SCHOOL $22,073.00 ANNUAL SALARY REHMATULLAH, SAAFIA TEACHER,FULL TIME FINLETTER, THOMAS K. SCHOOL $48,489.00 ANNUAL SALARY REMER, JILL TEACHER,FULL TIME MEREDITH, WILLIAM M. SCHOOL $48,489.00 ANNUAL SALARY ROBINSON, RODNEYC SPECIAL EDUCATION ASSISTANT DUNBAR, PAUL L. SCHOOL $22,073.00 ANNUAL SALARY

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agenda p.116 (2)

RODRIGUES, DANIEL TEACHER,FULL TIME SCIENCE LEADERSHIP ACADEMY MS $48,489.00 ANNUAL SALARY ROSENBERG, KYLE TEACHER,FULL TIME LANKENAU HIGH SCHOOL $48,489.00 ANNUAL SALARY SAAD, GEHANADIEB STUDENT CLIMATE STAFF,3 HOURS TAGGART, JOHN H. SCHOOL $8,620.00 ANNUAL SALARY SACCO, GIOVANNA TEACHER,FULL TIME HILL-FREEDMAN WORLD ACADEMY $48,489.00 ANNUAL SALARY SANCHEZ, FRANCES PROJECT ASSISTANT OFFICE OF SCHOOL SAFETY $45,815.00 ANNUAL SALARY SANTANA, MARIALIZ SECRETARY I FELTONVILLE ARTS & SCIENCES $24,778.00 ANNUAL SALARY SEED, AYELETESTHER TEACHER,FULL TIME FELL, D. NEWLIN SCHOOL $58,115.00 ANNUAL SALARY SEGAL, JESSICA TEACHER,FULL TIME PENROSE SCHOOL $49,917.00 ANNUAL SALARY SENAVILLA, RONALDJ SCHOOL CLIMATE LIAISON NORTHEAST HIGH SCHOOL $44,122.00 ANNUAL SALARY SIMMONS, JACOBBLAIR SECRETARY I PHILADELPHIA VIRTUAL ACADEMY $24,778.00 ANNUAL SALARY SIMMONS, LYNDSEY TEACHER,FULL TIME PHILA JUV JUSTICE SVCS CTR $58,115.00 ANNUAL SALARY

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Personnel Hires March 24, 2022 Page 5 of 5 TAYLOR, DANIELLE CLIMATE AND CULTURE COACH CLIMATE & SAFETY $70,000.00 ANNUAL SALARY TAYLOR, KRISTENERNESTINE SPECIAL EDUCATION ASSISTANT MOFFET, JOHN SCHOOL $22,073.00 ANNUAL SALARY TEAGUE, SASHAMARIE SPECIAL EDUCATION ASSISTANT CHILDS, GEORGE W. SCHOOL $22,073.00 ANNUAL SALARY WATTS, LAKEISHAM SPECIAL EDUCATION ASSISTANT LOGAN, JAMES SCHOOL $22,073.00 ANNUAL SALARY WEEKS, TASHAWNAMARIE FAMILY SERVICE FIELD REP HEAD START CENTRAL OFFICE $24,154.00 ANNUAL SALARY WILLIS, NATALIE TEACHER,FULL TIME HARTRANFT, JOHN F. SCHOOL $48,489.00 ANNUAL SALARY WOOD, MATTHEWBRIAN DATA INTEGRATION DEVELOPER INFORMATION SYSTEMS $86,000.00 ANNUAL SALARY WOODEN, TORI SPECIAL EDUCATION ASSISTANT PRINCE HALL SCHOOL $22,073.00 ANNUAL SALARY ZIEGLER, MARIELNICOLE ASST DIR,CHARTER SCHOOLS CHARTER, PARTNER & NEW SCHOOLS $85,000.00 ANNUAL SALARY

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Action Item - 4. Title: Administration's Recommendation for Termination of Professional Employees - Updated 3.24.2022 Board of Education Meeting Date: 3/24/2022 Action under consideration RESOLVED, that there exists sufficient evidence to support the recommendation of the Superintendent and/or his designee to terminate the employment, from the School District of Philadelphia, of the following professional employees: Names: 1. K.G and be it FURTHER RESOLVED, that the Board of Education Secretary and President are directed to advise these professional employees of this Action item and of their right to a hearing. Office Originating Request: Talent ATTACHMENTS: Description Type

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Item No. 5 March 24, 2022 Subject: Administration’s recommended termination of employee(s) RESOLVED, that there exists sufficient evidence to support the recommendation of the Superintendent and/or his designee to terminate the employment, from the School District of Philadelphia, of the following employees effective March 24, 2022: Marissa Lundy Bus Attendant Carey Johnson General Cleaner Kenya Mobley Family Peer Specialist Nakia Quinn Bus Attendant RESOLVED, that KEVIN KELLERMAN be dismissed from his employment as a nonprofessional employee by The School District of Philadelphia, effective immediately. FURTHER RESOLVED, that the Hearing Officer’s Official Recommendation, Findings of Fact and Conclusion of Law are adopted as the reasons for this decision. FURTHER RESOLVED, that this decision was made in accordance with the Pennsylvania School Code of 1949, as amended, following an independent review of the record by the individual members of the Board of Education.

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agenda p.120 (2)

RESOLVED, that DRAY COTTINGHAM be dismissed from his employment as a professional employee by The School District of Philadelphia, effective immediately. FURTHER RESOLVED, that the Hearing Officer’s Official Recommendation, Findings of Fact and Conclusion of Law are adopted as the reasons for this decision. FURTHER RESOLVED, that this decision was made in accordance with the Pennsylvania School Code of 1949, as amended, following an independent review of the record by the individual members of the Board of Education.

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Action Item - 6. Title: Approval of Retirements and Resignations - Updated 3.24.2022 Board of Education Meeting Date: 3/24/2022 Action under consideration RESOLVED, by the Board of Education that the resignations and retirements of the *following individuals* are accepted effective March 24, 2022. *Names to be provided for public view immediately prior to the Board of Education Action Meeting on March 24, 2022. Office Originating Request: Talent ATTACHMENTS: Description Type Retirements and Resignations Supporting Document

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RESOLVED, by the Board of Education that the resignations and retirements of the following individuals are accepted effective March 24, 2022 Name Location Position Effective Date Reason Abbott, Joyce Hamilton, Andrew School School Climate Manager 06/15/2022 Retirement Abdelaziz, Areen Morrison, Andrew J. School Teacher,Full Time 06/15/2022 Resignation Acquah, Estelle Diversity, Equity & Inclusion Ex Dir,Equity 04/02/2022 Resignation Adair, Kimberlee Ziegler, William H. School Teacher,Full Time 06/15/2022 Retirement Adams, Hailey Blankenburg, Rudolph School Teacher,Full Time 05/09/2022 Resignation Adams, Takia Locke, Alain School Secretary I 03/15/2022 Resignation Adamson-White, Debontina Harding, Warren G. Middle Sch Teacher,Full Time 06/15/2022 Resignation Agnew, Johanna Prevention & Intervention Prevention & Intervention Liai 03/17/2022 Resignation Alexander, Dorene Barry, John Elementary School Bus Attendant,One To One 03/04/2022 Resignation

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agenda p.122 (2)

Allen, Kimberly Harrington, Avery D. School Teacher,Full Time 06/15/2022 Resignation Allison, Emiley Vaux Big Picture High School School Counselor, 10 Months 06/15/2022 Resignation Alston, Denise Frankford High School Student Climate Staff,5 Hours 02/25/2022 Change date Amachi, Gloria Kensington High School Student Climate Staff,5 Hours 06/15/2022 Resignation Anderson, Khadiyjah Henry, Charles W. School Supportive Services Asst, 4 Hr 02/24/2022 Resignation Anderson, Hanna Mckinley, William School Teacher,Full Time 06/15/2022 Resignation Aponte, Dayana Juniata Park Academy Teacher,Full Time 06/15/2022 Resignation

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Ardley, Kimberly Lamberton,Robert E. Elementary Teacher,Full Time 06/15/2022 Retirement Auletto, Donna Strawberry Mansion High School Teacher,Spec Education 06/15/2022 Resignation Bailey, Adam Hunter, William H. School Teacher,Full Time 06/15/2022 Resignation Bailey, Thomas Franklin Learning Center Teacher,Full Time 03/04/2022 Resignation Barnes, Murice Facilities Mgmt. & Services Building Engineer Trainee 03/18/2022 Resignation Barnes-Maddox, Angela Widener Memorial School Special Education Assistant 03/11/2022 Resignation Bates, Erica Edmonds, Franklin S. School Teacher,Spec Education 09/27/2022 Change date Bell, Darlene King, Martin Luther High Sch. Special Education Assistant 06/15/2022 Retirement Belton Pittman, Veronica Day, Anna B. School School Counselor, 10 Months 06/15/2022 Retirement Beninati, Diana Blankenburg, Rudolph School Teacher,Full Time 06/15/2022 Resignation Benjamin, Alicia Mifflin, Thomas School Teacher,Full Time 06/15/2022 Resignation Bennett, Tennille

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agenda p.123 (2)

Cassidy,Lewis C Academics Plus Teacher,Full Time 04/18/2022 Resignation Bennett, Ernie Employees On Union Leave Building Engineer-Group Iii 05/16/2022 Retirement Benning, Yvette Day, Anna B. School Asst Principal 06/22/2022 Retirement Berg, Kaitlyn Bache-Martin School Classroom Asst,Sp Ed,Hear Imp 03/14/2022 Resignation Berretta, Robert Ziegler, William H. School Principal 07/29/2022 Retirement Best-Ruedas, Porscha Office Of School Safety School Safety Officer 02/24/2022 Resignation Bocelli, Kimberly Bethune, Mary Mcleod School Assistant Program Coord 02/10/2022 Resignation Book, Amanda Strawberry Mansion High School Teacher,Spec Education 06/15/2022 Resignation Booker , Jany Prince Hall School Special Education Assistant 03/07/2022 Resignation Bowen, John Lowell, James R. School General Cleaner, 8 Hours 06/30/2022 Retirement

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Bowen-Gaddy, James Constitution High School Teacher,Full Time 06/15/2022 Resignation Bowers, Dorothy Brown, Henry A. School Teacher,Full Time 06/15/2022 Retirement Boyce, Alexis Sheppard, Isaac A. School Supportive Services Asst, 4 Hr 03/18/2022 Resignation Brennan, Susan Shawmont School Teacher,Full Time 06/15/2022 Retirement Brooks, Elizabeth Logan School Head Start Teacher,Full Time 06/15/2022 Resignation Bryan, Shanae Kensington Health Sciences Teacher,Full Time 06/15/2022 Resignation Bryant, Cheryl Multilingual Programs Teacher,Full Time 06/15/2022 Retirement Bursack, Jill Kearny, Gen. Philip School Teacher,Full Time 06/15/2022 Retirement Burton, Kianna Blaine, James G. School Special Education Assistant 01/28/2022 Resignation Campana, Christina Mccall, Gen. George A. School Occup Therapist 04/08/2022 Resignation Campbell, Patricia Broad Street Garage Bus Chau Trainee,Part-Time 02/08/2022 Resignation Camper, Deborah Carnell, Laura H. School Teacher,Full Time 06/15/2022 Retirement

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agenda p.124 (2)

Carlin, Christine Cayuga School Teacher,Full Time 06/15/2022 Resignation Carmichael, Letita Barry, John Elementary School Food Svcs Assistant 02/23/2022 Resignation Carnila, Patricia Feltonville Intermediate Teacher,Full Time 03/25/2022 Resignation Carr-Mcknight, Elexzena Widener Memorial School Physical Therapist 06/15/2022 Retirement Carranza, Alejandra Washington, George High School Behavioral Health Counselor 03/18/2022 Resignation Carrion, Carmen Deburgos, J. Elementary Teacher,Full Time 06/15/2022 Resignation Carstarphen, Samira Webster, John H. School School Nurse 03/10/2022 Resignation Carter, Eve King, Martin Luther High Sch. Teacher,Spec Education 06/15/2022 Retirement Carty, Alvin Passyunk Garage Bus Chauffeur Handicpd Childrn 06/30/2022 Retirement

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Casey, Kevin Food Services Admin & Support Food Svcs Field Ops Supv 06/15/2022 Retirement Castleberry, Eleanor Girard Academic Music Program Teacher,Full Time 06/15/2022 Retirement Cave, Rashima Olney Elementary School Student Climate Staff,4 Hours 02/15/2022 Resignation Chavis, Jenna Longstreth, William C. School Teacher,Full Time 06/15/2022 Resignation Chen, Macy Northeast High School Counseling Asst,Bilingual 03/11/2022 Resignation Childs, Autumn Anderson, Add B. School Teacher,Full Time 06/15/2022 Resignation Childs, Karen Kenderton Elementary Food Svcs Worker Senior 06/15/2022 Retirement Christopher, Bernadette Office Of Specialized Services Occup Therapist 06/30/2022 Retirement Clark, Katrina The Workshop School Teacher,Full Time 06/15/2022 Resignation Clinton, Briana Potter-Thomas School Teacher,Full Time 06/15/2022 Resignation Clouden, Jonathan Sayre, William L. High School General Cleaner, 8 Hours 03/11/2022 Resignation

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agenda p.125 (2)

Coles, Diane Spruance, Gilbert School Teacher,Spec Education 10/07/2022 Retirement Conyers, Adrienne Welsh, John School Teacher,Full Time 06/07/2022 Retirement Correia, Daniel High School Of The Future Teacher,Full Time 03/09/2022 Resignation Cruz, Crismy Arthur, Chester A. School Student Climate Staff,6 Hours 02/18/2022 Resignation Cudemo, Gabrielle Elkin, Lewis School Step School Behavioral Consult 03/02/2022 Resignation Cummings, Monique Marshall, Thurgood School Teacher,Full Time 06/15/2022 Resignation Cuneo, Susan Marshall, Thurgood School Teacher,Full Time 03/11/2022 Resignation Cunningham, Jeanette Preparatory Charter School Food Svcs Assistant 06/15/2022 Change date Curry, Selina Passyunk Garage Bus Chauffeur 01/03/2022 Retirement Curtis, Beverly Widener Memorial School Bus Attendant,Six Hours 06/15/2022 Retirement

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D'Alba, Virginia Brown, Henry A. School Teacher,Full Time 06/15/2022 Resignation Damon, Kenae Lincoln, Abraham High School Teacher,Full Time 06/15/2022 Resignation Darnowsky, Elissa Wilson, Woodrow Middle School Teacher,Full Time 06/15/2022 Retirement Davis, Candida Northeast Community Propel Teacher,Full Time 06/15/2022 Retirement Dawson, Emily Marshall, John School Teacher,Full Time 06/15/2022 Resignation De Monte, Michael Washington, Martha School Teacher,Full Time 06/15/2022 Retirement Dean, Graeme Bartram, John High School Teacher,Full Time 06/15/2022 Resignation Dean, Katharine Stearne, Allen M. School Principal 06/30/2022 Resignation Dean-Smith, Denise Dobbins, Murrell High School Teacher,Full Time 06/15/2022 Retirement Desjardins, Michelle Kensington Health Sciences Teacher,Full Time 06/15/2022 Resignation Diffendall, Erika Franklin, Benjamin High School Teacher,Full Time 06/15/2022 Resignation Dimuzio, Sarah Adaire, Alexander School Teacher,Full Time 06/15/2022 Resignation

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